Curtis J. Bonk
Today anyone can learn anything from anyone else at any time.
Improve quality of life through good design.
When and How to Attend
The LTDC Virtual Showcase is a conference held entirely online. The showcase will be on April 9 and 10, 2015.
Complete connection information will be available on this site prior to the conference.
Register now to attend the 2015 UW LTDC Virtual Conference. Registration is free and open to everyone. You’ll need a computer and an internet connection. Registered participants will receive notices of schedule changes and cancellations.
Presenters of the educational sessions are culled from educators from across the University of Wisconsin system representing all 26 campuses and the University of Wisconsin Extension.
I am Not Content: The Future of Education Must Come Today
Dr. Curtis Bonk. Thursday, April 9, 2015
Look left, look right, look back, and then look dead-on straight ahead…what do you see? Of course, the air is filled with e-learning opportunities as well as talk of educational transformation. So much news. So much progress. Each second of the day, dozens of learners discover shiny learning nuggets previous unknown. Each week, thousands of schools, universities, corporations, and government offices announce strategic plans for e-learning. Every month, hundreds of new online courses, programs, and certificates are offered. Year after year, research reports and meta-analyses indicate that there are undeniable positive benefits of online teaching and learning. The world of technology-enhanced learning, is looking up, up, up. But wait a minute. It is no time to be content. It is not time to relax and just let the “inevitable” future unfold in front of our eyes. No! We must all jump in and help build the changes we want to see. Besides, there are hundreds of millions of people who cannot wait. They need access to a more free and open education today–one with high quality content, interactive and engaging tasks, and motivating technology use. This is a land of where nature (i.e., technology) meets nurture (i.e., pedagogy). It is time you joined in to build the future. Those attending this talk should be cautioned to check their hearts and credits cards at the door since this will be an emotionally-packed talk intended to make you act.
Curt Bonk is Professor of Instructional Systems Technology at Indiana University and President of CourseShare. Drawing on his background as a corporate controller, CPA, educational psychologist, and instructional technologist, Bonk offers unique insights into the intersection of business, education, psychology, and technology. He received the CyberStar Award from the Indiana Information Technology Association, the Most Outstanding Achievement Award from the U.S. Distance Learning Association, the Most Innovative Teaching in a Distance Education Program Award from the State of Indiana, and, in 2014, the Mildred B. and Charles A. Wedemeyer Award for Outstanding Practitioner in Distance Education. A well-known authority on emerging technologies for learning, Bonk reflects on his speaking experiences around the world in his popular blog, TravelinEdMan. He has authored several widely used technology books, including The World Is Open: How Web Technology Is Revolutionizing Education(2009), Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing (2008), The Handbook of Blended Learning (2006), and Electronic Collaborators (1998). His latest book, Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online (2014), is freely available. See Bonk’s homepage for his archived talks and Web resources. Curt can be contacted at: email@example.com or firstname.lastname@example.org.
Today anyone can learn anything from anyone else at any time.Dr. Curtis Bonk
Sarah Horton. Friday, April 10, 2015
We typically define accessibility as compliance with standards. For those with responsibility for digital accessibility, compliance can seem daunting, if not impossible. So many factors that influence accessibility fall outside of central control. What about third-party software used to provide central services? What about content provided by faculty and students? What about all the software in use that isn’t even known of, never mind supported, centrally? The digital campus of most colleges and universities is loosely governed, making campus-wide adherence to accessibility standards a challenging goal in higher education.
What if, instead of standards compliance, we define accessibility as making a commitment and demonstrating progress? In this scenario, accessibility would begin with a clear, institution-wide commitment to providing digital resources that people with disabilities can use successfully. The accessibility commitment would be central to the mission of the institution—an abiding core value. Next would be establishing a baseline defining the current state of accessibility and then improving accessibility in current resources, while at the same time laying the foundation to include accessibility in all new resources. Individuals responsible for accessibility would be equipped with the knowledge and skills to successfully meet their obligations. A coordinated program with continual assessment would show progress toward achieving accessibility.
