Wednesday, February 4, 2026 |
11:05 AM |
12:55 PM |
Keynote + Breakout Discussions | Responsible AI in Postsecondary Teaching and Learning and Hosted Luncheons (Campus-based) |
1:05 PM |
1:55 PM |
Concurrent 1 |
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Escape to Learn: Turning Canvas Into an Escape Room for Case-Based Physical Therapy Instruction
Curriculum Development | Applied
What happens when you combine Canvas, H5P, and the thrill of an escape room? In this Doctor of Physical Therapy (DPT) course, students solved digital puzzles to unlock case details about a woman entering the ER, then applied their discoveries to recommend a treatment plan. The activity blended online problem-solving with live skill demonstrations, creating a dynamic learning experience in both in-person and hybrid formats. This session provides a pedagogical overview, a behind-the-scenes look at the Canvas build, and lessons learned for anyone interested in bringing gamification into their teaching and course design.
- Jane Sutterlin, University of Utah
- Allie McClaskey, University of Utah
- Alicia O'Hara, University of Utah
Designing the Future through Mentorship: Lessons from UPCEA’s UPLift Program
Other | Foundational
Mentorship has been a steady anchor in the shifting world of digital teaching and learning. Through UPCEA’s UPLift program, we paired as mentor and mentee—one a seasoned instructional designer turned assistant dean, the other eager to grow beyond the early stages of her career. What we found was more than guidance; it was a reciprocal exchange that built confidence, sparked new ideas, and helped us both navigate challenges with greater clarity. In this session, we’ll share our lived experience and invite participants to reflect on how mentorship can shape their own professional paths.
- Jessica White, University of North Carolina, Chapel Hill
- Megan Slatton, Auburn University
Agentive AI Teaching Assistants: Evolving Digital Communities of Practice
Instructional Design | Foundational
Challenges in time available are prohibitive for the operation of teaching-assistant communities-of-practice (COP) that across courses could frequently share information. This presentation focuses on an important, understudied dimension of Agentive AI: digital communities of practice (DCoP). Using AI-agent Jill Watson as an example (developed by the National AI Institute in Adult Learning and Online Education), the novel advance DCoPs empower is overcoming the limits on human COPs to enable ongoing synthesizing, across instructors, information about individual student learning, professors’ teaching resources and strategies, and complementarities among course content and skills. Issues raised by DCoPs include privacy, security, and interpretive accuracy.
- Chris Dede, Harvard University
Concurrent Session 1: Lightning Talks
Supporting Faculty as They Redesign Gateway Courses to Increase Student Engagement and Success
Curriculum Development | Foundational
This session will feature case studies documenting the redesign of gateway courses from across the disciplines. The session will also explore theories, underpinning the cases, that will be "brought to life" through the introduction of a framework and planning document that can be used in online and blended course redesign.
- Stephanie Foote, Stony Brook University SUNY
Redesigning Assessments for the AI-Driven Classroom
Assessment | Applied
This session explores how educators can redesign assessments to uphold academic integrity in an AI-enhanced learning environment. Attendees will learn practical strategies to create assignments that promote authentic student work, critical thinking, and mastery of course outcomes—while minimizing misuse of generative AI. The session also covers effective AI usage policies, proctoring and detection tools, and approaches for encouraging ethical AI integration. Educators will leave with adaptable, classroom-tested methods for fostering meaningful learning and high-integrity assessments.
- Jean Kotsiovos, Purdue University Global
Unlocking the Future of Learning Design: Integrating Analytics to Create Data-Informed Courses
Instructional Design | Applied
In a rapidly evolving educational landscape, "Designing the Future" of learning requires moving beyond intuition to embrace data-informed strategies. This presentation will explore the powerful synergy between learning analytics and instructional design, providing a practical, human-centered framework for leveraging educational data to enhance student engagement and improve learning outcomes. We will share concrete examples and a roadmap for using a learning data platform to create dynamic, responsive courses. Participants will leave with actionable strategies to translate data into meaningful instructional improvements and navigate the ethical considerations of working with student data.
- Joshua Quick, Indiana University
- Carrie Hansel, Indiana University
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2:05 PM |
2:55 PM |
Concurrent 2: Roundtables |
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Dynamic by Design: Using AI-Powered HTML to Transform Course Content in Your LMS
Instructional Design | Applied
Discover how to leverage generative AI as a creative partner in designing HTML elements that bring dynamic, engaging course content directly into your LMS. This applied session demonstrates practical ways to transform static materials into interactive and accessible learning experiences. Participants will see ready-to-use templates and AI-assisted workflows that support faculty and instructional designers in elevating course organization, engagement, and comprehension. Attendees will leave with adaptable strategies they can apply immediately in their own teaching or course development contexts.
- Catie Weaver, Western Kentucky University
Behind the Scenes: Prototyping AI-Informed Workflows for Instructional Design
Instructional Design | Applied
Go behind the scenes to see how instructional designers are creating AI-informed tools and workflows to enhance their practice. This session shares examples like feedback templates, design co-pilots, and prompt libraries—and includes survey insights from professionals using generative AI in higher ed. Join a collaborative discussion about what’s being built, what works (or doesn’t), and what we can do next. You’ll leave with new ideas, peer-tested strategies, and inspiration to prototype your own AI-powered design solutions.
- Jessica Zeitler, University of Arizona
- Kristen Chorba, University of Arizona
4 COLOs, 3 Decades of Leadership, 2 Historic Disruptions, 1 Unit
Leadership | Strategic
Four successive Chief Online Learning Officers share leadership lessons across 30 years of leading the same innovative online learning unit to ever-growing success. The panel explores how their work shaped and responded to institutional change, the pandemic, and the rise of AI. Strategic planning, including succession planning, will be discussed and emphasized in engagement with those attending.
