Session Listing

Below is a preview of the conference sessions for the 2017 DT&L Conference. The date, time and descriptions will be available soon.

Check out the schedule for the conference Workshops.


 

Information Sessions

 

Designing and teaching for success: Self-regulated learning strategies

Maureen Andrade, Utah Valley University

 

Designing a framework to strengthen faculty-ID staff relationships

Shilpa Patwardhan, Education and Learning Technology Consultant

 

Assessing joint acculturation: Affective domain in distance programs

Ken Pisel and Bethany McCaffrey, Joint Forces Staff College

 

Student engagement strategies for competency-based programs

Nathan Ewings and Kristine Pierick, University of Wisconsin-Extension

 

Doing content differently: Resources for increasing student success

Carrie Watkins, MBS Direct

 

Fostering the “a-ha” moment in online discussion

Shannon Simonovich and Lisa Torrescano, DePaul University

 

Engagement vs. participation: Translating progressive pedagogy online

Troy Pinkney, Laura Zadoff, and Genevieve Lowry, Bank Street College of Education

 

Reimagining the 5 Ws: Online course quality and alignment

Elizabeth Lemke and Reba-Anna Lee, Northwestern University

 

Text messaging: Its effects on online student retention and success rates

Selom Assignon, City Colleges of Chicago and Darrylinn Todd, DePaul University

 

Factors leading to the success of men of color in online higher education

Newton Miller, Ashford University

 

Implementing adaptive learning effectively: A systems view

Peter van Leusen, Arizona State University

 

10 productive hacks and gadgets for the online learning professor

James Moore, DePaul University

 

Promoting accessibility using #AccessMOOC

Ginger Bidell, Western Governors University; Meghan Pereira and Sumana Silverheels, State University of New York College at Buffalo

 

Twelve deadly sins online administrators make

Brian Udermann, University of Wisconsin-La Crosse

 

Synchronous interaction tools and “blended experience” learning

Chris Roddenberry and Tom Rankin, Wake Technical Community College

 

Creating and teaching online materials to deaf/hard-of-hearing learners

Linda Bryant and Erin Auble, RIT: National Technical Institute for the Deaf

 

Quality assurance of MOOC: Coursera’s approach

Linlin Xia, Coursera Inc.

 

Instructors play with technologies to learn best practices

Karen Skibba and Janet Staker Woerner, University of Wisconsin-Madison

 

Using analytics to increase student engagement in online learning

Laura Fennimore, University of Pittsburgh

 

Collaborate, present, flip, and evaluate

William Guth, Northwestern University

 

Engaging the learner in self-assessment of online discussions

Laura Schwarz, Minnesota State University-Mankato and Nancyruth Leibold, Southwest Minnesota State University

 

Managing quality in online education: A peer development approach

Carlos Morales, TCC Connect Campus

 

Designing for 21st Century learning: The importance of creativity

Christiane Reilly and Annika Moe, University of Minnesota

 

Essentials for preparing to teach an existing course on short notice

Jason Rhode and Tracy Miller, Northern Illinois University

 

Instructional approaches for distance science laboratory courses

David Brashinger and Julie Thompson, American Public University System

 

10 tips to make online teaching more effective and efficient

Jean Mandernach, Grand Canyon University

 

Selecting and curating OERs to support your course goals

Eileen Horn, University of Wisconsin-Extension

 

Trailblazing technologies for virtual student success

Susan Aldridge, Drexel University Online

 

Factors that affect achievement and persistence in self-paced courses

Terrie Nagel, Mizzou Online: University of Missouri

 

Adopting adaptive learning: Personalized approach in online education

Karen Ferguson, Colorado State University-Global Campus

 

Quality online discussions: A rubric for peer groups

David Stein and Constance Wanstreet, Ohio State University

 

What’s cooking? Makerspaces and technology test kitchen recipe creations

Julie Hewitt and Beth Ambort, University of Wisconsin-Platteville

 

Student and instructor: A reciprocal relationship

Anita Samuel, University of Wisconsin-Milwaukee

 

A model and more: Supporting accessibility in online courses

John Raible, University of Central Florida

 

Beyond the job posting: Attracting and retaining GREAT online faculty

Ann Taylor, Pennsylvania State University

 

Do I matter? Retaining and supporting online students through services

Tracy Hart, University of New Mexico

 

Universal Design: A path to reducing barriers in a large online course

Aisha Haynes, University of South Carolina

 

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Discussions

 

Competency and community: Mutually exclusive?

