World Conference on Online Learning Oral Presentation Schedule - - PowerPoint PPT Presentation

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Oral Presentation Schedule World Conference on Online Learning

Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

• Online. A Profile of Specialized

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• E. Alana James

Oral Presentation Schedule World Conference on Online Learning

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Oral Presentation Schedule World Conference on Online Learning

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Prelude to ConnecT: A Framework for Effective e- Leadership of Virtual Teams Martine Durier- Copp Binod Sundararajan (Dalhousie Univeristy), Howard Esbin, Wendeline de Zan (Prelude) Using Technology to Enhance Clinical Learning: A Multidisciplinary Approach Erica Cambly Jana Lok, Neal MacInnes (University of Toronto) Toward Collaborative, Online Peer Learning in Chemistry Larry Cooperman Stefano Stefan (University of California) Making Programming Concepts Naturally Accessible at a Distance Xiaozhu Wang Yijun Yu (Open University) New Delivery Tools and Resources for Learning Churchill Thursday, October 19, 2017 9:45am - 10:45am Faculty Support for Teaching in a Digital Age 2 Concurrent Sessions A Supporting faculty in their work on innovative practice. cuOpen: Resources to Support Open Pedagogies and Open Practices in Higher Ed Jaymie Koroluk, Kyle Mackie Adopting Blended Learning: An Institutional Approach to Support Faculty Aline Germain- Rutherford, David MacDonald Faculty Support for Teaching Online: It Takes a Village Jill Buban, Sarah Gauvreau, Norman Vaughan Ontario Extend: Rethinking the Skills and Attributes Required by Educators in This, The 21st, Century Valerie Lopes Audrey Penner (Northern College), David Porter (eCampus Ontario) New Delivery Tools and Resources for Learning Chestnut Thursday, October 19, 2017 9:45am - 10:45am Leveraging Learner Analytics for Students, Faculty and Institutions Concurrent Sessions A How are learning analytics being used to help students, faculty and institutions? Implementing Learning Analytics in Higher Education: A Review of the Literature and User Perceptions Nobuko Fujita, Ashlyne O’Neil An Examination of Active Learning Designs and the Analytics of Student Engagement Leni Casimiro Danieli Silva de Souza Rabelo New Delivery Tools and Resources for Learning Birchwood Thursday, October 19, 2017 9:45am - 10:45am Digitals Tools for Language Learning Concurrent Sessions A What tools are being used to support the development of language skills and capabilities? Re-designed Institutional Business Models Linden Thursday, October 19, 2017 9:45am - 10:45am A University's Educational Review: Renewing the Online Academy Panel Discussions Sharing the experience of institutional review as a vehicle for institutional change. A University's Educational Review: Renewing the Online Academy Cindy Ives, Lisa Carter, Veronica Thompson, Deborah Hurst, Margaret Edwards, Margaret Kierylo Emerging Pedagogies and Designs for Online Learning Osgoode West Thursday, October 19, 2017 11:00am - 12:00pm Collaborative & Team Based Course Design Concurrent Sessions A How adapting team based and collaborative design models can effectively and efficiently assist in the development of online courses. So, What’s the Process for the Process? Standards of Practice in Online Course Design Chris Lombardo, Zafar Syed Students as Instructors: The Advantage of Student Involvement in Online Course Development Teams Leigha Covell, Brittany McRae Optimizing the Instructor- Instructional Designer Relationship for Online Courses Allie Davidson, Matthew Sorley Yuan Chen, Mat Schatkowsky (Carleton University) A Reciprocal Mentorship Model for Online Course Development Laura Kinderman Marisa Lavoratore, Spencer Yakaback, Jenny Stodola, Lindsey Symons (Queen's University) Emerging Pedagogies and Designs for Online Learning Cedar Thursday, October 19, 2017 11:00am - 12:00pm Teaching in the Digital Age: Guidelines for Designing Teaching and Learning 3 Concurrent Workshops What quality teaching is in a digital age; What the nine steps are to quality teaching in a digital age; and What the characteristics are of an effective learning environment. If you wish to participate in this session, please do your homework and make sure you have read Chapter 11 of Teaching in a Digital Age before attending. Ensuring Quality – How to Design and Deliver Quality Courses in a Supportive Learning Environment Tony Bates General Discussion Tony Bates Emerging Pedagogies and Designs for Online Learning Birchwood Thursday, October 19, 2017 11:00am - 12:00pm Hands on Workshop on Teaching STEM Online Concurrent Workshops How can we teach STEM online? Nurturing Quantitative Skills for the Physical Sciences through use of Scientific Models Ian Lumb

Oral Presentation Schedule World Conference on Online Learning

• f Online Learners

• utcomes.