- Ray Schroeder, UPCEA
- Vickie Cook, University of Illinois, Springfield
- Michele Gribbins, University of Illinois, Springfield
- Emily Boles, University of Illinois, Springfield
Cultivating Your Personal Brand in Online Higher Education
Leadership | Applied
In today’s digital academic landscape, cultivating a strong personal brand is essential for professional visibility, influence, and career growth. This session explores intentional strategies for building a public professional persona in online higher education.
- Thomas Cavanagh, University of Central Florida
- Kelvin Thompson, University of Louisville
The Future of Faculty Development: Flexible Paths for Online Teaching
Supporting and Advocating for Faculty and Learners | Applied
This session shares lessons from a four-year initiative to design flexible, engaging faculty development that prepares instructors for online course design and teaching. The presenter will share how instructor feedback and data informed a multi-format model including webinars and facilitated and self-directed micro-courses. Participants will engage in reflective and collaborative discussion to crowdsource strategies for supporting instructors across diverse roles. The session emphasizes equity and access, with design choices that reduce barriers for adjunct and time-constrained instructors. Attendees will leave with practical ideas and a shared resource to inform faculty development initiatives at their own institutions.
- Karen Skibba, University of Wisconsin, Madison
Building a Faculty Development Ecosystem: A Holistic Approach to Engagement, Innovation, and Impact
Partnerships and Relationship-Building | Strategic
Faculty engagement is challenged by the rapid evolution of higher education, leaving many educators feeling disconnected and overwhelmed. By fostering collaboration, providing structured support, and equipping faculty with the tools and community needed to navigate these changes.
- Claudia Arcolin, The University of Texas at San Antonio
- Shelley Howell, The University of Texas at San Antonio
- Marcela Ramirez, The University of Texas at San Antonio
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3:05 PM |
3:55 PM |
Concurrent 3: Lightning Talks |
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From Practitioner to Scholar: Finding Your First Scholarly Project
Research, & Evaluation | Foundational
This lightning talk helps educational practitioners see themselves as emerging scholars by connecting daily innovation to the Scholarship of Educational Development (SoED). Participants will learn how SoED differs from SoTL, discover the power of building scholarly ecosystems through mentorship and communities of practice, and practice reframing their own projects as researchable inquiries. Rather than adding new work, this session shows how to transform existing efforts into scholarship that amplifies both individual and institutional impact. Attendees will leave with a clear first step toward developing a preliminary action plan for their own SoED project.
- Jiaqi Yu, The University of North Texas Health Science Center at Fort Worth
Ask Better Questions: Using AI to Identify What Faculty (and Students) Need
Instructional Design | Foundational
Generative AI can help uncover what users do not know to ask, giving faculty and instructional designers a head start in offering targeted support. This session introduces a structured Q&A prompting framework that positions AI as a conversation partner, guiding faculty through reflective input that is transformed into usable drafts of instructional materials. We will explore how this approach enhances workflows for course design, faculty development, and student support. Attendees will engage with a customizable framework and practical tips for implementation across tools and contexts, with a focus on keeping human judgment central to the process.
- Rebecca McNulty, University of Central Florida
Beyond the Guidebook: Strategic Leadership Through COLO Competencies
Leadership | Strategic
Explore how the COLO Guidebook’s competencies translate into real-world leadership. This panel session, designed for online learning administrators and aspiring COLOs, features examples from across higher ed systems and institutions. Hear how leaders apply core skills like entrepreneurship, technology strategy, and decision-making to real organizational challenges. Gain insights you can take back to your own leadership role.
- Davinder Kaur, City University of New York
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3:05 PM |
4:05 PM |
Concurrent 3: Workshops |
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Smart Scaffolding and Authentic Assessment with AI
Curriculum Development | Applied
Explore how AI can help address educational challenges and empower new opportunities in an AI-driven world by supporting authentic, learner-centered activities and assessments. This applied workshop combines real-world examples with hands-on curriculum design practice, giving faculty and instructional designers practical strategies for using AI to scaffold learning and authentically assess learners. Participants will leave with a framework and a prototype activity and assessment they can immediately adapt to their own teaching or course design.
- Kerry Rubadue, The Ohio State University
- Alex Souza, The Ohio State University
- Anna Yocom, The Ohio State University
Effective Online Discussion Facilitation in the Age of AI
Instructional Design | Applied
In an increasingly AI-enabled world, fostering authentic, human-centered discourse is increasingly vital to learner success in online courses. This interactive workshop equips faculty and instructional designers with strategies to plan out and foster inclusive, intellectually engaging discussions in online courses. Participants will learn to clarify the purpose of a forum (discussion, dialogue, or debate), prompt productive peer replies, and apply a novel model for responding to controversial or emotionally charged posts. Through hands-on exercises, attendees will revise prompts and develop facilitation plans that emphasize human interaction and elevate the pedagogical value of online discussions.
- Katherine McAlvage, Oregon State University Ecampus
- Nadia Jaramillo Cherrez, Oregon State University Ecampus
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4:05 PM |
4:25 PM |
Closing Session: OA Leadership Chat (networking, discussion of day's topics, take aways, preview of Day 2) |
4:30 PM |
5:00 PM |
Asynchronous Poster Sessions: Teaching, Learning, and Design Innovation
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This asynchronous poster session features pre-recorded poster presentations focused on teaching practice, course design, and learner experience. Attendees may explore posters at their own pace and revisit them at any time during the event. Posters are available via curated YouTube playlists linked in the platform and may be viewed before, during, or after the scheduled session time.