In this way, accessibility becomes a process that focuses on people and targets success.
Sarah Horton started her career in interaction design in 1991 at the Yale Center for Advanced Instructional Media, creating award-winning interactive instructional software. She was an instructional technologist at Dartmouth College for 11 years before becoming Director of Web Strategy and Design. In this role, she was responsible for planning and developing Dartmouth’s digital environment, leading a team of user-experience professionals responsible for web and media design, development, and production. More recently, Sarah was Web Strategy Project Lead at Harvard University, responsible for strategy and user experience design for the Harvard Web Publishing Initiative. Sarah is currently Director of Accessible User Experience for The Paciello Group.
Improve quality of life through good designSarah Horton
(K) Keynote – (B) Best Practices – (F) Faculty Development – (H) Innovative Approaches & Hot Topics – (?) How-to & Resources – (E) Engagement of Students – (T) Emerging Technologies
Biological science courses typically are offered with both lecture and laboratory components instructing students in basic course concepts and developing basic laboratory techniques. Often, in an effort to assist students, laboratory sessions are simplified into stand-alone units that are largely passive exercises and may feel divorced from the process of discovery. In an effort to enhance laboratory practice and relevance, I have altered the laboratory sessions in introductory biological science courses from many single, stand-alone sessions into a multi-faceted exercise that requires students to develop laboratory techniques needed to resolve the exercise, and engage in the process of scientific discovery. During this process students determine the procedures, protocols and time-line needed to resolve the hypothesis under consideration as they apply multiple laboratory skills over several sessions. In developing a discovery- focused laboratory, the instructor must select topics of relevance, and of sufficient scope, to allow students to experience and practice core laboratory techniques. The reward for students is experience of scientific discovery process and development of laboratory technique. In sum, this approach to laboratory study draws on the role of human curiosity in motivating the learning process.
The case study for this approach is an introductory microbiology course. Students are supplied with the required laboratory resources, instructed in basic concepts of microbiology, and challenged to isolate and identify each bacterial species from a cocktail containing many types of bacteria. Sufficient resources and training are provided to the students, they, through use of course materials and computer-based instructional resources, must determine the laboratory protocols and the coordination of these protocols to successfully complete laboratory assignment over 8 laboratory sessions. Overall, students have found this approach to laboratory learning engaging, challenging and fun.
Faculty often ask why it’s necessary to post learning outcomes in syllabi, reasoning that, “students don’t read them anyway.” Granted, students have been conditioned to ignore any information that’s not absolutely needed to pass exams. Yet, instructors have the ability to breathe life into outcomes by designing a series of metacognitive exercises that challenge students to track their own progress towards outcome achievement. This presentation will suggest easy-to-implement strategies for coaching students to take ownership of course outcomes and embrace a culture of reflective practice.
One suggested strategy involves a continuous process of reflection on 4-5 essential questions throughout the term. Whether formally—in a portfolio, journal or learning log—or just in their thoughts, students align learning outcomes to course readings, activities, discussions and assessments. In effect, faculty empower students to take ownership of their own learning.
Through continual reflection, students learn to recognize that student learning outcomes (SLOs) aren’t merely bureaucratic requirements that instructors are obliged to post in their syllabi, but self-assessment tools that encourage them to apply what they’ve learned in the course to life after graduation (e.g. facts, methods, or perspectives on how the world works).
