Station 1: Meet the ATXpo Leadership Committee

Meet and network with the ATXpo leadership committee members.

John Bansavich, Christian Burke, Nancy Cutler, James Johnson, Matt Kay, Erfan Mojaddam, Jennifer Redd, Andrew Roderick, Michael Rouan, Roger Wen

Cal State University - East Bay, Sacramento State, Saint Mary's College, San Jose State University, Santa Clara University, San Francisco State University, Stanford University, UC Berkeley, UC San Francisco, University of San Francisco

Station 2: Accessibility How-To Guides for Edtech and Curriculum

The Accessibility How-To Guides were assembled into a sharable google drive folder by CalSWEC's Technology and Instructional Design team recently. These practical accessibility resources will continue to be revised and expanded over time, to support CalSWEC's ongoing efforts to comply with ADA accessibility requirements.

Christopher Cajski, Carrie Cuy, Shalvena Sharma, Mauricio Wright

University of California, Berkeley

Station 3: Culminating experience hands-on laboratory practicum design for highly technical disciplines (materials science or similar) in case of quarantine and after it.

Culminating experience laboratory practicum(mech333B) was originally designed for teaching in person with heavy emphasis on hands-on experience operating scientific instrumentation. Laboratory course was meant to complement a lecture course ( mech333A) on the subject of materials characterization. Dr. Starostina reconsidered the approach to allow graduate students to be engaged in data acquisition and experimental data analysis without going on campus in person. New, on-line, version of the course proved to be very successful with all the potential to complete Experiments in Material Science trilogy (mech333ABC). Oxford Instruments featured Dr. Starostina as an innovative educator in their blog in 2021. The results of the quarantined version of the lab were published in “Microscopy and Microanalysis” in 2021.

Nataliya Starostina

Santa Clara University

Station 4: EdTech Miniseries to Improve Faculty Adoption of Technologies

To help faculty better utilize the core technology tools for teaching and learning, SONHUB launched a mini hands-on training series through Zoom. Each session is 25 minutes and includes a demo and time for questions. Learning space is provided for ongoing access of training materials. Focusing one or two features each session allows faculty to easily incorporate the skills and techniques into their practices. Topics were identified through regular email requests, newly updated technology features, and innovative use of existing tools. A brief zoom survey gathered evaluation data and future topics. Microsoft Booking was utilized to manage the training registration.

Xinxin Huang, Elizabeth Gatewood

University of California, San Francisco

Station 5: Datahub: Open Source infrastructure supporting Data Science pedagogy at UC Berkeley

The UC Berkeley DataHub service plays a key role in Berkeley's Data Science education efforts, as well as in the leadership it plays in the broader community. Instructors ranging across diverse disciplines such as Social Science, Natural Science, Humanities, Engineering, etc. use the infrastructure as part of their coursework to support Data Science pedagogy (across both in-person classrooms and online mediums). This approach has also meant a full open sources stack for teaching including LMS integration, GitHub deployment, and auto-grading. This is currently enabling a revolution in pedagogy where courses can utilize interactive notebook-based learning at scale.

Eric Van Dusen, Balaji Alwar

University of California, Berkeley

Station 6: Academic Lecture FERPA Compliance (Video Blur)

VideoBlur project uses Machine Learning (ML) based face detection in academic lecture videos captured in the classroom studio or Zoom recording of Stanford School of Engineering courses to ensure FERPA compliance. This system, within the first pass, detects all faces in the video and allows the administrator to mark the instructor and teaching team first. The application then applies the face blurring method to obfuscate selected faces in videos automatically. This product is in the beta phase, where we are testing algorithms for increasing the certainty level of detecting the teaching team with the training sets.

Ray Saray, Ali Karim, Robert Prakash, Lina Piezas

Stanford University

Station 7: How to best present lecture material for virtual access

We saw a need in early 2020 to support instructors switching to remote instruction on how to develop lectures for remote learning that would be impactful for students. We created a decision tree that illustrated the design process IDs go through with instructors to match the content with the most impactful media type and provided it as a PDF via the Remote Instruction Guide. Now, it is available as an interactive Twine map intended to guide instructors or IDs on how to best offer lectures in hybrid or online environments, leading to the best solutions based on pedagogical principles.