Topics in this session include:
View posters by topic (YouTube playlists):
Additional poster topics related to institutional strategy, operations, and academic quality are featured in a separate asynchronous poster session scheduled later in the program.
AI Integration in Learning & Assessment
From Traditional Bloom’s to the Future of Learning: Reframing Bloom’s for Cognitive Skills in the AI Era
Curriculum Development | Applied
Generative AI is transforming how educators teach, assess, and cultivate higher-order thinking. This session introduces a reframed Bloom’s Taxonomy for the AI era, shifting the focus from content recall to deep, ethical, and adaptive learning. Participants will explore updated cognitive levels that preserve and advance essential skills while addressing AI’s impact on learning. Through guided collaboration, attendees will redesign assignments and assessments to foster AI literacy, ethical reasoning, and cognitive agility. The session offers practical, human-centered strategies and an actionable framework to strengthen cognitive skills—equipping students to thrive in a future where human and artificial intelligence work side-by-side.
- Lisa Clark, Anthology
- Julia Spears, Marshall University
AI Personas and Experiential Learning in Online Education
Instructional Design | Applied
This session explores an AI-driven assessment in an online graduate course at Northwestern SPS. Using Discourse AI, students engaged with fictional personas to simulate real-world NCAA compliance investigations in Canvas. The approach emphasized strategic thinking and inquiry, supported by cross-departmental collaboration. The presentation covers assignment design, student feedback, and future improvements, offering insights into how custom AI tools and thoughtful design can enhance engagement and experiential learning in online education.
- Heather Brown, Northwestern University
- Doug Bakker, Northwestern University
- Rodolfo Vieira, Northwestern University
- Vince LaGrassa, Northwestern University
AI in the Classroom
Information and Digital Technology | Foundational
Discover how AI is transforming digital marketing education! In 2023, Trident University International’s MBA program became fully AI-powered, immersing students in real-world tools like AI writing, search, simulations, personalized content, and advanced marketing functions. Now, the BSBA program is following suit, starting with a bold update to its undergraduate marketing course. This session shares how AI is reshaping the classroom experience, boosting creativity, and preparing students to lead in a tech-driven marketing landscape. See how future business professionals are learning to think, create, and compete using cutting-edge AI—from brainstorming to strategy execution. Get inspired by what’s next in education!
- Sabrina Segal, A.T. Still University
Generative AI literacy in higher education across Diverse Cognitive Profiles
Information and Digital Technology | Applied
Generative AI literacy skills are essential in today’s AI-driven era. This session presents findings from a 2023–2025 scoping review examining how higher education institutions are designing GenAI literacy programs, with a focus on neurodivergent learners. Attendees will gain insights into current definitions of AI and GenAI literacy, differences in how neurodiverse and neurotypical learners engage with GenAI tools, and key instructional strategies for effectively teaching GenAI literacy skills.
- Shamila Fathima Shaik, University of North Texas
- Audon Archibald, University of North Texas
- Tania Heap, University of North Texas
Multimedia and Educational Technology in Course Design
Talking Avatars: Simulating Conversations for Human-Centered Learning
Research, & Evaluation | Applied
This talk explores a pilot initiative using Wonda VR avatars to bring verbal interaction practice opportunities to asynchronous courses. Faculty from nursing, interdisciplinary studies, genetic counseling, and business management are applying this tool to build empathy and simulate difficult and nuanced patient and client experiences. The session showcases how a co-design process supported tool adoption and how evaluation is being structured around student learning, engagement, and technology sustainability.
- Lee Mitchell, Boise State University
Podcast Use in the Online Classroom: Learning on the Go!
Curriculum Development | Applied
Educational podcasts allow students flexible opportunities for study “on the go.” No longer do students have to schedule time for assigned readings or attendance at lectures. Educational materials can be accessed while driving, working out, and even preparing meals. Let’s explore how podcasts can be added to Open Educational Resources.
- Harla Frank, University of Arizona Global Campus
- Kimberly Luke, University of Arizona Global Campus
Smarter, Faster, Smoother: Editing Training Videos with AI in Premiere Pro
Curriculum Development | Applied
Learn how to streamline your training video workflow using Adobe Premiere Pro’s built-in AI tools. This session will focus on two key features: Text-Based Editing and AI Audio Enhancements. Discover how to edit video like a document by cutting, rearranging, and refining footage directly from a transcript. Then explore tools like Auto Ducking, Loudness Matching, and AI powered Noise Reduction to quickly produce clean, professional audio. Designed for educators and content creators, this session will leave you with practical and time saving techniques to create polished and learner friendly videos faster and with less effort.
- William Schaefer, The University of Texas at San Antonio
Deconstructing Multimedia: Principles for Creating Engaging Instructional Videos
Instructional Design | Applied
What makes an instructional video effective for online learners? In this interactive session, participants will explore established multimedia learning principles and apply them to examples from asynchronous, faculty-created videos. Through live polls and collaborative discussion, attendees will evaluate how well these artifacts align with research-based design practices and exchange ideas on what works—and what doesn’t. The session will also briefly analyze generative AI–produced video, prompting discussion on the comparative value of emerging tools. Participants will leave with strategies to create or curate videos that truly enhance online learning and student engagement.
- Matt Lewis, The Graduate Center of the City University of New York
- Fallon Saratovsky, The Graduate Center of the City University of New York
Accessibility, UDL, and Inclusive Course Design
As Higher Education’s Digital Accessibility Deadline Approaches: Less Content, More Active Learning
Instructional Design | Applied
We are weeks away from the United States Department of Justice’s deadline for public colleges and universities to use accessible digital content. This talk will introduce what digital accessibility requirements look like. More importantly, the presentation will share ideas to rely less on course resources like readings and lectures and more on student-driven, active learning strategies. Instructors can meet students’ needs by empowering them to learn more from doing compared to passively receiving content. Additionally, if instructors are relying less upon content, there are less digital materials that need to be remediated.