Students with intellectual and or developmental disabilities (I/DD) are incredibly underrepresented in higher education degree-seeking programs. Due to lacking compliance of Section 508 standards and poor practices in Universal Design for Learning (UDL) strategies in an online delivery format, there are increased challenges for I/DD students to gain access to associate’s and bachelor’s degree programs. Research has shown that due to the massive underrepresentation of I/DD students in associate’s and bachelor’s degree programs, underemployment, unemployment and lack of competitive wage opportunities are a consistent barrier for individuals with I/DD to gain independent lifestyles. Institutions of higher education have been motivated in creating accessible virtual classrooms for physical, visual, motor and auditory related disabilities, however, web accessibility is rarely reviewed for intellectual or developmental disabilities because of an assumption that I/DD students are not interested in obtaining post-secondary degrees. Recent studies have shown that this assumption is inaccurate and I/DD students are willing and able to earn degrees in post-secondary institutions. This presentation will discuss how utilizing universal design in learning principles in an online educational setting will engage higher education administrators, faculty, instructional designers and academic support staff to create a more inclusive learning environment that will allow I/DD students to practice and have exposure to necessary skills in web-based information delivery systems. Increasing access and inclusion to online educational opportunities for I/DD students promotes employable skills in competitive wage settings to reduce underemployment for a specific population.
Service learning is a powerful tool to foster critical thinking, engage your students, and promote civic engagement. E-service learning is a service learning program or project conducted online. This format allows students limited by work obligations and geography to participate. This session will introduce some formats for online service learning, some common partnerships, and the practices of other faculty.
To prepare new students to be successful online learners, University of Wisconsin at Superior Distance Learning Center started to offer a 100% online, student self-paced orientation program delivered in the Desire2Learn (D2L) Learning Environment in 2010. The user-friendly and user-centered design of the program made it’s possible for the students to acquire an authentic online learning experience transferable to the upcoming online courses they will be taking. The students not only learn how to use different D2L tools by actually using them to complete different assignments, but start building connections to the campus and program as well as useful learning and academic support resources. As the instructional designer and lead instructor for the orientation program, the presenter will share what he learned in the past 5 years and how this orientation program helped the UW-Superior’s online program become one of the nation’s top ranked online Bachelor’s Programs.
Recognizing that technology is an important and integral component of learning and teaching, educators in different disciplines have utilized various forms of media to deliver information and engage students. They have also discussed benefits and limitations of using technology in instructional activities. With a focus on a specific form of media WordPress, this presentation aims to further explore how use of media may foster or impede student learning in some classes and discusses the implications of using social media in pedagogical practices.
The presentation is based on a Scholarship of Teaching and Learning (SoTL) project that aims to engage students in Team-Based Learning by using WordPress as the medium of a collaborative project in Introduction to Women’s and Gender Studies. It discusses pros and cons of using of WordPress and blogging student teamwork, collaborative research and writing by providing quantitative and qualitative assessments and the instructor’s reflections.
Although perceptual analysis of voice is commonly used for assessing voice disorders and tools used for perceptual analysis are valid and reliable, it has been under scrutiny due to individual listener variability. Authors have suggested accurate perceptual voice assessment requires “extensive professional experience” which raises important questions regarding how much listening practice is needed to best train students in perceptual voice assessment. Listening practice is a common tool used in training students however, no direct investigations have been done to determine the amount of practice needed for students to enter the profession and competently conduct perceptual assessments in patients with voice disorders.
To determine the amount of practice needed to improve graduate students’ perceptual assessment skills of breathiness, strain, roughness and overall severity in patients with dysphonia, second year graduate students in the Department of Communicative Sciences and Disorders at UWRF were recruited and randomly assigned to three groups: no practice (0 samples per week), low frequency practice (5 samples per week) and high frequency practice (10 samples per week).
Audio samples were delivered to students in these groups using Kaltura MediaSpace in the quizzing tool of the University’s course management system, D2L.
Student ratings of 10 preselected samples were used as a baseline; the same samples were used as a probe after the 5 week intervention phase. Students practiced listening to randomly assigned voice samples for a 5week intervention phase, during this phase, immediate feedback was provided after they listened and completed the CAPE-V form for each practice sample to ensure the practice was meaningful.
