Outcomes

• Identify key components of virtual exchange 

• Analyze real-world applications of virtual exchange in different subjects

• Adapt and apply pedagogical strategies for their own teaching contexts.  

Description

While interpersonal communication across cultures provides an optimal opportunity for students to develop intercultural competence and engage in transformative learning, not all students can afford to study abroad, and sometimes such opportunities are disrupted by unexpected factors, such as a global pandemic. As a result, educators explore other approaches to create educational equity and impactful learning for students. Thoughtfully designed virtual exchange programs can significantly enhance learning experiences and promote equal access to education for students worldwide. More importantly, virtual exchange can support students in building a shared community with international peers and navigating global issues by comparing their varied contexts. 

Informed by theories related to Intercultural Communicative Competence, Intercultural Citizenship, and Virtual Exchange, this poster will share two examples to showcase how virtual exchange can be embedded in both academic instruction and student services. The first project highlights the concerted efforts of faculty and administrators to support international students’ learning during COVID-19 when traveling to the US was prohibited.  The second project exemplifies global collaboration projects that connected students from the US and Asia (Malaysia and Hong Kong) to explore topics related to the United Nations’ Sustainable Development Goals, Intercultural Communication, and Teaching English as a Foreign Language. What distinguishes this presentation is the unique background (cultural and professional) of each presenter and their collaboration in enhancing equity in online teaching. The presentation will provide pedagogical implications for faculty and staff in the field to better utilize virtual exchange to expand equity in online learning.  

Outcomes

• Integrate AI-driven tools to redesign assignments using the TILT framework while aligning them with effective course design principles

• Design innovative, inclusive assessments that incorporate accessibility and support diverse learning preferences

• Leverage AI strategies to streamline course development, align materials with accessibility standards, and promote equity through transparent and engaging pedagogy

Description

This hands-on demonstration explores how Artificial Intelligence (AI) can support online college professors in utilizing the Transparency in Learning and Teaching (TILT) framework to design and enhance assignments. The session introduces AI tools that simplify and streamline the TILT process for any discipline, including automating task breakdowns, generating explicit rubrics, and adapting assignments to various learning styles and linguistic needs. Participants will engage in transforming existing assignments into TILT-compliant versions, generating formative feedback prompts, and developing inclusive assessment methods. By the end of the session, participants will gain actionable strategies to foster transparency, reduce cognitive load, and enhance student engagement in online learning environments, leveraging AI to close achievement gaps and promote equitable education.

Outcomes

• Present the draft resource developed by the AAEEBL Task Force on Digital Ethics and ePortfolios

• Demonstrate how AI can be integrated into the ePortfolio creation process

• Gather feedback from participants to refine and improve the resource

• Discuss ethical considerations and best practices for using AI in ePortfolios

Description

This workshop, organized by the AAEEBL Task Force on Digital Ethics and ePortfolios, aims to share and refine a draft resource designed to support students in creating ePortfolios. The resource integrates AI tools at various stages of the ePortfolio development process, ensuring ethical considerations are addressed. We invite educators, administrators, and technologists to join us in reviewing and providing feedback on this resource, which is intended to enhance student learning and showcase their achievements effectively.

Workshop Structure

• Introduction (10 minutes): Overview of the AAEEBL Task Force and the importance of digital ethics in ePortfolios

• Resource Presentation (20 minutes): Detailed walkthrough of the draft resource, highlighting AI integration points

• Interactive Feedback Session (30 minutes): Participants will review the resource in small groups and provide feedback

• Discussion and Q&A (20 minutes): Open floor for questions, suggestions, and discussion on ethical considerations

Target Audience: Educators, administrators, and technologists involved in student ePortfolio development and interested in the ethical use of AI in education.

Expected Outcomes: Participants will gain insights into integrating AI in ePortfolios, contribute to the refinement of a valuable resource, and engage in discussions on digital ethics.

Outcomes

• Identify key accessibility and equity-focused strategies for improving online course design

• Apply implementable improvements to syllabi, Canvas courses, and communication plans to make online courses more effective and accessible

Description

Ensuring equitable and inclusive online learning begins with intentional course design.  Important elements of such course design include prioritizing clear communication, accessibility, and student support. The two presenters, online educators as well as their college’s Online Faculty Mentor and Online Accessibility Mentor, will share four tips to quickly and effectively bring more equity and inclusivity into online classes. These suggestions include: Creating accessibility statements and communication plans for course syllabi, integrating student support services with online course design on Canvas, and ensuring high color contrast and avoiding color alone as an indicator for accessibility. 

Designed for all disciplines and appropriate for new and experienced online educators, this session will provide practical, easy-to-implement strategies that support diverse student needs and make a difference in student experience and outcomes.

Outcomes

• Explore some benefits of using AI for reflection and put that into the wider context for UDL, accessibility, data privacy, and student support

Description

In this workshop, you will be exploring reflection with the help of generative AI. You will have the chance to use an AI tool for your own reflection and then also explore the options available for educators to incorporate the tool in their learning design activities. As a group, we will discuss if and if so, how this might be used in portfolio practice and compare the use of AI in this context to a more traditional reflection prompt approach. We will also touch on digital ethics topics such as data privacy, accessibility, and universal design for learning. 

Outcomes

• Learn – Educators will review small teaching strategies that enhance student engagement and success in online learning environments. (Do Now)  

• Analyze – Educators will discuss how to analyze the impact of small instructional changes on digital learning equity and student persistence. (Do Next)  

• Build – Educators will build a plan to implement at least one strategy to foster community, autonomy, or persistence in their own online courses. (Do Later)

Description

Building on our previous collaboration on Digital Learning Equity, we continue our self-study approach by exploring Small Teaching Online by Flower Darby and James M. Lang. In this session, we will share five actionable strategies that enhance online instruction, focusing on building community, fostering student autonomy, and promoting persistence and success. Each strategy is designed for immediate implementation, providing practical insights for educators seeking to improve digital learning environments. Attendees will leave with concrete techniques to make meaningful changes in their online teaching, ensuring greater engagement and equity for all learners.

Outcomes 

• Imagine a new way to assess student work 

• Construct a new model for providing feedback and supporting student success 

• Examine best practices for adapting this model to various disciplines 

Description 

Through this workshop, participants will learn about three approaches to alternative grading that supports students who may have had difficulties earning "A" grades in the past. The goal of the session is to help conference participants: 1) Imagine a new way to assess student work; 2) Construct a new model for providing feedback and supporting student success; and 3) Examine best practices for adapting this model to various disciplines. While the presenter focuses on Composition courses, these approaches could be adapted to other disciplines.

Outcomes  

• Discover a professional development opportunity to explore the Cultural Humility Toolkit from ASCCC

Description 

Cultural Humility Toolkit: A Transformation Journey is a cohort-based, eight week course that guides participants through the Cultural Humility Toolkit created by the Academic Senate of the California Community Colleges (ASCCC). The course is designed to build self-awareness around anti-racist practices for each person in the group so that these practices can develop and unfold in the work we do for our institutions. 

Description 

Join us for a brief session to end the conference, celebrate, and outline how you can stay connected to this global equity community!