- J. Richard Freese, University of Wisconsin, Madison
Making the Case for UDL: Encouraging Faculty Buy-In for Inclusive Online Design
Instructional Design | Applied
Universal Design for Learning (UDL) supports accessibility and inclusivity in online education, but how do we encourage faculty to implement it? This session explores UDL’s core principles, provides practical examples for online courses, and offers participants a chance to apply UDL by identifying one change they can make right away, even in restricted design environments.
- Erica Lamm-Denny, Creighton University
Beyond Compliance: Supporting Faculty with Scalable Accessibility Remediation
Supporting and Advocating for Faculty and Learners | Applied
This session introduces a two-pronged approach to accessibility remediation designed to help faculty and departments meet evolving digital compliance standards. The first prong supports forward-looking course design through embedded accessibility training and adaptive instructional design workflows. The second prong addresses previously developed courses via Auburn’s Digital Accessibility Remediation Service, which provides structured support for retroactive updates. Presenters will share lessons learned and strategies for scaling support across disciplines. Participants will gain practical approaches to reduce faculty burden, build institutional buy-in, and advance accessibility goals ahead of the April 2026 deadline.
- Amy Conway, Auburn University
- Betsy Gilbertson, Auburn University
- Shawndra Bowers, Auburn University
Return on Investment in Digital Accessibility
Partnerships and Relationship-Building | Applied
In this session, we’ll explore our collaborative approach to working with third-party content providers, such as publishers, to ensure digital materials meet accessibility standards. Attendees will gain insight into our evaluation process, how we identify accessibility barriers, and the strategies we use to support partners in remediating issues. This session is ideal for educators, instructional designers, and accessibility professionals, and third party vendors, looking to strengthen partnerships and promote inclusive digital learning environments.
- Danae Harris, University of North Texas
- Karina Ramos, University of North Texas
Building Engagement and Belonging in Online Learning
Teaching That Resonates: Connecting With Students in Virtual Classrooms
Instructional Design | Applied
This session offers practical ways to design a welcoming and interactive online classroom by adapting familiar face-to-face teaching methods. Beginning with a personal introduction and an active-learning icebreaker, the presenter will model techniques effective in digital spaces. Participants will learn how to use timely announcements, storytelling, intentional course design, and short, engaging videos for lessons and personal reflection. Real-world successes, including strong student feedback, will be shared. Attendees will leave with adaptable strategies to build stronger connections and increase engagement in their own online teaching.
- Coleman Patterson, University of Oklahoma
Humanizing Asynchronous Learning: Measurable Compassion in Course Design
Other | Strategic
Discover how compassion in asynchronous course design can be transformed into measurable practices that enhance engagement, persistence, and belonging. This session shares evidence-based strategies and practical tools to humanize digital learning while supporting institutional goals for retention and learner success. Grounded in current research, it advances theory-to-practice connections essential for online pedagogy. Participants will critically examine frameworks that operationalize compassion into observable, data-driven course elements.
- Pooja Shrivastava, University of Oklahoma
Faculty and Instructional Design Development
Designing the Future of Online Graduate Education, The MOSAIC Ecosystem Model
Instructional Design | Applied
Discover how asynchronous microlearning (short, focused, on-demand modules) can scale faculty development and improve engagement. This presentation will share strategies for designing concise, interactive content, selecting delivery tools, and creating sustainable resource libraries. Real-world examples will highlight effective implementation, assessment, and continuous improvement practices. Attendees will leave with a practical framework to launch or enhance microlearning programs that meet the evolving demands of digital teaching and learning.
- Cory Pettijohn, University of Illinois at Urbana-Champaign
Designing Career-focused Online Courses: 10 Strategies to Promote Career Readiness
Instructional Design | Applied
This workshop focuses on the design of courses and learning experiences in online formats that can foster career readiness and 21st century skills in learners. Through the completion of an action plan, participants will learn how to design or redesign a course that ensures learners acquire skills like creativity, financial literacy, technology expertise, collaboration, AI expertise, and other skills that are required for competitive professionals.
- Miko Nino, Rhode Island College
- Alicia Johnson, Virginia Tech
- Eunice Ofori, Tulane University
Beyond Best Practices: Advancing Teaching Through Faculty Training
Information and Digital Technology | Applied
The Teaching Online/On-Ground Pedagogy and Standards Certificate is a faculty development program designed to elevate online and on-ground instruction beyond traditional “best practices.” Facilitated by senior faculty, the course provides new and experienced instructors with advanced strategies, fosters a collaborative teaching community, and ensures consistent standards of excellence across online classrooms. Administratively, the program supports effective onboarding and the hiring of qualified faculty, aligning professional growth with institutional goals. This session will share the program’s design, outcomes, and impact on both faculty development and student learning.
- Alisha DeWalt, The Chicago School
- Kelly Torres, The Chicago School
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Thursday, February 5, 2026 |
11:05 AM |
12:55 PM |
Keynote and Breakout Discussions | Divergent Minds, Inspired Designs: Rethinking Learning for Neurodivergent Students and Hosted Luncheons (Campus-based) |
1:05 PM |
1:55 PM |
Concurrent 4 |
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From Chaos to Clarity: How Project Management Powers Instructional Design
Instructional Design | Applied
The Instructional Design team at the Center for Distributed Learning (CDL) has strategically integrated project management strategies and tools to address challenges in transparency, workload distribution, and service scalability. This session will showcase CDL’s implementation of project management strategies to improve the instructional design teams’ efficiency and service level. Presenters will walk through key steps in the development and adoption process, share lessons learned, and offer practical examples from the University of Central Florida’s experience.