Rena Palloff, Capella University

 

Inclusivity: Universal Design strategies for the online classroom

Sarah Keene and Amy LimBybliw, University of Minnesota Twin Cities

 

Librarians and instructional designers: A collaboration initiative

Laura O’Connell and Johnathon Neist, Herzing Univeristy

 

How are you using your library in your distance education classes?

Andrew Cano, University of Nebraska-Lincoln

 

Faculty four of accessible development

Jordan Cameron, Kennesaw State University

 

Teaching online: A practical guide to trends, issues and questions

Susan Ko, City University of New York

 

Leveraging opportunities: Lessons from the front lines

Rob Hewell and Marla Rigsby, Ouachita Baptist University

 

Online full-time faculty: Benefits and experiences

Rick Holbeck and Kelly Palese, Grand Canyon University

 

It’s complementary! Proactive advising and an online student community

Kalyn Williams, University of Wisconsin-Platteville

 

Jump start your online classroom

David Stein and Constance Wanstreet, Ohio State University

 

Organizing a successful instructional design team

Amy Carpenter, Utah State University

Finding yourself in a digital world: Adapting mindful tech by Levy

Elodie Jones, Fort Hays State University

 

Understanding changes to teaching beliefs when teaching online

Sarah Dysart, Loyola University Chicago

 

Different Needs; Different Outcomes; Same Course

Yvonne Clark and Elise Nissen, Western Governors University

 

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ePoster Sessions

 

Design for access: Apply UDL and backward design in training materials

Jiaqi Yu, Iowa State University

 

Understanding student perceptions of online learning

Mary Bowne and Melissa Wuellner, South Dakota State University

 

Medical students and faculty: Learning in distance education

Robert Treat and Kristina Kaljo, Medical College of Wisconsin

 

A flipped/blended Chinese-as-a-foreign-language course: Design and perception

Shenglan Zhang and Nadia Jaramillo, Iowa State University

 

Instructional designers and librarians: You need each other

Andrew Cano, University of Nebraska-Lincoln

 

Challenges and solutions for distance-based professional papers

Scott Powell, Montana State University

 

Exploring time management as a construct of self-regulated learning

Laura Gray, University of the West Indies

 

Experienced faculty rate distance education most effective

Kelley Conrad, University of Phoenix

 

A community-based narrate-your-work approach to improving quality

Laurel Newman and Carolee Rigsbee, University of Illinois Springfield

 

Bringing “life” to a fully online medical terminology course

Brenda del Moral and Jane Wenzel, Edgewood College

 

Modeling graduate online student retention: Recent results and next steps

Nicole Holland, Walden University

 

I’m Deke, how do you do? Interacting with telepresence devices

Beth Ambort and Cole Reuter, University of Wisconsin-Platteville

 

Faculty support for online course design: Flexible not flimsy

Robin O’Callaghan and Mary Bohman, Winona State University

 

Competencies necessary for online teaching success

Theodore Scholz, Keith Carroll, and Luke Brymer, The Chicago School of Professional Psychology

 

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Show & Tell Sessions

 

Making online math method courses interactive and effective with OER

Bhesh Mainali and Yunhong Tu, University of Wisconsin-Superior

 

Impossible balance? Individual feedback in large enrollment courses

Miguel Garcia-Gosalvez, University of Wisconsin-Madison

 

Online student orientations: Surprising lessons learned

Lori Wynia, Southwest Minnesota State University

 

