Presentation List

2018 Conference Presentations

Affordable Student Materials

Ruth Chisum, Ray Scheel, Jacob Spradlin, Danielle Turner, Stephen Turner

Sam Houston State University

Textbook pricing is cited as a barrier to student access and success, and the issue has garnered the attention of public policy (Vitez, 2017). Lowering this barrier helps encourage success for all students, particularly those who have historically been underserved by higher education: low income, first generation, and students of color. 

This presentation aims to address this in part by introducing open and/or reduced cost course materials. However, not all resources are created equal. The resources included in this presentation have been curated based on a specific set of criteria to ensure that they are affordable, user-friendly, stable and credible.

We will give a brief overview of each resource, talk about how it meets the criteria, and include practical tops for how to include them in both fact-to-face and online courses.


Balancing Public and Private as an Online Instructor

A. Page Glave

Sam Houston State University

As online instructors, it can be difficult to establish the same sorts of relationships with students as we do on face-to-face courses. Many online instructors have established an online presence to help connect with students, be active professionally, and participate in professional development. This provides many opportunities for engagement, but can also bring up questions about separating the personal and professional. During this presentation, I'll discuss options for our digital presence, how to balance this against a need or desire to keep aspects of our lives private, and how to help our students do the same. A basic discussion of information security and open source intelligence will be included.


Bring a little "R"reality into your course

Rachel Scherer

Sam Houston State University

We all know that authentic assessment is the better assessment method to use. I will show you how to use some freeware augmented and virtual reality applications that you can have your students use create projects that demonstrate mastery of content and are engaging so that they can teach others it also.


Building Online Presence Behind A Keyboard And Mouse

Quentin Bellard-moderator
Dr. Melissa Baldo-panel participant
Dr. Robert Carlisle-panel participant
Mr. Garry Richards-Foster-panel participant

Lamar University

This panel discussion will provide success stories and instructional strategies to build an instructor presence in an online course that enhances student learning, collaboration, and community.


Collaborate Ultra

Jorge Salinas Solutions Engineer

Blackboard

In this session we explore the different functionalities that Collaborate Ultra has to offer to enhance online collaborative sessions, from break out groups, to polling and how to schedule sessions.
 

Creative Differentiation Among Students in Online Courses: Reaching Every Student Using A Flipped Learning Model

Carol Barbay, Ph.D.

Lamar State College Port Arthur

In this presentation, we will discuss how differentiating among students allows instructors to meet the educational and academic needs of all students, not just those in special ability groups. We will puncture 5 myths and misunderstandings we may have about whether and how differentiation works and look at how making changes in our teaching methods can accomplish better results for students. We will see how incorporating components of universal design for learning can open a path to effective differentiation that supports students' learning needs. We will see how a flipped teaching and learning environment can work well for students and teachers, using effective planning. We will explore broad meta-strategies for a differentiated approach to learning in individual and group learning space, including flipped mastery, active learning, project-based learning, hyperdocs, as well as balancing prescribed activities with giving students choices. We will go beyond rigid ideas some of us may have concerning flipped learning to a more flexible approach. We will see how broad meta-strategies can be refined into doable activities we can incorporate today in current courses as well as in planning future courses. We will also look at how using differentiated assessment in the flipped learning model can help us determine whether what we are doing actually works and makes a positive difference in the lives of students, giving students the skills and knowledge they need to create their own best futures.  


Educational Leadership Masters Students' Perceptions of Online Learning Experiences

Dr. Daryl Ann Borel
Dr. Donna Azodi
Dr. Donna Fong

Lamar University

The Educational Leadership program is a fully online learning experience. Students enter this program with a wide diversity of experience in online learning. This study will examine students' perceptions of their learning experiences in the online context. Graduate students enrolled in EDLD 5397 Internship for Supervision course Spring 2 2018 are asked to respond to respond to an open, semi-structured, voluntary, anonymous survey as part of a journal assignment. The data will be collected and analyzed using a mixed-method design.