- Sue Bauer, University of Central Florida
- Heather Marron, University of Central Florida
Beyond Simulation: Co-Designing With AI Personas for Human-Centered Innovation
Information and Digital Technology | Applied
Explore how AI personas can move beyond simulation and become co-creators in your teaching and design practice. This session introduces co-design with AI personas, blending creativity and emerging tech. Includes live demo, practical activities, and ready-to-use prompts.
- Margaret Sass, Boise State University
AI on the Team: Real-Time Support for Instructional Designers
Instructional Design | Applied
This session explores a custom AI assistant that supports instructional designers by bridging expertise gaps with faculty and accelerating course prototyping. Attendees will experience a live demo, engage in interactive analysis, and gain a practical roadmap for using AI to enhance instructional design grounded in proven pedagogical frameworks.
- Carolyn Stoll, University of Cincinnati
- Amy Gardner, University of Cincinnati
- Lisa Dieso, University of Cincinnati
Concurrent 4: Lightning Talks
Concerns and Hopes: Online Students’ Perceptions of Generative AI tools
Research, & Evaluation | Foundational
This session will share results from two surveys conducted with online students about their perceptions of generative AI tools. We will summarize the quantitative and qualitative results including: 1) students reported use generative AI in coursework; 2) perceptions of its integration into online courses; 3) emotions about these tools; 4) the perceived impact of these tools on their job prospects and future careers; and 5) concerns and hopes about these tools. The session will include a discussion of actionable insights that can guide online faculty and administrators in AI decision-making that centers online student voices.
- Naomi Aguiar, Oregon State University Ecampus
- Mary Ellen Dello Stritto, Oregon State University Ecampus
Bridging the AI Literacy Gap: Student Perspectives on Artificial Intelligence in Higher Education
Research, & Evaluation | Applied
This presentation will explore survey findings from undergraduate and graduate students across multiple disciplines, highlighting trends in student knowledge, experiences, and attitudes toward AI. The session will present results revealing both opportunities for innovation and identifying critical gaps impacting student success.
- Liz Fitzgerald, Purdue University Global
- Wendi Wolfram, Purdue University Global
- Shama Grimmage, Purdue University Global
- Jenna Odeh, Purdue University Global
- Naseeba Abdeljaber, Purdue University Global
- Joshua Lackey, Purdue University Global
AI-Coached Legal Drafting Training: What We Learned from Student Experiments
Instructional Design | Applied
Can AI coaching improve student writing even when the exam is completed without AI? This session explores a quasi-experimental study with students enrolled in a legal drafting course in Bangladesh. One group trained with traditional instruction, while the other received AI-coached training before completing pre- and post-tests without AI assistance. Assignments such as writ petitions and appeals were evaluated by legal experts for clarity, accuracy, and reasoning. Preliminary patterns and student feedback will be shared, with discussion on how lessons from this case study can inform AI-supported training across disciplines while maintaining assessment integrity.
- Woei Hung, University of North Dakota
- Parvej Ahmed, University of North Dakota
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2:05 PM |
2:55 PM |
Concurrent 5: Roundtables |
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Wolverine Tutor: Scaling Personalized Learning with Generative AI in Higher Education
Instructional Design | Applied
Explore how Wolverine Tutor, a generative AI–powered study companion, personalizes learning across courses of any size. Designed to guide students through Socratic questioning, authentic scenario-based questions, and adaptive assessments, the tool fosters knowledge construction, critical thinking, and deep comprehension while addressing individual knowledge gaps. Pilot results demonstrate its potential to boost engagement and mastery of course objectives. This session offers practical insights for faculty, instructional designers, and edtech professionals interested in integrating generative AI responsibly into teaching and learning.
- Qingqing Yan, University of Michigan
- Peter Bodary, University of Michigan
- Giselle Aronoff, University of Michigan
Social Presence in the Times of AI: Making Online Learners Belong
Instructional Design | Applied
This session will discuss how social presence has changed with the emergence of AI tools and the best strategies that should be adopted to effective foster social presence in online courses. In addition, presenters will showcase a variety of AI tool and will demonstrate how they can be used in online teaching and learning to promote social presence. In addition, this session will provide strategies about how to evaluate the effectiveness of social presence as a result of the integration of these AI tools.
- Miko Nino, Rhode Island College
- Cori Benz, Oregon State University Ecampus
A Tale of Two Title II Tactics: A Blueprint for Collaborative Campus-Wide Change
Partnerships and Relationship-Building | Foundational
Two public research universities share strategies for strengthening accessibility training and remediation infrastructure ahead of revised Title II ADA regulations. Building on prior research, initiatives include targeted workshops, PDF remediation protocols, and accessibility checkpoints. The University of Illinois at Urbana-Champaign and the University of North Texas highlight scalable models such as microcredentials, centralized support teams, and collaborative feedback loops to promote inclusive digital environments. Their joint efforts aim to ensure high-impact content is accessible across departments and campus-wide systems.
- Tania Heap, University of North Texas
- Marc Thompson, University of Illinois at Urbana-Champaign
- Keith Hays, University of Illinois at Urbana-Champaign
From Risk to Resolution: Practical Tools for Accessibility and Copyright in Digital Learning
Supporting and Advocating for Faculty and Learners | Foundational
Discover practical strategies and tools for tackling two of the most persistent challenges in online course design: accessibility remediation and copyright compliance. This session explores how faculty and instructional design teams can leverage a variety of tools—including AI-powered solutions—to resolve common issues without compromising instructional quality. Attendees will leave with actionable insights, tool recommendations, and approaches they can implement or advocate for within their own institutions.