Courtney Gomas, Rebecca Farivar, Stephanie Mackley

University of California, Berkeley

Station 8: Virtual Courtroom

For his Federal Civil Pre-Trial Motion Practice course this semester, Eugene Kim (Professor of Legal Writing) wanted to create a virtual courtroom that his students could visit using VR headsets. Insun He (Instructional Technologist) designed a virtual courtroom environment that enables dynamic spatial movement and embeds learning activities such as how to check in with the courtroom deputy, where to wait for a matter to be called, what formalities to follow in interactions with courtroom staff, etiquette on where to stand, and other courtroom norms that aren't taught in books and must be experienced to be fully understood.

Insun He, Eugene Kim

University of San Francisco

Station 9: Back to the Classroom: New Challenges and Lessons Learned from the Pandemic

We faced many challenges during the sudden shift to remote learning in early 2020. But now, our educators, students, and staff face new challenges as we return to the (class)rooms. This is a call to action to face the new challenges, including new pedagogy, using Zoom in the rooms, required skills, engagement software, and required audio quality. UCSF will share a framework and toolkit used to leverage many of the innovations and expectations generated during the remote learning phase into our new room-based world.

Christian Burke, Jill Bond, Sam Chung, Tim Galbreath, Marcelo Furquim

University of California, San Francisco

Station 10: Easy Equipment Checkout with Cheqroom

Who: Instructors who need additional equipment for instruction
What: With so many additional pieces of equipment added for emergency and now planned remote and hybrid instruction needs, we needed to replace our home grown equipment checkout platform with a modern one that is easy to use for both instructors and staff.
When: New initiative for an ongoing operation
Where: In the cloud with Cheqroom!

Tim Gotch, Kevin chan

University of California, Berkeley

Station 11: AV Playground

Come check out some portable audio and video equipment used at UC Berkeley for hybrid teaching and meetings. Catchbox mics, Meeting Owl, Jabra speakers and cameras, personal PA systems, and more!

Station 12: Finding your Voice-Podcasting on a Shoestring!

Over the last 5 years, I have researched and developed a process and resources for faculty to integrate podcasting as an assignment and staff to begin their own podcasts for their department. The goal is to not only the development of recording and editing skills but also to encourage faculty, staff and students to discover the power of their own voice and story.

Ken Yoshioka

University of San Francisco

Station 13: Reimagining Business Education Online: The Flexible MBA

This Fall, Berkeley Haas launched a new Flex option for its Evening and Weekend MBA program. With this option, students attend their core classes online and have the option of attending in-person elective courses. Over the past two years, Haas Digital has worked closely with faculty on developing asynchronous materials (videos, custom bCourse sites) and experiential learning activities for this program. Synchronous online classes are taught in a weConnect Virtual Classroom that recreates the in-person teaching and learning experience for both faculty and students. The Virtual Classroom includes tools to promote interactivity, class discussions, and student engagement.

Tom Tripp, Amy Ho, Keeley Takimoto, Sharon Guo, Hamza Taha, Annette Martinez, Aria Priest, Galen Hans, Robert Bazydlo, Richy Strobel

University of California, Berkeley

Station 14: OEDIV - Using backward design to create short, targeted educational videos

How do you create engaging educational videos with limited resources? In this session, I'll cover how to use instructional design principles to make videos with impact. This step by step process will help you decide what content works well as a video, how to curate content you already have, and save time in the future. Course faculty, staff and students will benefit from using this method of do it yourself video production used in online education, flipped, hybrid and hyflex learning situations. Examples of video types, approaches, planning documents, and templates will be provided.

Gina Gaiser

University of California, San Francisco

Station 15: Strategic Goals: Essential to Staff Wellness, Recruitment and Retention

In today's pandemic era, many teams and organizations struggle with staff recruitment and retention and team wellness. This IdeaLab will demonstrate how a clear set of strategic goals can benefit team wellness and contribute to recruiting and retention. Stanford EdTech will discuss how we developed our strategic goals and how we apply them to measure and report out our success and maintain a focused project portfolio with well aligned priorities.

Pauline Becker, Teggin Summers

Stanford University

Station 1: Meet the ATXpo Leadership Committee

Meet and network with the ATXpo leadership committee members.

John Bansavich, Christian Burke, Nancy Cutler, James Johnson, Matt Kay, Erfan Mojaddam, Jennifer Redd, Andrew Roderick, Michael Rouan, Roger Wen

Cal State University - East Bay, Sacramento State, Saint Mary's College, San Jose State University, Santa Clara University, San Francisco State University, Stanford University, UC Berkeley, UC San Francisco, University of San Francisco

Station 2: Canvas Homepage Template

The Teaching and Learning Hub created a templatized design for Canvas homepages and a custom editing tool to automate the population of existing course data. The intent behind the project was to address student feedback requesting more standardization in their Canvas experience.