Engagement + Affordability = Student Success

Steve Ernst

Copia

With Copia Class, faculty have access to a powerful platform to deliver engaging, customizable and affordable content within your school's learning management system. Select content from over 250 of your favorite publishers and OER providers. Copia also provides individualized services to help faculty create instructional experiences that meet the changing needs of educators today. We will have a discussion regarding how Copia can help faculty increase student engagement with required course materials at a very affordable price.


Feedback to Feedforward

Tilisa Thibodeaux Ed.D.
Dwayne Harapnuik Ph.D.
Glen Harrison Ed.D.
Shelly Allen Ed.D.


Lamar University

Feedback is meant to define aspects of performance in terms of content and context with the intent to bridge the gap between what is known and what needs to be understood (Ramaprasad, 1983; Sadler, 1989). According to Jonsson (2012), although students prefer specific, positive, and personalized feedback, such feedback may not be effective in helping the students learn and improve; this is potentially because students do not fully comprehend their feedback (Yuan & Kim, 2015). Instead, there are indications that less-specific, detailed, and personal feedback, which requires the students to actively engage with their feedback may be more productive to learning (Jonsson, 2012). Based on research, it is clear that feedback can be the most influential and powerful learning opportunity that learners' experience (Harapnuik, Thibodeaux, & Cummings, 2018; Hattie & Timperley, 2007) if they understand and are receptive to feedback that deepens learning, have multiple modalities of feedback to draw from, and engage in discourse and dialogue about their feedback. Hattie & Timperley (2007) argue that feedback should answer these three basic questions: Where am I going? How am I going?  And where to next?


Many students have been involved in programs that have a compliance mentality which has led to over-inflated evaluation scores with little or no feedback for growth (Marzano & Toth, 2013). As a result, students have a difficult time with ratings, rubrics, feedback and their next steps for professional growth. This presentation will discuss the related literature on feedback, feedup, and feedforward and its potential impact on learners. We will examine how several programs in the College of Education have worked to use feedback to bridge the gap in understanding through screencast feedforward techniques that require students to engage in purposeful, personalized, and professional growth.


Flipped Classroom Instructional Model with Graduate Deaf students

Millicent M.Musyoka, Ph.D.

Lamar University

The flipped classroom instructional model has gained popularity in higher education. Previous research has not focused on students who are deaf. This research explored the experiences of deaf graduate students on the use of flipped classroom instructional model.

The presentation will focus on the students ' perceptions and experiences.

Infusing consistent syllabi across your school with Concourse

George Cook
Vice President of Sales and Corporate Development

Intellidemia

Several Texas schools have adopted Concourse, the leading platform to manage syllabi school-wide. Concourse ensures consistent delivery of syllabus information, while helping schools comply with Texas HB 2504, Section 508(b), and WCAG 2.0AA standards. Concourse seamlessly integrates with your LMS, SIS, and web portal and allows for audit functionality and complex reports to be pulled from the system as well. Faculty workload is cut by as much as 50% while Faculty maintain academic freedom to author their syllabus as they see fit.


Introducing ClassFlow in classroom teaching

Yixin Zhang

McNeese State University

This session will introduce ClassFlow in classroom teaching, making students engaged and making class teaching more interactive. Even though ClassFlow is basically designed for the classroom with an interactive electronic whiteboard, the teacher still can use Lesson Builder within ClassFlow to create lesson plans without an electronic board. The presenter will also discuss some of useful features of ClassFlow, such as incorporating teaching activities, adding classes, instant polls, and sharing lesson plans in ClassFlow.


Introducing Google Sites and Quizlet Flashcards into an Anatomy & Physiology Lab to Improve Grades: A Four Year Study

Dr. Richard Lee Pollock

Lamar State College Port Arthur

Presenting my 2018 published paper in peer-reviewed "International Journal of Latest Research in Engineering and Management"

Research Question: Does introducing instructor created Quizlet flashcards, YouTube videos, and Google Sites significantly improve student's anatomy and physiology I lab grades? It has been reported previously that nursing students traditionally experience difficulties with the science subjects in nursing curricula. It would be relevant to any college instructor, student, journal readers, and wider audiences to learn how to better educate these new college students in the 21st century. These college students have an array of technology to study with including online computing, cellphones, and social networking.


