Events
Primary tabs
This presentation demonstrates an instructional design usability strategy. Learning goals include: Examining usability as an instructional design strategy Connecting usability, consistency, findability, and visual design Analyzing a sample course in an LMS Developing a usability plan. A Canvas course tour will be provided, demonstrating usability...
[field_location][field_date_3]
Peer•no•va•tion (pir-nə-ˈvā-shən) combines the words peer (people like me) and innovation (creativity realized). It’s teamwork of the highest order. Leo Bottary follows up on his two earlier books about leveraging the power of peers in business and in life. With its roots in CEO and executive peer groups, the team-building framework presented in these...
[field_location][field_date_3]
Properly used course maps allow instructors to organize and plan every detail of a coherent path, from course objectives to final assessments, of a student’s learning journey. Through a quick presentation followed by Q&A, participants will learn how course maps can be used to align course objectives, module objectives, learning experiences, resources, and assessments. By the end of this...
[field_location][field_date_3]
This session will explore the conversion of various mathematics and educational psychology courses from in-person flipped classes to online flipped classes during the Spring, Summer, and Fall 2020 semesters. Participants will learn about easy-to-use tech tools for fostering active learning in the online collaborative setting. A focus will be placed on the design of a fully flipped...
[field_location][field_date_3]
I have been using Weekly Learning Journal Reflection postings in all my online classes since 2017. I also marry these Weekly Learning Journal postings with a Final Course Reflection assignment. The Weekly Learning Journal postings are a concise capture of what resonated with each student from that week's lecture, readings and discussion. There is no related discussion, just a single posting...
[field_location][field_date_3]
Explain the use of the xAPI Builder in creating statements for the gamification project. Identify the steps and the order of events involved in a project like this. Discuss how the project was built, use of techniques, and problem solving to complete the project. Analyze the process of building a game allowing participants to decide if this is right for them. This presentation is for...
[field_location][field_date_3]
Participants will learn best practices when adapting live workshops /training sessions to remote learning. They will leave with a better understanding of how to design and develop engaging virtual workshops for large audiences. The University Finance Project Management Training team adapted training preparation while collaborating with subject matter experts to evolve delivery of content...
[field_location][field_date_3]
Correct understanding of the depth of Teaching Presence concept which is generally confused and used synonymously with 'teacher presence" Thematic analysis of asynchronous pedagogical issues, as see through the lens of online teachers, based on my 3 years qualitative doctoral research. The participants will be able to clearly see the pitfalls that result in less than desired learning...
[field_location][field_date_3]
The Rutgers Global Tuberculosis Institute (GTBI) will share lessons learned in transitioning in-person courses to online formats and facilitating online trainings for effective learning during the COVID-19 pandemic. This presentation will highlight unique challenges, advantages, and best practices for facilitating online instruction for specialized adult learning, particularly for audiences...
[field_location][field_date_3]
The use and integration of publisher-created materials in online courses, generally available as part of an ebook adopted by a professor, is a common practice in higher education today. While some may object that the development of an online course should proceed with the subject matter expert working with an instructional designer along a generous timeline (e.g., 3-6 months minimum),...
[field_location][field_date_3]
How does the quality of your online courses measure up? Are you designing them in a way that will help students succeed? What is Quality Matters all about? This interactive session is designed for faculty, staff, and administrators who are relatively new to QM. Come for a quick introduction of QM, how it works, what's in it for institutions, and how QM can support efforts to help students...
[field_location][field_date_3]
The Canvas LMS is now using Microsoft Teams as a tool for you to meet with your students, so why not learn how to use Microsoft Teams to create a collaborative environment with your colleagues too. In this session, you will experience how our learning and development team at the Rutgers School of Social Work’s Institute for Families created an immersive online working space to keep projects on...
[field_location][field_date_3]
Learn how to set up Microsoft Teams for instructional design collaboration with this quick and easy tutorial. You will be able to model the system in place at the Rutgers School of Social Work’s Institute for Families to create a team, add members and channels, and incorporate applications that can enhance your experience using Microsoft Teams with your colleagues.
[field_location][field_date_3]
Due to the pandemic, Rutgers University-Camden moved to online learning, greatly impacting how support programs deliver its services to participants. In this session, we will discuss how two such programs focused on the needs of first-generation, low-income students, the Educational Opportunity Fund (EOF) and TRIO SSS, utilized the CANVAS platform to continue...
[field_location][field_date_3]
Information literacy is a vital skill often lacking in students amidst an unprecedented flood of information. Research courses present an opportunity to develop information literacy; in our courses, we have supported development of these skills through scaffolding the research process. Yet the proliferation of content and the complexity of academic and applied research projects make practicing...
[field_location][field_date_3]
The Rutgers First-year Interest Group Seminars (FIGS) team successfully coordinated 56 student-led online synchronous seminars adapted from highly interactive in-person courses. In this presentation, we will discuss how we confronted the challenges of this shift before and during the semester. Our advice on how to update course policies and assignments, on facilitating activities using online...
[field_location][field_date_3]
The goal is to show course participants how to convert a patient-centered, ambulatory care clinic-based experience to a virtual experience that meets clinical competency requirements. We plan to engage participants through an interactive presentation, followed by breakout sessions with faculty-facilitated discussions. We will describe how pharmacy faculty utilize various technologies,...
[field_location][field_date_3]
Consider online activities that increase student awareness, stimulate deep learning, and/or support skill development associated with contemporary workplace diversity, equity, and inclusion. Not dependent on field of study, students can learn to participate in creating a more inclusive workplace and recognize employment oriented institutionalized equity concerns. Highlights...
[field_location][field_date_3]
Course design is related to course content, curriculum, teaching aspects, course development aspects, compliance with licensing and accreditation bodies, and student outcomes. Multiple aspects, such as desired outcomes, student engagement, connection to the rest of the curriculum, flexibility for updates and changes impact course design. This presentation intends to (1) Increase awareness...
[field_location][field_date_3]
We cannot assume incoming and returning students, undergrad or grad, know how to navigate online learning tools such as Zoom when they first encounter them (Darby, 2019) or the range of technologies faculty employ for student learning (Kebritchi et al., 2017), or that they have learned such tools from other courses or Zoom gatherings during COVID isolation. We do know, however, that students...
[field_location][field_date_3]