Diane Lee, Cheryl Lock, Chris Sadlak, Justin Willow

Stanford University

Station 3: Professional Education Analytics

Professional Education Analytics project aims to answer learning-related questions and improving the quality of business decisions. This analytics platform leverages cutting-edge technologies and best practices to deliver business value in a fast and efficient way. The underlying infrastructure has been built on Amazon Web Services (AWS). This project includes data pipelines, data governance, an access control system, data visualization tools, and other analytics processes to optimize data ingest, process, and visualization.

Ali Karim, Ray Saray, Robert Prakash, Silpa Das

Stanford University

Station 4: Educating on Social Media: Lessons Learned to Increase Engagement

We at the Stanford Center for Health Education brought together a team of medical experts, learning designers, illustrators and video production specialists to create high-quality, engaging videos on the most searched health topics on YouTube. Over the course of one year, we created 70 videos and explored techniques for boosting engagement with viewers. We employed various approaches to scripting and filming, artwork and animation, thumbnail design, and video titling.

Jonathan Berek, Monika Deschodt, Shân Fischer, Katie Gleason, Nophiwe Job, Jamie Johnston, Semay Johnston, Joe Krakosky, Kira-Leigh Kuhnert, Donald Nyahuye, Lily Nyahuye, Jackie Peterson, Aarti Porwal, Charles Prober, Carlos Sanchez, Erika Tribett, Katherine Sziraczky, Victoria Ward, Nadine Skinner

Stanford University

Station 5: Bolstering Student-to-Student Engagement: Participation via Padlet

Teaching an intensive 3-week online summer course, College Writing Programs’ “English Through Film” for the first time with a wide range of students -- from local to international, first-years to seniors, I decided to combine the UC Berkeley Canvas bCourses site where I posted weekly homework modules with student-created Padlet sites where they could post their own work: an introductory video, biweekly movie reviews, and a final persuasive presentation, as well as comment on one another’s posts. Padlets enabled my diverse students to joyfully interact with one another around course material in a more vibrant student-to-student environment.

Michelle Baptiste

University of California, Berkeley

Station 6: Audio-enhanced Graphic Novel Cases

In an ongoing effort to make delightful online engagements, our Learning Design and Technology team partnered with our Instructional Media team to design audio-enhanced graphic novel cases. We take core stories from business cases and work with faculty to record audio while illustrating key aspects of the case. Graphic panes are highlighted to help guide learners to key parts of the story as the audio plays. We initiated graphic novel cases in our fully online Executive Education courses, and many have since found their way into the faculty's MBA Canvas courses as a way to augment the in-person learning experience.

Micky U. Sharif, Andrea Taylor, Justin Willow, Pablo Woythaler

Stanford University

Station 7: Self-Service Recording Studios for Teaching and Learning

Stanford Medicine offers two self-service recording studios for staff, faculty, and students. The spaces, provided by the EdTech department, are conveniently located in the main learning building. Users can reserve studio space through our online form and have the option for a guided orientation if they are using the studio for the first time. These newly updated, soundproofed studio spaces are best-suited for screen capture, audio recording, and video editing. The spaces offer studio lighting, studio-grade microphones, headphones, green screen backgrounds and a remote team available for live support.

Grace Sextro, Tela Caul

Stanford University

Station 8: Tracking Group Work with Google Slides

When invited by instructional faculty to teach information literacy workshops, I try to incorporate group work to allow students to share their thinking with others and to also help them develop collaboration skills that will benefit them in the future. Borrowing a technique that I used in online classes, I share a Google Slide presentation with the class and use that to track their progress and look for any issues that may arise while in their group. Google Slides allows me to zoom out and see all of the slides at once - making it easier to identify questions before they arise.

Andrew Carlos

Santa Clara University

Station 9: A QUICK Survey of Student Engagement Tools

There are literally tens of tools out there, online and off, professing student engagement. We select but a few to make a comparative study of the tools' effectiveness in engaging students in the learning process. This list is neither lengthy nor exhaustive but we hope to continue adding to it as we learn the ins and outs of other and new tools. We hope to make our survey available on the SJSU/Engineering website, solicit suggestions for improvements, ideas and criticism in order to keep the list not only maintained but growing.

