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Introduction to the Quality Matters Rubric
Date: January 25, 2011; 10:00 am to 11:00 am, EST


View the recorded archive of this session (once the recording starts, you will be prompted to download two documents that Joni provided as part of her presentation)

Presenter: Joni Tornwall, The Ohio State University
Joni Tornwall is the Education Lead in the Digital Union in Learning Technology at The Ohio State University. She arranges and coordinates workshops that help faculty and staff integrate technology into teaching and learning. She is also an online instructor in undergraduate courses. Joni is the QM Institutional Representative for OSU and certified as a Peer Reviewer as well as an instructor of the online version of the Applying the Quality Matters Rubric workshop.

Summary: This overview of Quality Matters (QM) is intended to orient participants to the QM Program and peer review process. A brief history of QM and the origin of the Quality Matters rubric will be described. The underlying principles of the Quality Matters process and the best practices in online and hybrid course design which are the foundation for the QM rubric will be discussed. The QM process including the course review and continuous improvement will be outlined in this interactive session.

Integrating Emerging Technologies: Stories from 'the field' and the Impact of Emerging Technologies on the Field of Instructional Design
Date: February 24, 2011; 
10:00 am to 11:00 am, EST

This webinar was postponed due to illnes. We are currently working on rescheduling this and will notify participants when a new date has been selected.

Presenter: Michelle Dickey, Miami University

Summary: A panel composed of instructional designers and professors of instructional design from various  perspectives in higher education will present "stories from the field" about the integration of emerging technologies for teaching and learning. The panel will discuss how emerging technologies such as mobile technologies, social and networking media, cloud computing and open content are being integrated into higher education along with field stories about  the impact of integration of these emerging technology for teaching and learning. The panel will include instructional design practitioners and faculty from the field of instructional design and technology from several community colleges and universities.

Panelists: Michele Dickey, Miami University
Albert Ingram, Kent State University
Corrie Bergeron, Lakeland Community College
Tom Kemp, Ashland University
Christina Royal, Cuyahoga Community College
Update on eTextbooks
Date: March 24, 2011; 11:00 a.m. to 12:00 noon, EDT


View the recorded archive of this session

Presenter: Steve Acker, OhioLINK

Summary: Ohio’s textbook affordability initiative focuses on improving learning outcomes as well as reducing the cost of textbooks. A major component of the plan is the Ohio Digital Bookshelf Project. 

In Year 1 of the Ohio Digital Bookshelf Project, five major publishers made their Introductory Psychology textbook available in digital form at a discount from print of 70%. In Year 2, the disciplines of Accounting, Biology, and Economics will be added and aggressive efforts to bring more librarians, instructional designers, and accessibility experts into the community will be undertaken. 

The three strands of the Ohio Digital Bookshelf Project’s "DNA" are (1) working with traditional textbook publishers, (2) engaging in open educational resources initiatives, and (3) supporting digital literacy workshops and programs for both faculty and students reaching toward “personalized learning environments.”   Each of these strands is connected and will interoperate as the learning materials environment evolves over the next five years. Traditional publishers will adapt to the OER movement, which will continue to change as an alternative to current practices. Faculty and students will continue to develop “personalized learning environments” for collecting, packaging and using content to serve individualized learning needs. We will discuss all of this, and more, in this OLN webinar.



OpenSim: A New Alternative to SecondLife
Date: April 26, 2011; 2:00 p.m. to 3:00 p.m., EDT


View the recorded archive of this session

Presenter: Chris Collins, University of Cincinnati
Chris Collins (SL: Fleep Tuque) is an IT Analyst in the UCit Instructional & Research Computing department at the University of Cincinnati. She currently manages the campus-wide podcasting and Second Life projects at the University of Cincinnati, and serves as the Second Life Ambassador for the Ohio Learning Network. Chris blogs about technology, education, and the metaverse at http://fleeptuque.com.

Summary: This session will give an overview of OpenSim, an open source multi-platform, multi-user 3D application server that can be used as an alternative to SecondLife. For campuses looking to develop a simulated "world" for teaching and learning, or for those looking for an alternative to SecondLife.


Designing Motivating Scenario-Based Wiki Activities
Date: May 26, 2011; 11:00 am to noon, EDT


Presenter: Jan Schmittauer, Ohio University
Dr. Jan Schmittauer earned her doctorate in Rhetoric and Composition from The Ohio State University in 1987. She has taught English and education classes at Ohio University Chillicothe for twenty years. Recognizing the potential of distance education to reach and engage students, for the past five years she has taught completely online. She is co-chair of the Technology-Rich Learning and Teaching Community at OUC and conducts frequent workshops with faculty. Dr. Schmittauer has presented locally, state-wide and nationally at many conferences including Merlot and Sloan-C Conference on Online Learning. 

Summary: Fostering effective collaboration in an online class is essential yet challenging. A wiki provides an “all-in-one-piece” view of an interactive project that can easily be navigated and edited for group activities. Participants in this session will learn how to design stimulating wiki assignments that engage students while assuring content knowledge by requiring specific textual support. These innovative assignments integrate adult learning principles including contextualized learning that applies core concepts while stressing complex “real life” applications and scenarios. Throughout the process of arguing diverse points of view, amassing textual support, and reaching consensus that other wiki groups read and comment on, the online classroom becomes a thriving hub of activity where individual opinions are honored and conclusions reached through questioning, reflection, active listening, research, and ultimately through logical, reasoned arguments.


Dare to Tech – Pioneering Online Science Labs
Date: June 7, 2011
; 11:00 am to noon, EDT


Links to resources used by designers of the Astronomy Lab objects:
The NAAP Astronomy Labs: http://astro.unl.edu/naap/

Presenters:
Marigrace Ryan
, Professor of Biology, Sinclair Community College
Shan Huang, Associate Professor of Physics, Sinclair Community College
Vandana Rola, Instructional Designer, Sinclair Community College

Summary: Suppose you are asked to develop online science labs. You might answer, “No way, students must be in the lab and handle the instruments!” Learn about the strategies and technologies that Sinclair used to successfully develop and deliver online labs that provide online students with experiences equivalent to on-campus students. In 2006, OLN awarded Sinclair a learning community grant to investigate the feasibility of offering fully online labs. After careful investigation, the learning community concluded that Astronomy would be the best candidate for online development. The sequence was successfully developed and has been offered for over three years. Since that time, Sinclair has acquired additional expertise in rich media to support online science labs and has developed fully online lab courses in Chemistry and Biology.


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