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A Tale of Three Institutions: Successes, Challenges, and Pitfalls in Creating and Maintaining Online Courses
Level: Applied
Location: Redwood
Three institutions with differing scales, stages of maturity, and needs, have all experienced challenges in online course development. However, their experiences offer valuable insights into the development of online courses and learning resources. Academic administrators and design team members explore some of the similarities in their successes, challenges, and pitfalls in creating and maintaining online courses, including scalability, quality, accessibility.
- Ilianna Kwaske, Tulane University
- David Dumonde, Tulane University
- Paul Huckett, Johns Hopkins University
- Nathan Graham, Johns Hopkins University
- Gretchen Jones, University of Maryland University College
- Beth Mulherrin, University of Maryland University College
Moderator: Carol Gering, Oregon State University
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Best in Show SUPER: To Partner or Not to Partner? How an Institution Decided to Partner With an OPM and Then Changed Its Mind
Level: Strategic | Tag: Emerging Leaders
Location: Willow A
Auburn University's most recent Strategic Plan called for starting undergraduate degree completion programs in select areas. In order to jumpstart its efforts in 2014, Auburn opted to partner with an OPM. In 2018, Auburn ended its partnership. This conversation will allow participants to go through an exercise to determine scenarios where working with an OPM is advisable for an institution, lessons learned in establishing a partnership, and key ways of transitioning from an OPM relationship to in-house management.
- Asim Ali, Auburn University
Moderator: Karen Bull, Syracuse University; Chair, UPCEA Mid-Atlantic Region
Research Roundtables
Location: Cedar
Research Roundtables are table-based, small-group, guided discussions about a specific and timely topic, question, or issue facing professional, continuing, or online education. Roundtable presenters share their experiences and ideas and then promote the sharing of thoughts, solutions, and questions among table’s attendees. This session will host a series of synchronous conversations:
Moderator: Emily Lewis, Indiana Wesleyan University
Faculty Perceptions of Institutional Change From Online Education
Level: Strategic
Drawing on the presenter's dissertation research, this session will describe the ways that faculty members perceive online education to be changing their universities and discuss relevant approaches to change management that fit this research.
Bryan Blakeley, Boston College
PATHs: A Framework for Identifying and Measuring Learner Analytics in Online Learning Environments
Level: Applied
Most Learning Management Systems store big data that could be used to understand and predict real patterns of individual behaviors within online and blended learning environmental contexts. These data, which could be extracted from course reports, contain both student-level data and course-level data. Overall, the data generated from the course reports is a good measure of various interactions (most notably, Learner-Content interactions); and can be summed up as consisting of posts, hits, access, and time spent on contents—together referred to as PATH (Posts, Access, Time, and Hits). PATH impacts on student outcomes such as final grade in the course, grade on discussion board posts, and other formative and summative assessments are further explored.
Oluwakayode Adebowale, University of Illinois Springfield
Scaling Mastery Outcomes From a Course to College Level
Level: Applied
We use learning analytics and mastery-based approaches to generate pilot data for two of our programs at the LMS account level. Using this pilot data, we built models to correlate the student outcome metrics of grades and mastery, as well as to predict long-term student success. The outcome of resulting assessments include students, program directors, and administrators. Outcomes from this research are a foundational step to create a framework to scale these efforts across campus.
Bobbie Kite, University of Denver
Nicolas Pares, University of Denver
Time to Degree
Level: Applied
Time to degree is important to define and articulate, to help develop persistence and retention strategies. Research will be presented showing whether taking online classes reduces time to degree for campus students and whether time to degree is similar for student subgroups. University of Missouri (MU) students admitted to online programs are assigned distance student codes. Campus students may also generally enroll in online classes. Enrollment and completion patterns for MU students who graduated AY2016-AY2018 will be discussed.
Terrie Nagel, University of Missouri
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Building the Plane While We Fly It: Forging Partnerships and Delivering Results in Online Programs
Level: Strategic
Location: Issaquah
The presenters will discuss how the Provost-level offices within the Universities of Michigan and Illinois at Urbana-Champaign built relationships with college partners and other campus administrative and support units to support online program development. We will discuss techniques and strategies for operating together as a team to ensure the effective delivery of quality programs.
- Sarah Dysart, University of Michigan
- Mike Daniel, University of Michigan
- Jason Mock, University of Illinois at Urbana-Champaign
- Kostas Yfantis, University of Illinois at Urbana-Champaign
Moderator: Christina Sax, Maryland University of Integrative Health |
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Learning Engineering: Evidence-Based Strategies for Continuous Learning Outcome Improvement
Level: Strategic | Tag: Emerging Leaders
Location: Willow A
The book Breakthrough Leadership in the Digital Age: Using Learning Science to Reboot Schooling (2013), provided inspiration for a “learning engineering” group at the Harvard Extension School. Those efforts included a global workshop and collaboration across industry, nonprofits, foundations, professors, and practitioners that resulted in the book Learning Engineering for Online Education: Theoretical Contexts and Design-Based Example (2018). This session is designed to share key ideas and approaches to learning engineering from this project and how others can implement similar strategies.
- Chris Dede, Harvard University
- Gabe Abrams, Harvard University
Moderator: Rita Burrell, Purdue University
UPCEA Online Administration Network Presents a Tech Showcase
Level: Foundational
Location: Jefferson
Moderator: Terrie Nagel, University of Missouri
Supporting New and Innovative Learning Opportunities
This presentation will cover the role that the University of Florida College of Liberal Arts and Sciences is playing in the development and delivery of 100% online undergraduate degrees. In addition, the unique design process used to develop 100% online laboratories will be described. An analysis of the impact these laboratories had on learning outcomes will be reported. Results from an ongoing study using virtual reality versions of the online laboratories will be discussed.
- Brian Harfe, University of Florida
How to Use Virtual Machines to Expand Virtual Learning Simulation Access
Virtual reality and virtual world learning simulations increase student engagement at the same time open source virtual world platforms with viewer-based building tools are a cost-efficient choice for educational institutions. This session details how an institution used virtual machine software to create a virtualized viewer for the OpenSimulator virtual world platform – to overcome the previous high-end computing device impediment and enable virtual learning simulations to be accessed by all types of computing devices.
- Kay McLennan, Tulane University
Bringing the Outside, In: A Step in the Direction of AR in Online Courses
Online programs connect learners from locations around the globe to one another. But how often do they bring locations to learners? Purdue University’s Master of Science Engineering Technology (MSET) program took a step toward Augmented Reality-enhanced courses by working with companies and open source technologies to bring places and people to learners. In this session, we will showcase several “toward-AR” interactive activities employed in the courses and discuss how they enhance learning experiences for Purdue’s students.
- Duane Dunlap, Purdue University
- Luke Cable, Wiley Education Services
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