With the advancement of technology and the struggle for engagement in classrooms, it is more important than ever to engross students in rigorous, scholarly communication. All too often, classroom conversations become mundane and a regurgitation of assigned readings. Using Twitter can engage students in deeper thought and allow the freedom to synthesize new ideas as well as freely express opinions. Students are now more adept than ever to using smart phones and mobile devices to engage in the world around them. Now is the time to engage students by showing that we, as educators, care enough to bring education to them. It is time we start to dive in and show our students how they can use this social media powerhouse to build a professional learning network, engage and share in scholarly discourse as well as develop their digital literacy. With Twitter, students can begin to connect the world around them with the concepts they are learning in the classroom. These connections are what takes the theory we teach and creates concrete connections to material students only deem abstract. This presentation will show how I, an instructor in the Institute for Professional Educators Development, have used Twitter and the necessary technology to create a running feed of my Twitter as a widget on my homepage in Desire2Learn. I will explain how I incorporate Twitter into my syllabus and online discussions to encourage scholarly connections to the world and allow students to present their ideas from their findings on Twitter. By using hashtags, my class has been able to communicate more thoughtfully and engage in conversations beyond class time and class material. After having incorporated Twitter in my Education class for a semester, I will discuss the qualitative feedback from students regarding their feelings toward the social media integration.
Gamification in higher education continues to draw the attention of instructors who wish to engage and motivate their students to learn more effectively. PBLs—Points, Badges, and Leaderboards—are common approaches for introducing game elements into courses, and badges in particular are “being increasingly used as a rewards system for learners” (2014 NMC Horizon Report 42). In our presentation, we will showcase our use of badges—which we call “achievements”—in both a blended undergraduate business writing course and an online undergraduate/graduate foundations of research course at UW-Milwaukee. The purpose of using achievements in our courses was to reinforce the habits that make our students successful and to reward students for consistent performance on activities and assessments. Students could earn achievements by attending class regularly, visiting the course site daily, interacting in online discussions beyond the minimum, earning high marks on assignments and quizzes, participating during in-class discussions, and winning in-class games. If students earned a set number of achievements throughout the semester, then they received extra credit for the course that was applied to their final grade. We used the Brightspace (D2L) Grades area to visually display the achievements that students earned as well as the remaining available achievements. In this session, we will also discuss our process for creating badges, our methods for tracking student progress, the survey data collected from students, the lessons we learned, and the future directions for achievements in our courses.
There is a rapidly increasing range of academic diversity in higher education, yet many instructors continue to assume that traditional instructional strategies and course designs meet the needs of all learners. How do you ensure that all students are engaged and learning within the online learning environment? The Universal Design for Learning (UDL) framework firmly supports the idea that “one size does not fit all” when it comes to teaching and learning. The UDL approach considers the widest possible range of learners during the initial design of curriculum, reducing the need to make time-consuming modifications later. This is done through multiple means of representation of content, multiple means of expression, and engagement.
This presentation will focus on how student choice and scaffolding are used in an online course in order to allow students to demonstrate their knowledge and skills in a multitude of ways. A critical consideration in course design was to maximize the learning outcomes for all learners without lowering standards or expectations. Participants in this session will see how the instructor has utilized Universal Design for Learning (UDL) in her decisions to allow students choices in how they demonstrate mastery of the course objectives. A foundational framework for design considerations will be provided as well as specific examples of tools used to motivate students, assess their learning, and track progress throughout the course.
What would happen if three organizations joined together to develop a professional development model that was focused on sharing successful online teaching practices from the perspective of faculty members? This presentation highlights the collaboration of three institutional partners: University of Wisconsin-Extension, Division of Continuing Education, Outreach & E-Learning; University of California, Irvine, Distance Learning Center; and University of Washington, Professional & Continuing Education. These three organizations are part of a larger group of institutions committed to working together on a wide range of online learning initiatives. Representatives from the three universities met to develop a platform for faculty to share their online teaching experiences with other faculty. The result is a collaborative website that showcases how experienced online faculty design, develop, and teach online courses. A collection of instructional overview videos and topic-focused interview videos and tip sheets provide answers to the following questions:
- Where do I start?