The Future of the LMS

Significant developments in technology, learning design and assessment are

• ccurring. Learning Management Systems LMS) are adapting to these changes

in different ways and leveraging machine learning/Artificial Intelligence and

• ther technologies to support new approaches to course design and student

work. Faculty are working to keep pace with these emerging technologies and institutions are faced with difficult choices about what systems to use to support their faculty and students. Phil Hill presents his thinking on the learning platform of the future. This will not be science fiction – but rather will be a serious look at the likely developments between now and 2025. His focus is on the needs of learners and faculty members and the emerging designs for learning. The question he is addressing is: “how are technology and learning support systems developing so as to enable engaged and effective learning?” Phil H l Hill i ll is a m a mar arket an analy alyst an and e expert o

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Sim Simon N Nelson Dig igit ital al T Tran ansformat atio ion a and t d the n new pedag dagogy f for o

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lear arnin ing Advances in technology are changing the face of many industries and education is no

• exception. These technological advances, coupled with the changing needs of both students

and universities in this new era, have paved the way for the rise of digital learning which

• pens up the potential to offer educational opportunities at a scale previously impossible.

The promise of online learning is boundless; we can help everyone fulfil their potential by transforming access to education, but to deliver on this promise, we need to address:

• What the student of today expects,
• The digital strategies that universities need to meet those student expectations, drive

recruitment, and help business and government to address skills shortages, and

• How the pedagogy of teaching needs to change for the digital world

Simon Nelson is Chief Executive of FutureLearn, the leading social learning platform and first UK-based provider of massive open online courses (MOOCs), which has now evolved to

• ffer fully online degrees. Following its first course run in October 2013, FutureLearn now

works with over 150 leading universities, centres of research excellence and specialist education providers across the world and boasts over 6 million learners in 230 territories. In 2017, there are over 1,000 course runs scheduled including free and paid-for courses as well as fully online postgraduate degrees that promote lifelong learning and continuing professional development. Fio iona H a Hollands ds Mak akin ing H Har ard Ch d Choic ices Usin ing E Evide idence an and d Dat ata t a to M Mak ake E Edu ducat atio ional al T Technology D Decis isio ions Universities and colleges make hard decisions all the time about technology what to invest in, what to stop using, how to ensure maximum return on the investments they make. But how do they make these decisions? What is the evidence base they need to use to make the decision? Who should make the decision and what do they need to take into account when doing so? Based on a series of interviews and case studies, this presentation focuses on what education technology decision-makers need to know and evaluate when making significant investment decisions. Fiona Hollands is one of the authors of the recently released report “EdTech Decision- making in Higher Education.” She is the Associate Director and Senior Researcher at the Center for Benefit-Cost Studies of Education (CBCSE) at Teachers College, Columbia

• University. Fiona is particularly interested in the cost-effectiveness of technology-based

educational programs. She is the author of “MOOCs in Higher Education: Institutional Goals and Paths Forward.” Ph Phil il H Hil ill Tom

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le e engaged a and e effe ffective ve le learn rning? Significant developments in technology, learning design and assessment are occurring. Learning Management Systems (LMS) are adapting to these changes in different ways and leveraging better cloud design and integration with third-party technologies to support new approaches to course design and student work. Faculty are working to keep pace with these emerging technologies and institutions are faced with difficult choices about what systems to use to support their faculty and students. Phil Hill presents his thinking on the learning platform of the future. This will not be science fiction but rather will be a serious look at the likely developments between now and 2025. His focus is on the needs of learners and faculty members and the emerging designs for

• learning. The question he is addressing is: “how are technology and learning support

systems developing so as to enable engaged and effective learning?” Phil Hill is a market analyst and expert on educational technologies such as learning platforms and learning apps and digital content, and he is a consultant who has worked with Western Governors University, California Community College System, Iowa State University, Bournemouth University, Pearson Education, Coursera, and others. Randy Be Best st Perspective ves on

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ve le learning e experi riences t tha hat m make hi highe her e r educat atio ion m more accessible le a and a achi hieva vable le for for students Randy Best is chairman and CEO of Academic Partnerships and executive chairman of Whitney University System, Randy Best leads both companies' development of innovative learning experiences that make higher education more accessible and achievable for students in the U.S., Latin America and around the world. He has founded or acquired more than one-hundred private or publicly owned businesses. education.