- Charlesa Olmstead, University of North Texas
Talk Back to Learn: Reimagining Assessment with AI Conversation
Instructional Design | Applied
Explore how Socratic Mind, a Gen AI-driven oral assessment platform, was piloted in an online Applied Physiology course to improve formative learning and feedback. Participants will review design changes across two assignments, with insights drawn from student surveys, log data, and conversations with the AI. Learn how students who used oral input completed assessments more efficiently, were more motivated to complete the assignment, and how intentionally structuring unique prompts that encouraged deeper engagement. Attendees will leave with adaptable strategies to design and refine AI-based assessments in their own contexts.
- Meryem Yilmaz Soylu, Georgia Institute of Technology
- Lesley Baradel, Georgia Institute of Technology
- Jeonghyun Lee, Georgia Institute of Technology
- Jui-Tse Hung, Georgia Institute of Technology
Co-Designing the Future: Faculty Learning Communities on Generative AI
Supporting and Advocating for Faculty and Learners | Applied
How can faculty learning communities foster ethical and practical approaches to generative AI in higher education? This session highlights lessons learned from the University of North Carolina System’s FLC on Generative AI in Teaching and Learning. Participants will examine case studies, explore the WCET AI Education Policy and Practice Ecosystem Framework, and discuss AI resources created by the community. Facilitators will share strategies for building inter-institutional collaboration and offer a blueprint adaptable to diverse contexts, leaving attendees with tools to co-design their own faculty learning community.
- Sarah Egan Warren, North Carolina State University
- Siobahn Day Grady, North Carolina Central University
- Jules Keith-Le, University of North Carolina at Charlotte
- Heather McCullough, University of North Carolina System Office
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3:05 PM |
3:55 PM |
Concurrent 6: Lightning Talks |
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Where Learning Theories Converge: An Integrated ID Framework
Instructional Design | Foundational
This session introduces a practical framework that integrates adult learning theory, cognitive science, and online learning principles to guide online course design for adult learners. Presenters will demonstrate the framework in action through the design of online microcourses for educators and provide attendees with resources to apply in their own contexts. Participants will have hands-on time to consider how the framework may apply in their contexts before engaging in Q&A. The session is geared toward instructional designers and developers who want a research-informed approach to designing effective online learning experiences.
- Mark Hofer, William & Mary
- Angelina Moore, William & Mary
Designing Culture-First AI Development Pathways
Supporting and Advocating for Faculty and Learners | Applied
This session explores an alternative: community-driven approaches to AI development. Faculty Learning Communities (FLCs), sustained comms initiatives and resource hubs, lunch-and-learns, and cross-role peer networks create space for experimentation, reflection, and authentic exchange. These aren’t one-off moments. They are sustainable structures that help people grow alongside the technology, not in spite of it. Drawing on emerging data and lessons learned from development initiatives at the University of Arizona Global Campus, we’ll highlight how these models foster engagement, belonging, and sustained practice change. Participants will then analyze their own institutional contexts to identify where community-based approaches could thrive—and where they may face resistance. Together, we’ll surface adaptable strategies that move AI training from compliance to courageous, community-driven care.
- Nathan Pritts, University of Arizona Global Campus
Informal, Inclusive, and In-the-Know: Hosting AI + Online Learning Chats for Faculty Development
Information and Digital Technology | Applied
Discover how to foster low-stakes, community-based learning about AI with faculty and staff through informal drop-in sessions. Learn how the AI + Online Learning Chat model supports timely, inclusive conversations around teaching with AI, tool selection, and emerging ethical questions.
- Amy Vecchione, Boise State University
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3:05 PM |
4:05 PM |
Concurrent 6: Workshops |
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Brains + Bots: Smarter Online Course Design with HIDOC and AI Tools
Instructional Design | Applied
Designing online courses does not need to be a tradeoff between quality and efficiency. This interactive workshop shows how instructional designers and faculty can pair the award-winning HIDOC (High-Impact Design for Online Courses) model—an eight-step, research-based framework created specifically for online learning—with practical AI strategies to enhance, not replace, intentional design. Participants will use HIDOC with AI prompts that help generate learner personas, draft outcomes, brainstorm activities, and streamline materials. Participants will leave with practical strategies and tools to carry forward. This session is ideal for those seeking to align innovation with proven design practices, keeping quality at the center.
- Andrea Gregg, Penn State University
- Bethany Simunich, Quality Matters Program
- Penny Ralston-Berg, Penn State University
Choose Your Own Engagement: Using RPGs to Transform Online Courses
Instructional Design | Applied
This hands-on workshop explores how role-playing games (RPGs) can energize online learning by deepening student engagement, empathy, and critical thinking. Participants will examine scalable RPG-based strategies—including adapted tabletop and narrative formats—for use across disciplines. Designed for instructors and instructional designers, this session blends pedagogy, play, and storytelling to help you design your own RPG-inspired learning experiences.
- Kristin Harrell, University of South Carolina
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4:05 PM |
4:25 PM |
Closing Session: eDC Leadership Chat (networking, discussion of day's topics, take aways, conference wrap up; how to get involved in OA & eDC) |
4:30 PM |
5:00 PM |
Asynchronous Poster Sessions: Institutional Strategy, Operations, and Academic Quality
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This asynchronous poster session features pre-recorded poster presentations focused on institutional systems, academic quality, and strategic decision-making. Attendees may explore posters at their own pace and revisit them at any time during the event. Posters are available via curated YouTube playlists linked in the platform and may be viewed before, during or after the scheduled session time.