- What happens to my lecture?
- What will my course look like?
- How do I communicate with my students?
- How do students communicate with each other?
- How do I check for understanding in an online course?
- How do I grade online discussions?
- How do I keep students engaged online?
In this session, we will demonstrate creating a Blackboard Collaborate meeting in the My UW System portal and D2L. We’ll also talk about the basics of moderating a meeting.
Implementation of learning analytics has the potential to optimize learning environments for teachers and students alike. Learning analytics leverages digital data to help instructors effectively monitor student learning activity and subsequently provide more timely and frequent personal interventions. Five UW System schools (Madison, Platteville, Colleges Online, Green Bay, and Milwaukee) have been engaged in an early stage pilot of Brightspace’s Student Success System (S3). S3 is predicated on robust predictive algorithms and produces sophisticated data visualizations. S3 allows for: i) identification of predictors of course success; ii) early identification of at-risk students; and iii) establishment of early and frequent interventions strategies.
This virtual session will provide a high level overview of the Student Success System including model creation and data visualization; talk about evaluation results of the 3-year pilot; and discuss lessons learned for future application of learning analytics.
Bringing guest speakers into the classroom can be a challenge due to travel restrictions, time and scheduling issues. The use of D2L Online Rooms allows guest speakers to conduct classroom presentations from their desk. Another advantage is that the presentation can be recorded and used for other classes. This presentation will cover the strategy, use, issues and benefits of using this technology.
Kaltura/MyMedia is a new instructional technology tool available for students and instructors, in Brightspace (D2L). Instructors are using it to deliver lecture capture, flipped classrooms, and screen recording demonstrations for distance education students. Students are using it to deliver presentations and participate in BrightSpace discussion forums.
Kaltura/MyMedia can process and hold various types of media. This repository can be personal or shared in a Brightspace (D2L) course. Instructors can record mini lectures from their web cam, do screen recording for demonstration, voice over a PowerPoint, or upload previously created video. These videos and are stored in the instructor’s own “My Media” repository and can be placed in a variety of the instructors courses.
We will showcase various ways Kaltura/MyMedia is being used at the University of Wisconsin-Stout to enhance student learning and engagement, and provide ideas and strategies for instructors to consider for incorporating video into their teaching practice.
Looking for alternatives to written papers and quizzes as formative assessments? Interested in using technology that won’t cost anything? While the available opportunities are endless, they can also be overwhelming. As teacher facilitators, we quickly understand that students do not always know more about technology than we think. In this session, the presenter will demonstrate how she has used technology in both online and on-campus courses as the basis for formative assessments. Primary focus will be placed upon using Web 2.0 tools and Desire to Learn Components. Examples of student work will be shared.
Assessment is a key component for university accreditation. The Desire 2 Learn (D2L) IPad Grader App is a valuable tool for instructors that can provide digital examples of student achievement, along with accompanying hand-written feedback, necessary to meet the standards required for university course assessment. Through the IPad Grader App, an essay uploaded to the D2L Dropbox by the student can be accessed for grading electronically. The IPad Grader App has two important grading functions-handwritten grading and/or grading with text and toolbar options. These allow the instructor to grade written work in a few simple steps and return the graded assignment to the student with important feedback, without collecting cumbersome hard-copy essays. Have you thought about how you will collect data for course assessment? Do you want to critique documents digitally? Have you explored the tools D2L has created to provide feedback digitally? This presentation will take you step-by-step through the D2L grading process for written material demonstrating the functionality of this digital media.