Introduction to Next-Gen Proctoring

Patrick Ochoa

MonitorEDU

With the online proctoring becoming a more accepted practice across higher education. More proctoring companies are coming into the mix everyday. Are you happy with your existing provider? Is there a solution that fits your programs needs better? During this presentation we explain the current state of proctoring and introduce you to Next-Gen Proctoring.


Making ePortfolios a High Impact Practice by Giving Learners Choice, Ownership and Voice Through Authentic Learning Opportunities

Tilisa Thibodeaux
Dwayne Harapnuik - virtual
Cindy Cummings

Lamar University

Research into addressing The Edinburgh Challenge: If ePortfolios are so great, why aren't more people using them? has revealed how the COVA learning approach can be used to increase ePortfolio use and persistence. It has also revealed that we can implement all of the key elements of high impact practices if we create a significant learning environments (CSLE) that gives learners choice, ownership, and voice through authentic learning opportunities. Rather than continue to bolt ePortfolios onto an our traditional learning environments, which Seymour Papert (1993) has argued is as foolish as bolting a jet engine onto a horse-cart, we need to first focus on changing our learning environments. When all or most key elements of high impact practices are built into the learning environment design, ePortfolios will also become high impact practices and useful authentic learning tools that prepare our learners to collaborate and communicate in a very complex world. We will show that ePortfolio implementations cannot be done quickly and must be planned for a longer term; months or years, rather than days or weeks. There must also be ongoing support over this longer duration. The implementation must employ active and authentic learning opportunities that are modeled by people who are actually experienced users of ePortfolios. If we want our learners to become lifelong users and proponents of the ePortfolio, then we need to first create significant learning environments that are replete with the key elements of of high impact practices-this is not quick fix.

Online Course Development: From Proposal to Payment

Quentin Bellard
Brandi Livingston
Zachary Dubuisson
Ibrahima Poda

Lamar University

This session will cover all aspects surrounding the online course development process from the beginning when the proper form is filled out to the end when payment is sent and everything in between. 


Open Educational Resources: How To Quickly Find What You Need

Margaret Cook

Intellus Learning

This presentation will cover the need to consider open educational resources and to review new technology that lowers the time it takes to find open educational resources.  It will also cover how to ensure the OER you find is ADA compliant and how to see if your students are using the content you assigned.


Open Source Solutions for data visualizations

Sammy Hwang, Ed. D.

University of Houston

In this presentation, the presenter will talk about some of the free and open source solutions to do data visualization. The purpose of this presentation is two folds : First, to introduce a new data set related to accessibility to increase the awareness. Second, to introduce some of the open source tools to process the data set to create a visualized material. The participants will get familiar with the concept of the data visualization and practical applications that can be used for free. 


Portfolios

Jorge Salinas Solutions Engineer

Blackboard

Portfolios have a multitude of application in Higher Education, from learning activities to lifelong learning and showcases for student academic work. Join this session to learn how to create and use Blackboard’s portfolios in all these scenarios.
 
Product Roadmap

Jorge Salinas Solutions Engineer

Blackboard

Join for a session in which Blackboard reviews all the exciting new features coming to Learn in all of its deployments as well as updates coming to the Blackboard and Instructor mobile apps.
 
Smarthinking: Expert Online Tutoring at the Teachable Moment, 24/7

Marjorie McEntire

Smarthinking

When students need help at midnight (or anytime), they can connect online to Smarthinking.  Expert tutors guide students through solving problems in math, writing (in all subjects), science, business, information technology, Spanish, reading, nursing & allied health, and career planning. Students can work in live whiteboard sessions and can also submit papers for review, receiving feedback within 24 hours.

We will review how students and colleges benefit from online tutoring, show examples of synchronous and asynchronous tutoring, review tutor qualifications and training, and examine administrative dashboard reports.