Eileen Chen, Ishie Eswar

San Jose State University

Station 10: Cases Studies: How Stanford is using Poll Everywhere

As the PollEverywhere Admin for Stanford I support faculty and staff in 5 schools and in dozens of departments across the university. I will be sharing two case studies: in 1) multiple choice is used in a large lecture for low-stakes testing, and then scores are exported to the gradebook in Canvas; and 2) Q&A polls invite students to respond on-screen and then the faculty follow up for answers live in the lecture hall, where students propose solutions to problems at each step required to de-extinguish a mammoth.

Carlos Seligo

Stanford University

Station 11: AV playground

Come check out some portable audio and video equipment used at UC Berkeley for hybrid teaching and meetings. Catchbox mics, Meeting Owl, Jabra speakers and cameras, personal PA systems, and more!

Station 12: Using Eli Review to Increase Student Buy-In to Peer Review (*session canceled)

I started using Eli Review, an online peer review platform, last year in my upper-division, in-person courses. By aligning the questions in my Eli Review assignments to the lessons in my class sessions and the learning objectives on my assignment rubrics, I was able to focus the peer-review process in a way that made it more effective for students. The evidence for these claims lies both in the peer review assignments students submitted on Eli Review and in the comments on peer review that I received on my narrative and quantitative student evaluations.

Loring Pfeiffer

Santa Clara University

Station 13: Two STEPS Forward

The Student Technology Equity Program (STEP) provides need-based, long-term laptop/technology loans to enable students’ academic success and engagement with campus resources. STEP is available to graduate and undergraduate students, across all disciplines, at UC Berkeley. STEP began in 2020 as a COVID-related emergency response program intended to support students’ ability to engage in the remote educational environment during the campus’ closure. However, STEP’s assessment data revealed that, while COVID exacerbated tech inequity, students’ struggle long predated COVID and the need for STEP’s support would exist after campus reopened. The program gained permanent funding in the summer of 2022.

Cristóbal Olivares, Jenny McNulty, Jocelyn Vivaldo Hernandez, Julisa Gaytan, Luz Contreras

University of California, Berkeley

Station 14: How Web Design Is Like Course Design

Managing a website can be daunting if you don't have specific web design experience. However, a lot of our experience teaching and guiding course design is more applicable than you might think. Backward course design, formative assessment, and Universal Design for Learning have parallels in user experience (UX), and web design. Learn how our team of expert educators (but novice web designers) applied our pedagogic expertise to UX and web design techniques like personas, user tasks, card sorting, and accessibility to improve our teaching and learning resources website. Participants will be introduced to these methods and leave with reimagined website strategies.

Kenji Ikemoto

Stanford University

Station 15: iPads for Teaching and Learning Spotlight: Digital Illustration in the Classroom

Each quarter, the iPads for Teaching and Learning Program at Stanford selects innovative faculty and instructor projects to support by providing devices, software, and ed tech expertise. This idea lab will spotlight one such project in which students in a creative writing course designed children's books using Apple Pencils and the digital illustration app Procreate. Join our Academic Technology Specialists to learn more about digital inking applications in the classroom and create your own artwork on the iPad.

Kristin Arguedas

Stanford University

Station 1: The Need For Instructional Digital Accessibility Professionals

There is a need for instructional digital accessibility professionals to support faculty and instructional designers. In my first year in this role I created accessibility modules on how to use Canvas, Pope Tech’s Instructor Accessibility Guide, Microsoft Word, PowerPoint, Google Docs and a guide on how to use Articulate Storyline. These resources can help educate instructors and content creators about the importance of incorporating accessibility into their workflows. It is important to consider how this kind of role and work can be implemented at other institutions.

Auston Stamm

Stanford University

Station 2: Online Safety Training for Roundabout Bicycle Riding

Robert Edgar (Learning Experience Designer and Media Producer) worked with Ariadne Scott (Subject Matter Expert) to design and produce an asynchronous online learning experience to help Stanford bicyclists more safely navigate busy traffic roundabouts. The need this addresses was to reduce the number of (so far) close calls involving cyclists and other vehicles sharing the roundabouts, especially during busy traffic periods. What we will present is a proof-of-concept implementation that will be completed, then put permanently online for use across the Stanford community.

Robert Edgar, Ariadne Scott

Stanford University

Station 3: Accessible and Gender Inclusive Restrooms Dashboard

Working with the Gender Equity Resource Center, Disability Access & Compliance, Facilities Services Units, Public Health students inventoried restrooms on the UC Berkeley campus. The students used Survey123 (a GPS enabled phone-app). The purpose of the inventory is to identify restrooms that are either Americans with Disabilities Act (ADA) compliant (accessible), gender-inclusive or both. The resulting map and dashboard will aid faculty, students, staff and visitors to the campus.

