ATXpo 2021

1. Exploring the Technology of Virtual Field Trips

Joe Sherman, Joshua Weiss, Ryan Petterson, Stanford University

“Exploring the Technology of Virtual Field Trips” will provide participants with the tools they need to create virtual tours. Virtual Field Trips make use of 360 photos and other media to produce engaging learning experiences. See an example here: https://web.stanford.edu/group/field-education/jasper_ridge/output/index.html. During this session, we will cover the basics of 360 photography, virtual tour creation, and use cases for Virtual Field Trips in the classroom.

2. Virtual Research Roundtables

Jackie Hendricks, Santa Clara University

When we pivoted online in Spring 2020, I created an assignment for my upper-division Engineering Communications course (that I further refined in Spring 2021) where students do a virtual "research roundtable" to get collaborative feedback on their quarter-long individual research projects. Students create brief video presentations of their research findings and seek guidance/feedback from peers to help them prepare for the next stages of their project (a poster presentation and final paper).

3. Augmented Reality Physics Modules

Peter Beyersdorf, San Jose State University

I have developed a collection of augmented reality physics demos and tutorials for use in introductory physics classes. I have used these in both an on-line and an unperson class to improve students’ engagement and communicate ideas that rely on 3D visualizations.

4. Piloting the HyFlex Teaching and Learning Modality

Peter Nguyen, Teggin Summers, Pauline Becker, Stanford University

The School of Medicine piloted a HyFlex approach for the first three weeks of its mini quarter, with the potential to extend through the fall. In this session, presenters will share strategies for successfully supporting HyFlex teaching and learning, including context and considerations, such as university policies and issues surrounding equity. While our infrastructure was particularly conducive to this pilot, we will also share low threshold tips for HyFlex faculty support and student engagement that can be applied across a variety of circumstances, with an emphasis on faculty comfort with teaching and ensuring smooth experiences for students in both modalities.

5. Introducing Simple Syllabus to the University Community

John Bansavich, Insun He, University of San Francisco

USF introduced a new syllabus platform titled Simple Syllabus during the fall 2021 semester. This IdeaLab will share the process we took to introduce it to faculty, the training approach, and measures for success.

6. Google Earth Native History Tour

Amy Lueck, Lee Panich, Santa Clara University

Faculty in English and Anthropology worked with representatives from the Muwekma Ohlone and Ohlone Indian Tribe to generate content for "stops" on a virtual walking tour of campus, which we modeled in several platforms and eventually developed using Google Earth

7. USF Course Design Checklist—Meeting a Range of Needs

Jill Ballard, Angie Portacio, University of San Francisco

To address USF’s need for holistic online course design guidelines and to support broader remote and hybrid instructor interest resulting from the COVID transition, we are in the process of creating a revised online course design checklist. At this top level, the checklist focuses on online course design, but it’s strategized to become a foundation for creating additional checklists adapted for hybrid, remote, and in-person courses. The revised checklist will tap Quality Matters and OSCQR frameworks, the Peralta Equity Rubric, and Ignatian Pedagogy resources. The course checklist will be finalized in January 2022, and adapted course checklists developed through 2022.

8. All about Timing: Lessons from a Data Analysis Bootcamp in R

Melissa Ko, Zac Painter, Stanford University

We designed a three-day virtual workshop on data exploration, visualization, and statistical analysis using R. This series was aimed to prepare undergraduates to engage in bioinformatics research remotely through the Stanford Summer Research Program (SSRP). Instructors were recruited from the biosciences community and the Software/Data Carpentries community at Stanford and included university staff, postdocs, and graduate students. Our workshop design drew on differentiated instruction principles such that students engaged with programming at their own challenge level. This notion was supported by having a mixture of asynchronous and synchronous learning modes, as well as assigned reading/exercises with varying difficulty.

9. Using Competitive Learning to Increase Student Engagement

David C. Anastasiu, Santa Clara University & Gheorghi Guzun, San Jose State University

Many assignments in STEM courses are posed as continuous improvement problems, where many solutions exist and the goal is to find, though a combination of know-how and creativity, the best possible solution. Students, however, lack the motivation necessary to stay engaged and solve the problem to the best of their ability. They often try the first approach that came to mind and submit the homework. In recent years, gamification has been proposed as a potential active learning strategy to improve student curriculum engagement and class participation. In this project, Prof. Anastasiu and Guzun describe the use of a ​ competitive learning platform (CLP) designed by Prof. Anastasiu as an innovative and experimental learning tool to improve student engagement with these types of problems and their overall class instruction.

1. Letting the Chatbot Out of the Bag: Centralization of Resources through Chatbot

Mae Bethel, Diana Lam, Josh Weiss, Stanford University

Our technical support team at the Graduate School of Education at Stanford created a chatbot in the last couple of months for our teaching resources website.