Student Voices, with the video platform, Flipgrid

Michael Horner

McNeese State University

Flipgrid, a video platform, is a useful tool that more college instructors should consider integrating into their courses, in both online and face-to face class work. It can be used for introductions, group work, discussion, reflection, presentations, peer review, and feedback. The benefits also extend outside the course content because students get valuable practice at presenting themselves and their ideas in a more public sphere than they are used to. The student-to-student engagement that this app provides also may lead to a tighter community within each class. For instance, a student might post a video reflecting on her trouble with an assignment, and some students post replies with suggestions as well as pep talks; while other students who just watch her video may feel relieved that others are having the same difficulties. Videos can lend a more personal, nuanced touch to communication, and they also allow students who may not have good writing skills or are hesitant to speak up in class, a venue where they can contribute their voice. In tandem with other modes of student interaction, Flipgrid can create a more dynamic student-driven class environment.


Teaching with Virtual Reality

Norma Drepaul
David Puller
Katie McGittigan

Lone Star College North Harris

Join us for a hands-on discussion on ways to use Virtual Reality for teaching and learning.

Technology in Classrooms Large and Small: Adapting Learning Platforms to Classroom Dynamics

Stephanie Chadwick & Sherry Saunders Freyermuth

Lamar University, Department of Art

Today's classrooms present new challenges as students increasingly look to their electronic devices and online resources during class. In this 40 minute breakout session we will discuss ways to transform students' e-engagement to create productive learning environments. We will consider ways to adopt online learning platforms such as Blackboard, TopHat, Squarecap, Lynda, and more for class activities. We will also discuss pros and cons to consider when adapting particular online platforms to various class sizes and dynamics, taking into account the costs and attendance functionality of particular programs. We hope to both share experiences and foster dialogues about balancing technology and traditional classroom teaching. 


The future Kaltura Roadmap

DaLee Kicker

Kaltura

A look at how to best utilize the Kaltura video platform within your LMS, Kaltura MediaSpace and gallery management. See how Kaltura can help you with lecture capture and what is on the Kaltura roadmap.


The Wiki Project: A Summative Assessment

Donna Desforges, Ph.D., Professor
Madelyn Kilgore, M.L.S., Assistant Director of Course Development

SHSU Online

Beginning with open-ended prompts provided by the instructor, undergraduate students contributed to each of four Wiki projects.  At the conclusion of each Wiki's time frame, a review and discussion board opened in which students discussed what they learned, what they wanted to know more about, and responded to questions from one another regarding the collective project.  Collaborating on the project allowed students to develop collaborative and technical skills that will serve them well beyond their post-secondary educational experience. In addition to providing a summative assessment of course material, students enhanced their time-management, problem-solving, and social skills. Students evaluate the project favorably and indicate that it creates a highly meaningful educational experience.
 
Attend this session to learn how to incorporate the Wiki project into your class and discover ways to enhance the project in the future.

Easy! Alternatives for Storage of Your Documents Online

Paul T.M. Hemenway, Ph.D., James Clinton Rawls

Lamar University/Lamar Institute of Technology

Today, there's no shortage of materials to use in our classes, or access for research, or that we may wish to review ... but later. Too often, we lose track of those documents, forget where we pidgeonholed them, or they mysteriously disappear from the web!
We now have several new technologies to help us store almost all electronic files or documents. This session will introduce you to three different easy-to-access locations to save your materials:

  1. your own YouTube channel,
  2. specific email repositories, and
  3. Google Docs.


LU's Dr. Paul and LIT's Clinton Rawls hope after this session, lost files will become a thing of your past!
 

Lamar University & Innovative Educators Come Together for Student Success

Teresa E. Simpson, Ed.D.
Kristen Seldon, Innovative Educators

Lamar University/Innovative Educators

Learn how Lamar University and Innovative Educators have come together to launch student success resources for: Online learners and additional student populations!

Lamar University will launch StudentLingo and Orientation for Distance Learners early June 2018.