Organizing resources for better alignment and assessment of learning

Tamara Stachowicz and Emily Hayes, Davenport University

 

Meeting requirements for online sexual violence prevention course

Anita Dincesen, Hazelden Publishing

 

Driving student engagement with alternative story forms

Ashley McFadden and Megan Hinderman, University of Wisconsin-Platteville

 

Designing an ADA-compliant syllabus for online and distance education

Isabella Burrage and Quentin Conkle, Rosalind Franklin University of Medicine and Science

 

Create social presence and build community using digital stories

Diane Knudson, U.S. Fish and Wildlife Service

 

Graduating Gilbert: Gamification and whole student success

Chris Roddenberry, Wake Technical Community College

 

Moving to a master course management model for online education

Melissa Poole, Columbia College

 

Textbook affordability in higher education: A case study perspective

John Raible, University of Central Florida

 

Gamification: A real world story

Anthony Newman, Purdue University

 

Penn State and the U.S. Army Sergeant Major Academy Partnership

William Diehl and Leslie Cano, Pennsylvania State University

 

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Speed Sessions

 

Factors identified by students that led to success in online courses

Jennifer Davidson, Moraine Valley Community College

 

Creating a reward model to support under-used online student services

Brandi Stocker, Eastern Kentucky University

 

Considerations for an online program startup

Mary Jo Stanley, California State University, Stanislaus

 

Nurturing student teamwork at a distance as a career success factor

Jacob Krive, University of Illinois at Chicago

 

Open the book: Making the switch to a free online text

David Allbritton and Tatem Burns, DePaul University

 

Implementing virtual computing for online instruction: Lessons learned

John Buerck, Saint Louis University

 

Managing team projects: Instructional approaches leveraging technology

Valerie Prater, University of Illinois at Chicago

 

Best practices in improving presence in online learning

Rena Robey, Johns Hopkins University/Department of Defense

 

Wrap-arounds: Engaging learners and building learning communities

Anita Harris Hering and Sara Croymans, University of Minnesota Extension

 

Click Here for Counseling: Services for Distance Learners

Reed Scull and Joseph Russo, University of Wyoming

 

Cooperative learning communities: Success for online group projects

Marybeth Nipp, Grand Canyon University

 

Making arrangements: Best practices for organizing online courses

Kristina Mitchell, Texas Tech University

 

5 quick ways to engage learners in an online lecture

Heather Bradshaw-Arne, Rasmussen College

 

Engaging students in the online classroom: strategies for success

Susanne Vasilic, Chicago Virtual Charter School

 

Using Piazza Tech to engage students in a blended learning environment

Jonathan Totushek and Yunhong Tu, University of Wisconsin-Superior

 

Making the jump to Moodle: A WSFR case study

Diane Knudson, U.S. Fish and Wildlife Service

 

Do synchronous sessions increase social presence in ODL courses

Cengiz Hakan Aydin, Anadolun University, Turkey

 

Not your average case study

Bettyjo Bouchey and David SanFillipo, National Louis University

 

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Speed + Sessions (mash-up of a Speed Session and a Discussion)

Best practices in engaging faculty in online learning policies

Molly Mott and Michelle Currier, State University of New York at Canton

 

3 strategies for motivating minority students in online environments

Courtney Plotts, Council For At Risk Student Education and Professional Standards

 

Staying away from the dark side of support

Dina Kurzweil and Karen (Beth) Marcellas, Uniformed Services University of the Health Sciences

 

Week zero: Faculty role setting the foundation for community building

Marsha Fortney and Heather Welzant, University of Maryland University College

 

Courseware and social justice: Opportunity and impact

Carol Batker, University of San Francisco

 

Moving students from active to engaged learners

Cheryl Oyer and Kelly Foltz-Ramos, University of Buffalo

 

Does “Post once by Wednesday, reply twice by Saturday” really work?

Tori Svoboda, University of Wisconsin-La Crosse

 

Extension of online learning by incorporating service learning

Nancy Deringer, University of Idaho

 

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