2. Twinery: Engagement through Nonlinear Stories

Jennifer Morrison and Rona Halualani, San Jose State University

Twinery is an open-source tool that allows instructors and students to build a nonlinear story. One of the first lessons in most introductory COMM courses introduces or reminds students about the three communication models (linear, interactional, and transactional models). We call our activity COMMdelicious Restaurant. This activity allows us to guide students through a quick refresher or first-time experience with the communication models. The text-based game has students consider the situation they are presented with (dining out at a restaurant), choose an outcome, and identify which communication model matches their choices.

3. Supporting Faculty HyFlex Instruction with Student 'Navigator' Assistants

Susan Zolezzi, University of San Francisco

This fall, the University of San Francisco is offering HyFlex courses for the first time as part of our effort to re-open campus safely amidst continued concerns around COVID-19. Recognizing that HyFlex teaching is new and can be complex, USF Information Technology Services (ITS) partnered with our Office of the Provost to design, fund, and develop the HyFlex Navigator Program to support faculty willing to take on this new challenge. The purpose of the HyFlex Navigator Program was to build a team of student workers to provide HyFlex onboarding support (during weeks 1-6 of the semester) for faculty, including setting up equipment, providing technical support and managing Zoom class components.

4. Creating Standards for Course Media with a Media Quality Checklist

Mishiara Baker, University of San Francisco

In 2021, USF’s Instructional Design team introduced a media quality checklist to our online course design process to provide additional guidance and quality standards for faculty developing self-recorded media as part of their online courses. The media quality checklist focuses on four areas that impact student learning: technical production quality, design for learning, curation of media within the context of a course, and accessibility for all learners including technology disparities amongst students.

5. AssignmentCalculator

Irina Zaks, Stanford University

The AssignmentCalculator is an online tool that breaks down various projects into a series of manageable steps (each with a separate due date) and builds your personalized schedule based on due dates that you enter. Each step includes hints and "how-to" links and can be added to Google calendar. https://assignmentcalculator.com/ it has public version and Stanford version https://slc-assignmentcalculator.stanford.edu/

6. Template for Success: LMS Course Design Tools for Remote Instruction

Rebecca Farivar, Seyon Wind, Courtney Gomas, Sarah Bushman, UC Berkeley

In this presentation, we'll share the process we followed while developing two course templates: a Core template, which uses Canvas’ built-in course construction and management tools, and the DesignPlus template, which leverages a third-party design tool integrated with Canvas. We developed two templates to address the needs of instructors quickly moving to remote instruction across campus, some new to bCourses in need of basic course design and others (advanced users) looking for a more robust design tool. Though the templates are aimed at different audiences, both offer a consistent organization founded in best practices in remote instruction pedagogy and are WCAG 2.0AA compliant. The audience will learn the details on each stage of the journey including initial research and ideation, early development, service design, formal rollout, training, feedback, and next steps. We'll also share our "ah hah" and "whoops" moments to help those who are interested in implementing a similar set of resources at their campus. Whether you are new to course design and Canvas or a seasoned expert, come see how our team helps set instructors up for success and facilitate instructional continuity when disruptions occur.

7. Stanford’s School of Medicine Centralized Calendar

Britt Carr, Mohammed Sow, Pauline Becker, Stanford University

For a few years, the school’s administration had been looking for easier ways to combine a large number of dispersed existing calendars and schedule new events. The EdTech Team and a few members of the Office for Medical Education created a calendar that provides a comprehensive view of all events associated with students in the MD Program. We combined a series of available calendar feeds into a third-party calendaring tool and then re-inserted that combined calendar back into Canvas, Stanford’s main LMS. This new combined calendar is available to all students, course staff, and administration affiliated with the MD Program.

8. Digital Badge Initiative at USF

Insun He, University of San Francisco

Digital Badge Initiative began within the ETS department at USF. The leadership team encouraged the pilot program of using a digital badge platform to promote and increase the participation of our existing training curriculum. After the successful launch within our department, we then partnered with several offices across the campus who wanted to use digital badges to recognize student's accomplishments.

9. Looking Back, Looking Forward: Multimodal Resources

Maria Judnick and Robin Tremblay-McGaw, Santa Clara University

Three years of grant work pre-pandemic set us up to host a one-day meeting with Bay Area educators and produce a multimodal resources website. We will present some findings and lessons learned and suggestions for people trying to advance multimodal work.

1. Stanford Teaching Commons: Fostering a Culture of Teaching and Learning

Kenji Ikemoto, Stanford University

In the fall and winter of 2020, a team of Stanford staff from the Office of the Vice Provost for Undergraduate Education formed a design team to develop an initiative aimed at fostering a culture of teaching and learning among the many diverse communities of the university. This initiative aims to achieve this broad goal through the expansion of the current Teaching Commons website, TEACH Symposium series of professional development programs, and existing communities of practice at Stanford. The initial proposal was endorsed by leaders in the spring of 2021. In the summer of 2021, a Teaching Commons leadership team began planning the first phases of the initiative.