One of the key factors in student retention is helping them not get behind in class. There are a number of course deadlines through each semester that students need to track. Fortunately, Brightspace provides an easy way to provide students access to those deadlines. This is the Brightspace Calendar Tool. Each Activity Tool in Brightspace has a way to set the beginning and ending dates. These dates, once set, automatically appear in the student’s Brightspace Calendar, and are accessible in a number of locations both inside and out of the class. In addition, important dates can be added directly to the calendar. The presentation will give an overview of how the Brightspace Calendar works inside of the learning management system from both the instructor and student perspective. This will include generating a calendar, publishing it and subscribing to it from a variety of calendars and devices. The Manage Dates tool will also be covered extensively. This lesser known Site Resource gives a complete overview of all course elements and allows dates to be set directly in a single interface. More importantly, it allows a set of dates to be modified in one step. If a Dropbox was due on Monday in the fifth week of the Fall semester, Manage Dates can change that date to the fifth week of the Spring semester. Setting dates seems both simple and bothersome. By the end of this presentation it will be an essential part of every course in Brightspace. Handouts will be provided.
(K) Keynote – (B) Best Practices – (F) Faculty Development – (H) Innovative Approaches & Hot Topics – (?) How-to & Resources – (E) Engagement of Students – (T) Emerging Technologies
Online courses should provide a balance of independent, asynchronous workload with regular feedback and connection with other students and the instructor. This presentation will highlight elements such as a video introduction and explicit course calendar that have been helpful, and elements such as having students police themselves for plagiarism in group projects that have not.
A demonstrated need at the University of Wisconsin-Whitewater is the availability of online resources for orientation and training purposes. Over the past few years, the Learning Technology Center (LTC) at UW-Whitewater has worked to meet this need through employing D2L to provide the [mechanism] for online orientations. This presentation will touch on three different instances in which the LTC has used D2L to create orientations: TechQuest, a technology orientation directed at freshmen and incoming students; an online student orientation; and a new employee training orientation. All of these orientations are either brand new this academic year or are currently undergoing revision. We will provide a general overview of each orientation and its history, its current status, and possible assessment. Finally, we will discuss the benefits of using a course management system for orientations as a whole.
Working with online assessment can be personalized with voice evaluation. Enhancing the personal connection with students is important in online instruction. Validation of work and personalized evaluation using voice rather than simply numerical or grading can help the students feel like there is a real teacher behind the course. This kind of personalization can increase the desire to succeed. Voice activation of assessments can increase learning if instruction to review, rewrite or redo an assignment is required with teacher guidance My presentation will showcase the personality that can be displayed and connections with students possible through vocal assessment.
Upham Woods Outdoor Learning Center (a University of Wisconsin-Extension 4-H facility) is refining best practices in digital pedagogies for outdoor education and we are investigating approaches for ‘field friendly’ applications of digital inquiry tools that provide hands on use of hardware and apps in environmental science education. Strategies and methods for applying field friendly technology in environmental education is an important content area for addressing college and career readiness for youth today. We use mobile digital technologies in our outdoor learning laboratories, doing so through the use of Digital Observation Technology Skills (DOTS) kits. Using digital microscopes, remote sensors, cameras, thermal imagers and trail cameras, this program explores hidden environments, such as habitats, nocturnal wildlife movements, microscopic soil features, and the thermodynamics of living organisms. The design principles for these kits include considerations for power, memory, connectivity, digital artifact keeping and platform neutrality. We employ these strategies in programs that use mobile technology tools to enable deep observation and investigation of natural environments, making the ‘invisible’ both visible and accessible to exploration and study. Additionally, we adapt these approaches for use state-wide in classrooms, parks, farms and labs. Framing research as experiential education, the benefits of technology in environmental education as well as in outdoor education are tremendous and growing. Acknowledging the pervasiveness of technology and the contextualized relevance of place conscious approaches to education, these trends in education can enliven as well as make accessible to new audiences the potential of field-based science education (Hougham 2013). In developing educational experiences that employ applied research, students should connect as authentically as possible to research opportunities in the areas they live, study, or visit.