Tim ime t to T Tak ake a T a Total ally N New A Approac ach t to Q Qual alit ity! Curre rrent A Approa roache hes t to Q

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For representatives of institutions interested in knowing more about the key processes of a new approach to quality which is a lever to innovation. Join Stephen Murgatroyd to explore:

• Major limitations current approaches to quality and quality assurance.
• Key components of a new approach to quality, driven by student engagement,

analytics and smart contracts for learning.

• Best practices from around the world of this new approach to quality assurance for

programs and courses.

• Implications of this new approach to quality assurance for the design, development,

deployment and delivery of online learning.

• Specific ways in which this new approach to quality assurance and quality

work enable rather than inhibit innovation. Stephen Murgatroyd has extensive worldwide experience in the design of quality insurance systems, the quality review of academic programs and online learning institutional assessments in North America and Europe. As the former Dean of the School of Business at Athabasca University Dr Murgatroyd led the team that created the world’s first online MBA which has been ranked amongst the top 100 MBA programs in the world and in the top twenty online MBA programs by the Financial Times. He ran a large consulting practice and helped to create a learning technologies company which provided e-learning platforms for professional development and continuing education for European countries, as well as the Royal College of Nursing.

The he F Future reLe Learn rn P Pla latform form For representatives of institutions interested in knowing more about the FutureLearn platform and how it can help support their business objectives. FutureLearn, the leading social learning platform, was the first UK-based provider of massive

• pen online courses (MOOCs), and has now evolved to offer fully online degrees on a pay-as-

you-go basis. Following its first course run in October 2013, FutureLearn now works with over 150 leading universities, centres of research excellence and specialist education providers in 22 countries across the world including over a quarter of the world’s top universities as well as

• rganisations such as Accenture, the British Council, European Space Agency, Houses of

Parliament, Raspberry Pi and Cancer Research UK. Earlier this year, FutureLearn signed up a host of American partners such as American University, AACTE, Colorado State University, Penn State University, Purdue University and UVA Darden School of Business. The platform boasts over 6 million learners in 230 territories and in 2017, there are over 1,000 course runs scheduled including free and paid-for courses as well as fully online postgraduate degrees that promote lifelong learning and continuing professional development. Join Simon to explore:

• The FutureLearn journey from MOOCs to fully online degrees
• The social learning pedagogy behind the development of the platform and its

importance for enabling learning at scale

• Simon’s insights into the challenges facing HEIs globally today
• FutureLearn’s unique, community-focused, approach to working with its partners,

and

• What’s next in terms of challenges and opportunities for the world of online learning

Simon Nelson is Chief Executive of FutureLearn, the leading social learning platform and first UK-based provider of massive open online courses (MOOCs), which has now evolved to

• ffer fully online degrees. Following its first course run in October 2013, FutureLearn now

works with over 150 leading universities, centres of research excellence and specialist education providers across the world and boasts over 6 million learners in 230 territories. In 2017, there are over 1,000 course runs scheduled including free and paid-for courses as well as fully online postgraduate degrees that promote lifelong learning and continuing professional development.

EDU DU@2035

Heads s up up!

THE B HE BIG S SHI HIFT FTS A ARE C RE COMING!

RICHARD K KATZ Int nternat atio iona nal ana analys yst, s scholar and and ad advis isor o

• n t

n techno nology and y and education i in M Mexico, C Chile, S Singapore re, S Switzerl rland, C China, Austr tralia, and and C Canad nada

• Will Google release a teaching chat bot or student bot peers that

populate augmented reality classrooms to elevate dialog and elicit appropriate study behaviour? Will students debate about which of their peers are human and which are synthetic?

• Will FacultyOne, a Hollywood talent agency for maximizing the free-agent

value of top faculty and instructors, help Google monetize their millions

• f online students? Will protecting academic “star power” lead the

Screen Actors’ Guild to establish an Education Section?

• Will Fac

acebo book

• k’s “Learning with the Stars” course catalog be a hit?
• Will implants give us optical zoom eyesight, GPS-based augmented

reality, high-definition recording/playback and universal real-time language translation abilities?

• Will YouTube be our biggest training academy and will employers or

licensing agents look to Li LinkedIn to evaluate our portfolio of micro credentials? Faculty and instructors, researchers, academic decision makers and policy makers must ask themselves: “Will p ll plan lans an and ac actions be be p pushed by by t the pas ast, or

• r p

pulle lled by by t the f future?” ” Like cinematic Tarzan, will we cling to one vine until we have its replacement in

• ur grasp? And if we do so, will our roles as the stewards of post-secondary

education slip through our fingers?

It’s time to explore, speculate, imagine, and reconsider our education and training horizons.