Dr. Charlotte Smith, UCB School of Public Health, Sherry Gao, MPH student, School of Public Health, Ben Perez, Disability Access & Compliance, Em Huang, Director of LGBTQ+ Advancement & Equity, Gender Equity Resource Center, Maianna Voge, GIS, Mapping, & Drawing Supervisor, FS Information Technology, Cory Soza, Facilities Services PHN177 students (40)

University of California, Berkeley

Station 4: InSpace Odyssey: Virtual Community Building for Orientation

This session will share how the Stanford Graduate School of Education used InSpace to host their Fall 2022 online pre-orientation activities. Academic Technology Specialists Christina Fajardo and Mae Bethel will talk about why they chose InSpace as the host platform, how it compares and contrasts to Zoom, and how it can foster community building. Come explore the new video conferencing space built for teaching and learning, and think through other educational use cases in your department and/or school.

Christina Fajardo, Mae Bethel, Josh Weiss

Stanford University

Station 5: UC Berkeley Data Science Modules: Creating Innovative and Accessible Data Science Curriculum

The UC Berkeley Data Science Modules Program is at the forefront of data science curriculum development at the university and is pivotal in shaping the culture around data science at UC Berkeley. We collaborate with instructors from the Social Sciences, Engineering, Biological Sciences, Humanities, etc. to develop curriculum that intersects their course material with data science through the use of open-sourced Jupyter Notebooks. This is an ongoing effort to create interactive curriculum that is innovative and practical for students across domains on campus.

Elias Saravia, Eric Van Dusen

University of California, Berkeley

Station 6: Meet the ATXpo Leadership Committee

Meet and network with the ATXpo leadership committee members.

John Bansavich, Christian Burke, Nancy Cutler, James Johnson, Matt Kay, Erfan Mojaddam, Jennifer Redd, Andrew Roderick, Michael Rouan, Roger Wen

Cal State University - East Bay, Sacramento State, Saint Mary's College, San Jose State University, Santa Clara University, San Francisco State University, Stanford University, UC Berkeley, UC San Francisco, University of San Francisco

Station 7: Enhancing Tier 1 Support Resources with Universal Design for Learning (UDL) Best Practices

This project documents the inclusion of UDL features and strategies in the current iteration of the Accessibility Basics online course. Accessibility Basics is a stand-alone, instructor-less, accessibility support resource for Instructors, Graduate Student Instructors, Instructional Designers, and staff at UC Berkeley. The site is intended to be iterative, concise and illustrated using multiple modalities such as audio, images, text, screenshots, and video narrations - as a means to offer multiple forms of representation for course content and reach diverse learning needs and preferences.

Joe Feria-Galicia

University of California, Berkeley

Station 8: Creating a Better Virtual Computing Experience for Students and Instructors

Who: Instructors and Students at UC Berkeley in Courses from several different departments: Architecture, Education, Chemical and Biomolecular Engineering, Environmental Sciences, Policy and Management, and Public Health
What: During the pandemic (and even now as the pandemic lingers), departments needed to pivot to remote and virtual computing environments. We saw an opportunity to invest in and expand our virtual computing option to provide a flexible and streamlined method for students to access their software within the context of their learning management system.
When: New initiative for an ongoing operation
Where: In the AWS Cloud with eLumin!

Natalie Montañez, Kevin Chan, James Fong

University of California, Berkeley

Station 9: Igniting the Digital Literacy Flame!

Over a course of 2 years, The Dr. Martin Luther King, Jr. Library (MLK), in collaboration with Lucas College of Business launched a pilot project intended to develop students' digital technology competency and then demonstrated it through mini course-based projects. Integrating the MLK digital technology hybrid workshops within the curriculum introduced and informed students about digital resources and tools.

Sharon Thompson, Bobbi Makani

San Jose State University

Station 10: The Design Binder: Organizing ID and Production Design Planning into 1 Document

Curriculum design is often a collaborative effort. Instructional Designers, Subject Matter Experts, Content Reviewers, Supervisors, Production Artists and many more need to work together on documents that overlap, need consistent updating and require push and pull access. The Design Binder is the product of our efforts to simplify and organize the management of those resources across all contributing team members. It was born of combining the Instructional Design Document, AV Script, Recording Script, Content outline, Data and Assessment Plan, and more into 1 shared Google Doc. That could be used as an adaptable template for many.