Topics in this session include:
Instructional Design Practices and Infrastructure
Making Instructional Design Work Visible: A Practical System for Tracking What We Do
Instructional Design | Applied
Instructional designers do critical work that often goes unnoticed. How do we make the invisible visible? In this interactive session, we’ll showcase a simple, adaptable system that captures the full scope of instructional design contributions. You’ll see how we built it, how it works in practice, and how it can be tailored to your own context. Come ready to share your experiences and leave with concrete tools, templates, and strategies to spotlight your impact. If you’ve ever struggled to show the value of your work, this session is designed for you.
- Tracy Miller, Northern Illinois University
- Cynthia Paralejas, Northern Illinois University
From Chaos to Clarity: Preparing Instructional Designers with Project Management Skills to Lead Digital Learning Initiatives
Instructional Design | Foundational
Instructional designers are often expected to lead complex digital learning projects without formal project management training. This workshop provides a higher education–focused framework, grounded in the Project Management Institute’s PMBOK Guide and lessons learned from managing academic and microcredential initiatives. Participants will engage in a collaborative exercise using the Project Canvas to scope a realistic project, practice defining deliverables, sequencing tasks, and planning for team effectiveness. Attendees will leave with practical templates and strategies they can immediately apply, gaining the confidence to lead projects that reduce scope creep, improve collaboration, and strengthen digital teaching and learning outcomes.
- Jiaqi Yu, The University of North Texas Health Science Center at Fort Worth
From Silos to Synergy: Creating a Thriving Instructional Design Network
Instructional Design | Applied
How do you build a thriving instructional design community within a large campus? In this session, we share how we created a sustainable model for collaboration through monthly meetings that feature design challenges, discussions, and debates. Participants will learn how this format fosters creativity, professional growth, and stronger cross-campus connections. We will also highlight how we extended these conversations through Microsoft Teams to sustain peer support and resource-sharing year-round. Attendees will leave with adaptable strategies to launch or enhance their own instructional design networks and strengthen collaboration in their institutional contexts.
- Adam Davi, University of Arizona
- Stephanie Tammen, University of Arizona
- Laura Smith, University of Arizona
From Chaos to Clarity: Using Dashboards to Streamline Instructional Design Projects
Information and Digital Technology | Applied
This session explores how instructional design teams can use dashboards to manage complex projects with greater transparency, efficiency, and accountability. Presenters will share real-world examples from Auburn Online, including how Microsoft Planner, Qualtrics, and Power BI are used to visualize course progress, gather student feedback, and allocate resources effectively. Participants will learn how dashboards can track timelines, design quality, and engagement while supporting agile decision-making. By focusing on both technology and team culture, this session offers a practical framework for reimagining instructional design workflows.
- Betsy Gilbertson, Auburn University
- Amy Conway, Auburn University
- Shawndra Bowers, Auburn University
Salesforce + 13 Colleges + 16 Employees = 1 Successful Instructional Design Team Supporting Over 47 Online Programs
Information and Digital Technology | Applied
The University of Cincinnati Online has adopted Salesforce CRM to enhance how its Instruction Team manages and tracks course design work across 10 colleges using Canvas. This shift from manual whiteboard tracking to a digital CRM has led to: Improved work tracking and efficiency Enhanced cross-functional collaboration Better data reporting with internal and external stakeholders Automation and streamlined communication The transition enables the team to spend more time on creating high-quality online courses, rather than managing logistics.
- Lisa Dieso, University of Cincinnati
- Alex Vinolus, University of Cincinnati
Curriculum Quality, Outcomes, and Accreditation
Canvas Outcomes & Program Accreditation
Technology & Human Resource Management | Applied
Learn how the University of Cincinnati (UC) used Canvas Outcomes to track and report over 140 competency standards linked to 15 Courses and over 250 assignments to aid in the transition to the Future Education Model following updates from the CAHIIM Program Accreditation Standards. From piloting, to setup, to implementation, and data reporting, come learn how UC has utilized Canvas Outcomes to help ensure student success while easily tracking student competencies throughout their time from program start to degree completion.
- Alexander Vinolus, University of Cincinnati
- Tommy Taylor, University of Cincinnati
Reimagining Online Course Quality: A Module-Based Program for Department Chairs
Supporting and Advocating for Faculty and Learners | Applied
As departments increasingly explore diverse and hybrid modalities of instruction, maintaining high standards of online course design is essential for ensuring student success. This session shares insights from a professional development program designed to empower department chairs to lead the adoption of a quality course framework in their online and hybrid courses.
- Jennifer Redd, San Jose State University
Designing, Instructing, and Evaluating Penn State Engineering Certified Microcredentials
Other | Strategic
Since 2023, the Penn State College of Engineering has offered Certified Microcredentials targeting external audiences, with corresponding academic oversight and quality standards. These COE Certified Microcredentials have been grounded in a set of four guiding principles: (1) Respond to external industry needs with faculty expertise; (2) Prioritize highest quality learner experiences; (3) Design microcredential short courses based on the science of how people learn; (4) Evaluate and iterate leveraging qualitative and quantitative learning experience data. In this presentation, we will focus on the what, why, and how of each principle, emphasizing corresponding academic oversight and quality standards.
- Andrea Gregg, Penn State University
- Meredith (Meg) Handley, Penn State University
- Christa Watschke, Penn State University
Policy, Tuition, and Institutional Strategy
Regular & Substantive Interaction and Engagement: What It Is, Why It Is & How Do We Do It?
Supporting and Advocating for Faculty and Learners | Foundational
Online Educators have the dual challenge of promoting high-quality experiences for their learners while also operating under an ever-changing landscape of federal and state regulations and compliance that treats online learning differently than on-campus learning. Come join us as we navigate through federal regulations regarding distance education, correspondence education, academic engagement, and regular and substantive interaction. You will gain strategies that will help you meet the demands of federal regulations and compliance, while also enhancing quality online learning and instruction.