The University of Wisconsin-Madison’s College Library leveraged campus technology partnerships to develop an adjacency of spaces and services that support student digital media projects from the point of assignment through final production and display. Using examples from our experience, we will provide an opportunity to consider partnerships that allow for services and spaces that bring together media-supported classrooms, software training, equipment check-out, design consultations, help desk assistance, and a showcase event that all support students throughout the steps in creating digital media projects for courses and professional development. In 2012, the computer lab of College Library, already a partnership between libraries and campus IT, was remodeled to include two new instructional initiatives: the Media Studio classrooms and a consultation service called DesignLab, forging new opportunities to connect students, instruction and technology. The Media Studios allow for semester-long courses that involve collaborative digital projects to be supported by flexible room set-up and high-end media equipment. DesignLab offers one-on-one consultations with students to provide guidance on producing and presenting well-designed posters, videos, animations or other digital media. The computer lab location also has a software training classroom that offers student-led technology workshops, a collection of computer and software manuals, a large and varied equipment check-out service, and a help desk that provides point-of-need assistance at all hours in this 24-hour library. Every spring, the libraries and DesignLab sponsor a “Digital Salon” that showcases student work in both an online and in-library exhibition. Each of the steps in the life cycle of a digital project, from assignment to presentation, allow chances to connect spaces, technology, teaching, support and the final projects themselves. The presenters will discuss how other institutions can think about ways they can also find similar synergies between innovative combinations of the above.
Research methods is a challenging course to teach under the best of circumstances, given its content is oftentimes totally unfamiliar to undergraduate students. The lure of distractions via checking smart phones and other devices during class lectures is detrimental to comprehending material in all courses; therefore, adjustments need to be made to assist students in using their devices in a meaningful way during the lectures. Small group exercises/tasks that allow students to use devices is both enjoyable and instructive. Example #1: Students are given a list of 5-10 references in AMA style, and have to convert them to an APA style reference list. This requires students to look up the abbreviated journal titles to get the full names, follow the APA style rules by going to another site, and retype the references appropriately. The group that can correctly provide the revised references “wins” some minor reward. This can be easily converted to a smaller-scale task, depending upon time constraints.Example #2: As a small group, students decide upon a research topic and research question. Each member is then required to locate one relevant academic article as part of the literature review visa an available online resource such as EbscoHOST. Require the students to read the article abstracts, and report on results as a group. A side benefit of this exercise is to show the students how difficult it is to use smart phones for this purpose. Example #3: Assign students dependent variables relevant to the discipline, and have them work in pairs to locate valid and reliable measures via GoogleScholar. Require them to email the instruments to the instructor, who can then pull them up and go through some/all to illustrate the concepts of validity and reliability, and provide students with direction for future assignments using “tried and true” measures.
The conference is scheduled for April 9 and 10, 2015.
No. Anyone with a computer and an internet connection can attend.
It is free to attend the Virtual Showcase.
No, but it is recommended. Registering in advance will ensure that you will be informed of schedule changes and other important updates.
Unless you are one of the keynote speakers, probably. You can apply as a co-presenter with someone affiliated with the University of Wisconsin.
The deadline for submitting education session proposals has been extended to February 13, 2015.
We will notify presenters of selected education sessions in late February.
We will be using Blackboard Collaborate.
A complete list of education sessions, descriptions, and links to the virtual conference rooms will be posted on the Sessions tab as it becomes available.
Yes. Sessions will be recorded and links to the archives will be posted on the Sessions tab after the conference.
The committee is comprised of representatives from across the University of Wisconsin system. Representatives are:
Karla Farrell – Chair
University of Wisconsin Colleges and Extension Central IT – chair
University of Wisconsin Colleges and Extension Central IT
University of Wisconsin Oshkosh
University of Wisconsin Extension Cooperative Extension
University of Wisconsin River Falls
University of Wisconsin Superior
University of Wisconsin Madison Continuing Education
University of Wisconsin Whitewater
University of Wisconsin Colleges and Extension