2. Who Tells Your Story? Digital Storytelling in the Classroom

Ken Yoshioka, University of San Francisco

This ongoing project supports faculty from different disciplines seeking to Integrate multimedia digital storytelling into their class curriculum. This project started well before the pandemic but took on new meaning as instructors wanted to engage the students in a deeper way with assignments that ranged from creating a short film, to creating an audio podcast, to developing a historical exhibit through Adobe Spark. This session covers the strategies and processes that were developed to help instructors successfully implement digital storytelling into their curriculum. The process developed includes training classes, consultation, student training options, tool selection and LMS integration.

3. Making surgical simulators for future doctors

Scott Drapeau, University of San Francisco

This presentation will highlight some surgical simulator project collaborations with the Makers Lab and various departments throughout UCSF.

4. Increasing Team Capacity Through Cost-Recovery Infrastructure

Pauline Becker, Michael McAuliffe, Stanford University

Five years ago, Stanford EdTech did not have capacity to meet demand from Stanford Medicine instructors for production of multimedia course materials. EdTech has since increased capacity by establishing a cost-recovery infrastructure. The critical components of this infrastructure include: creating word-of-mouth demand through strict commitment to multimedia production excellence a formal project intake process, including prioritization rubricl a task hours tracking system; a cost/task rate sheet; a contract with a major freelancer agency; an invoicing system, and close collaboration with our finance department. In this session we’ll present the tools and techniques used in our department’s cost-recovery infrastructure.

5. Driving home the value of information literacy through gamification

Bobbi Makani, Christa Bailey, Jane Dodge, San Jose State University

This project involves three principals: Dr. Bobbi Makani, faculty member with SJSU’s School of Global Innovation and Leadership and Graduate School of Business; Christa Bailey, faculty librarian at SJSU’s Dr. Martin Luther King, Jr. Library; and Jane Dodge, adjunct librarian, also at King library. Every semester, information literacy workshops are conducted in Dr. Makani’s first-year business course entitled “BUS5 16 Introduction to Global Innovation and Leadership”. The course meets twice per week. Christa and Jane co-teach a library workshop during two 75-minute class meetings. The course meets in a classroom and is fully in person.

6. Getting From Here To There: Data To Insights To Action

Josh Weiss, Kathy Mirzaei, Kimberly Hayworth, Stanford University

Who: Academic Technology Specialists, Instructional Designers, LMS administrators, Center for Teaching & Learning staff, faculty and TAs What: Pilot to use Canvas data to enhance teaching and learning, support iterative course design and share teaching resources and promising practices When: Ongoing Where: Online and in the classroom

7. Beyond Feedback Surveys: Harnessing the Power of Qualtrics in UCSF School of Medicine Curriculum

Chantilly Apollon, Jill Bond, Christian Burke, Sam Chung, Tim Galbreath, University of California, San Francisco

UCSF School of Medicine’s Bridges Curriculum utilizes an integrated approach and purposefully blends experiences between courses. Most schools use an LMS as the foundational organizer. In contrast, UCSF combines the campus LMS and other platforms to organize the curriculum. Plus, the Bridges Curriculum activities do not always align with LMS options. To address this challenge, we leveraged Qualtrics to deliver learning content, track student progress, and manage assessment. We found Qualtrics to be a robust, flexible tool with the ability to embed and pass data while providing a smooth user experience.

8. Virtual Production in New Born Health online course

Huy Tran, Stanford University

To enhance the learning experience in online courses, our production often has different approaches depending on the scope of the project. In New Born Health, the solution is a combination of many different assets that we create in-house, including 2D illustrations, graphic elements, 3D assets such as anatomical models, or an entire digital environment. To ensure the flexibility during the production, we rely on 3D virtual sets. It not only includes the ability to experiment with different camera angles in a virtual environment, but it also gives us the freedom to quickly replace scene props, or change lights quickly.

9. Classroom Technologies That Foster Inclusivity & Universal Design

on-demand recording | ATXpo Conference Presentation Videos & Resources

Auston Stamm, St. Mary’s College of California

This presentation will explore how Otter.ai can be leveraged to provide algorithmic captioning, transcripts, and recordings. I will provide an example of a captioning workflow using Otter.ai, Cadet and a team of student workers to provide in house captioning at decreased costs. In addition, I will explore techniques for helping professors create an accessible syllabus and collective note taking strategies. I will conclude by discussing Boost IU and exploring Dr. Motz’s research on how the technology can be leveraged to increase homework adherence and student engagement.