- Anthony Pina, Illinois State University
- Jason Rhode, Northern Arizona University
- Susan Wegmann, Southern Illinois University - Carbondale
Unrecognized Labor: Workload and Support Needs of Online Program Coordinators
Supporting and Advocating for Faculty and Learners | Strategic
This session will address support needs of online program coordinators who work in higher education in the United States. Academic program coordination represents one of the most common faculty administrative appointments in higher education, yet the roles and responsibilities of a program coordinator are ill-defined and not well researched. Interview findings from 16 online program coordinators related to their roles and responsibilities and the support they receive will be presented, as well as implications for research and practice.
- Yvonne Earnshaw, Kennesaw State University
Simplifying Online Program Tuition: Residency-Based Pricing in a Digital Age
Leadership | Strategic
Should online tuition vary by residency? This session explores national and Minnesota-specific data showing a strong shift toward simplified, geography-neutral pricing models. Learn how this trend supports access, equity, and competitiveness in online education, and why institutions that maintain residency-based pricing may be at a strategic disadvantage. Discover how tuition policy can be a powerful tool for enrollment growth and inclusion.
- Jonathan Paver, Minnesota State University, Mankato
Open Educational Resources (OER) and Cost-Effective Content
Designing for Transformation: Evidence-Based Strategies from a Human Rights Education MOOC
Curriculum Development | Applied
How can a MOOC transform learners and foster meaningful action? This session draws from three studies of a MOOC on human trafficking that examined (1) shifts in participants’ perceptions from awareness to action, (2) how human rights-focused pedagogy shaped learners’ final course deliverables, and (3) the role of scenario-based asynchronous discussions in fostering transformative learning. The presentation offers insights into how online educational interventions can shift learners from passive awareness to informed action-oriented engagement. Attendees will gain strategies for designing online experiences that empower diverse learners and translate learning into action, with takeaways applicable across disciplines and institutional contexts
- Iuliia Hoban, Embry-Riddle Aeronautical University
- Alex Rister, Embry-Riddle Aeronautical University
OER You Ready? Designing Online Courses with Affordable Content
Instructional Design | Foundational
Discover how instructional designers collaborate with faculty to integrate OER into online courses. Learn from real-world case studies, explore design challenges and successes, and see how Unizin tools support OER adoption and analytics.
- Rin Thomas, Indiana University
- Kimmaree Murday, Indiana University
AI-Enhanced Operations
Smarter Course Design: How Faculty Can Use AI Without Losing the Human Touch
Curriculum Development | Foundational
Curious about using AI but not sure where to start? In this short session, I’ll share how I’ve used AI tools to support course design—without compromising creativity or connection. You’ll leave with a few foundational ideas for how AI can help you get unstuck, save time, and focus more on what matters most: your students.
- James Olive, University of Idaho
Instructional Design with AI as Co-Learner: Posthumanism in Action
Instructional Design | Strategic
This presentation introduces a novel four-principle posthuman instructional design framework for reconceptualizing AI as co-learner in digital education. Drawing from published research in distributed agency, the session demonstrates how to move beyond tool-based AI integration toward collaborative educational partnerships. Attendees will learn research-based principles: designing for assemblages rather than individuals, cultivating relationality across human-AI partnerships, embracing emergent learning processes, and developing collaborative assessment approaches. Real implementation examples from cybersecurity education show student progression from seeking singular solutions to embracing multiple perspectives. Participants gain theoretical foundations and actionable strategies for transforming educational technology integration approaches.
- Straight Ryan, University of Arizona
- Josh Herron, Clemson University
- Gunder Angela, Opened Culture
AI in Online Learning: UTEP’s Artificial Intelligence Design Academy (AIDA)
Instructional Design | Foundational
The self-paced Artificial Intelligence Design Academy (AIDA) is tailored to equip faculty and staff with the knowledge and skills to integrate Artificial Intelligence (AI) into syllabi, course design, and assessment. Presentation objectives include learning how AI tools can leverage student engagement, addressing ethical implications and potential bias, and demonstrating best practices for impacting student success. Session attendees will be given the opportunity to enroll in the AIDA course and guidance for constructing an AI academy at their respective institution. Course participants will receive a certificate and micro credential badge endorsed by the University of Texas at El Paso (UTEP).
- Cira Montoya Olson, University of Texas at El Paso
- Justin Dees, University of Texas at El Paso
AI Learning Communities: Preparing Faculty to Teach and Lead with AI
Supporting and Advocating for Faculty and Learners | Applied
This session explores the design of a new professional learning course, "AI Learning Communities", which helps faculty build knowledge, confidence, and community around using AI in teaching and learning. Presenters will share course elements, survey findings, and lessons learned about supporting faculty in navigating AI’s challenges and opportunities.
- Timothy Welsh, Loyola University New Orleans
- Erin Foster, Loyola University New Orleans
- Corina Caraccioli, Louisiana State University
From Metrics to Meaning: Using Custom AI Agents for Strategic Alignment
Leadership | Strategic
This session highlights how one institution used a custom AI agent to support a shift from a metrics-driven, business-focused model to a learning-centered culture of collaboration and knowledge sharing. Attendees will examine how the agent was applied at multiple levels—individual, departmental, and institutional—to align everyday work with institutional context and priorities, while also supporting accreditation and reporting needs. This strategic-level session gives leaders a framework to explore how custom AI agents can drive cultural change, strengthen alignment, and enhance institutional effectiveness.
- Diana Boggan, University of Arizona Global Campus
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