Deila Bumgardner

Stanford University

Station 11: AV Playground

Come check out some portable audio and video equipment used at UC Berkeley for hybrid teaching and meetings. Catchbox mics, Meeting Owl, Jabra speakers and cameras, personal PA systems, and more!

Station 12: Panopto During and Post Pandemic

Panopto was piloted in 2017. This small pilot, out of the School of Engineering, grew into a pillar video content management system for Stanford during the pandemic and continues to support faculty and students post shutdown. The presentation will take you through the history of Panopto at Stanford, use cases, and how the university is utilizing the VCMS for teaching and learning.

Lina Piezas

Stanford University

Station 13: Data Collection for Museums and Researchers -- for Learners, Too!

Data collection tools for museums and research have teaching and learning uses, too, and can open up new worlds to students. Research IT and RTL DevOps manage two services - CollectionSpace for museum collections, and REDCap for research studies. We're exploring opportunities to integrate these tools into instruction and into 'Discovery' initiatives that enrich the student experience.

Rick Jaffe, Richard Millet, Erin Foster

University of California, Berkeley

Station 14: Designing for Learning: New Tools and Pedagogies

Our project demonstrates the design, development, and deployment of a host of multimodal digital tools, “SuiteC”, that foster collaboration and learning in hybrid and online university spaces. Instructors, designers, developers, and researchers worked together in building the tools and using them in courses across UC Berkeley and other UC campuses. The tools are designed to be integrated into Canvas (LTI interoperability) and are available for any UC courses hosted via Canvas. This project began with prototyping tools in 2012, including testing and implementation in undergraduate courses at Berkeley starting in 2015, and is still ongoing.

Glynda Hull, Devanshi Unadkat, Pauline Kerschen

University of California, Berkeley, University of San Francisco

Station 15: Peer-to-Peer Networking: Learning Innovations from Fellow Institutions

Stanford Medicine’s EdTech team will be touring learning and innovation spaces at our peer institutions in Los Angeles – UCLA, USC, and Kaiser schools of medicine. We will be assessing the different ways these universities are building, designing, and leveraging teaching and classroom technologies to support and enhance medical education.

Pauline Becker, Tela Caul, Peter Nguyen, Teggin Summers

Stanford University

Please also visit our eight sponsor tables during the three IdeaLab sessions.

GoReact

We Make Innovative Learning Software for Skills
GoReact was founded in 2011 to humanize and simplify skills-based learning through a proven combination of video + feedback. But saying we make innovative learning software is only part of the story.

Contact: Sam Butterfield
sbutterfield@goreact.com

Ed Discussion

Next Gen Class Q&A
Ed Discussion helps scale class communication in a beautiful and intuitive interface. Questions reach and benefit the whole class. Less email, more time saved.

Contact: Colton Carner
colton@edstem.org

Jabra

Jabra. Technology for life’s new rhythm.
We’ve engineered technology for the last 150 years that makes life look and sound better than ever. Whether you’re running a million-dollar project from your kitchen or running your first 5k in the park.

Contact: Michelle Berryessa
mberryessa@jabra.com

Macmillan Learning / iClicker

Active Learning Simplified
iClicker’s mission is to create simple, intuitive, and reliable technology solutions that promote active learning in the classroom. With over a decade of experience, iClicker is the market leader in student response and classroom engagement.

Contact: Jennie Ribera
jennie.ribera@macmillan.com

Owl Labs

Tools to Help you Work From Anywhere
Remote collaboration is today’s reality, but we believe it’s so much more. Working from anywhere (WFA) allows us all to thrive — opening perspectives and creating new opportunities in our work and our lives. That’s why we’re building the most revolutionary collaboration technology the world has ever seen.

Contact: Chloé Okpiabhele
chloe@owllabs.com

Sonic Foundry

Powering a Smarter, More Connected World
We empower organizations around the world to harness the power of video for every class, training, communication and event.

Contact: Victoria Dade
victoria.dade@sonicfoundry.com

Wolfvision

Driving Knowledge Creation
Award-winning manufacturer of wireless presentation, collaboration, & Visualizer imaging solutions for classroom, meeting room, and courtroom applications.

Contact: Rob Moss
Rob.Moss@wolfvision.us

Yuja

Helping Learning Enterprises Create Engaging Experiences
YuJa is a leader in ed-tech solutions. Our software platforms provide organizations of all sizes with the tools to help educate, engage, inspire and collaborate. We serve learning enterprises within all sectors, including higher-ed, K12, government, healthcare, non-profit and corporate.

Contact: Nannette Don
nannette.don@yuja.com