Description: This session will cover the importance of organization, consistency, and communication in supporting online learners’ self-regulation in asynchronous courses.

Facilitators: Dr. Kalianne Neumann (Oklahoma State University)

Description: Create an area in your online classroom for brain breaks so that students have the option to take a break without leaving the online classroom. Look at a module with links and suggestions so that you can get ideas to create an optional resource module to guide students through a quick breathing exercise, screen break, a stretch, or music for focusing.

Facilitators: Ally Sharp (Langston University)

Description: Group work in many college courses is necessary but often difficult due to scheduling, time constraints, and other demands on student schedules. In this session I will demonstrate the procedures and technologies I have implemented in my upper-level Project Management course throughout the 2020-2021 school year that have yielded outstanding results for students. By setting simple guidelines and utilizing some basic frameworks for structure and expectations, group work can be transformed from stressful to successful.

My student feedback about groups includes comments such as “We were all very satisfied with our group and decided to continue with this group going forward.” and “This is probably the best experience I’ve had with a group during my time at OSU.”

Facilitators: Simon Ringsmuth (Oklahoma State University)

Description: As an online business communications instructor, my quest every semester is to find more innovative and creative ways to engage students in online learning – how can I bring a face-to-face experience into an online platform? While I continue to learn more and more every semester, I would love to share some of the creative solutions I have drummed up over the last couple of years. Join me for a preview of my business communications course and the technology and resources I am using to breathe LIFE in my online classes!

Facilitators: Dr. Niccole Miller (University of Central Oklahoma)

Description: This presentation will look at the foundation of the online course design and look at some of the ideas and steps you can take before actual course design. They are steps in backward design, the basic foundation of online courses such as interactivity, discussion, effective feedback, modules, and navigation. It also presents some ideas for designing online courses based on other’s experiences and findings.

Facilitators: Dr. Abe Soltani (Langston University)

Description: Use Microsoft Stream, part of Office 365, to create screen recordings and videos with automatically generated, searchable transcripts. Learn to embed and share the videos.

Facilitators: Ally Sharp (Langston University)

Description: Following best practices and processes in instructional design is key to a quality course. Looking at rural areas where broadband access is limited, download times of images are important to the learning process and supplanting visual ques. When file size of images exceed norms and are detrimental in the download process when broadband is not available. In this session you will learn little tricks of the trade preparing imagery for online course content delivery, sizing, layout, adding accessible tags, etc.

Facilitators: Dr. Gary Dotterer (Rogers State University)

Description: A demonstration of how Articulate Rise is used to increase learner engagement in self-paced online courses offered by OSU Extension.

Facilitators: Joan York (Oklahoma State University)

Description: Online students miss out on the informal interactions which are typical on campus. In a F2F session, students and professors have non-course related talks which relate the professor as a person to the students. Everything from current events to (sometimes awful) jokes are shared. Heightened because of COVID – students need more interactions. Students want more interactions. The human is a social being and the isolation from online classes can be minimized (not eliminated). You can add these to your online course without trying to be a standup comic.

Facilitators: Dr. Marty Ludlum (University of Central Oklahoma)

Description: In March 2020, the First Year Math Team at OU, like many others in higher education, transitioned from in-person to online instruction. Much of the online instruction and tutoring carried over into the fall 2020 semester. In this presentation, I will focus on the team’s efforts to allow meaningful student engagement and rigorous assessments in online environments while trying to take into account the additional stress both instructors and students were encountering. The presentation will cover lessons learned and what we hope to take away from this experience.

Facilitators: Dr. Deborah Moore-Russo (University of Oklahoma)

Description: Has anyone ever said to you that online education does not have as much quality or rigor as face-to-face instruction? Have you struggled to provide and intelligent reply? Are you concerned about the quality of your online course during the recent, and rapid, conversion to remote instruction? If so, this topic is for you! This session will provide a blueprint for establishing quality measures, gathering data, seeking student and faculty input, and building a process for continuous improvement to help ensure quality in your online environment. Examples will be given as well as lessons learned, from a recent start-up of an online program track.

Facilitators: Nancy Gwin (University of Central Oklahoma)

Description: Many faculty approaching a new term of fully remote instruction may now be wondering how to ensure academic integrity and identity of learners outside of the traditional classroom. This session will first provide you with an overview of various techniques to assess learners in the online environment, some of which do not require any form of proctoring. For those cases where proctoring is necessary, a sampling of current online proctoring strategies and technologies will help inform faculty and administrators.

Facilitators: Bucky Dodd (University of Central Oklahoma); Brad Griffith (Oklahoma State Regents for Higher Education)

Description: Have you been grappling with whether labs can be delivered effectively in the online environment? This session will review what the Eberly College of Science at Penn State University is doing for online labs, proving that it’s not about the labs, it’s about the outcomes. This highly interactive and collaborative session will utilize problem-based learning to help participants uncover strategies to use in their own courses.

Facilitators: Melissa Hicks (Penn State University)

Description: Best practices to keep students involved and moving through an online course.

Presenter: Akram Taghavi-Burris (University of Tulsa)

Monday, April 6, 10:00 a.m. – 11:00 a.m. Central

Description: Learners formulate their first impression of a course before they even step inside. In the typical online course, the syllabus can be very telling of what one can expect to learn and experience. It can be follow the standard “terms of contract” approach or it can be designed in a way that grabs attention, engages, and initiates the learner’s interest. This session will present design methods that can be used in the course syllabus to maximize the value of the learner experience.

Facilitators: Tracy Fairless (University of Central Oklahoma), Steve Covello (Granite State College)

Description: Beginning with the end in mind, this workshop will take a look at measurable course objectives and how they provide the foundation for much of the design, including types of learning activities and assessments that are necessary to help learners achieve the desired outcomes. We’ll consider course mapping and module mapping and how participants might share those in their online course designs. The emphasis throughout this session is on alignment.

Facilitators: Dana Lindon-Burgett (Rose State College)

Description: If you have never taught online, recently began teaching online, or would just like a refresher, consider joining us for this 2 hour session focused on helping educators begin their online teaching journey. The session will be interactive and include several examples. Some of the topics that will be covered are: • Faculty readiness • Needed technical skills and how to strengthen those skills • Creating an online community • Re-thinking the instructor’s role in an online class • Ideas to help student’s start strong in an online class • Examples of consistent organization & navigation

Facilitators: Randy Dominguez (Tulsa Community College), Dana Lindon-Burgett (Rose State College)