24th Annual TCC | Online Conference | April 16-18, 2019

Sustainable Learning, Accessible Technologies, & Diverse Contexts

tcconline2019

Understanding Your Role in Building Healthy Relationships with Online Doctoral Mentees

Session Description
This presentation will focus on helping mentors/doctoral chairs in the virtual, online setting, understand their philosophical background and the role it takes in establishing healthy, effective mentoring relationships with online doctoral students. By examining each participant’s mentoring philosophy, we posit the kinds of strengths/challenges that presents with various types of doctoral students. The focus in on understanding how to quickly gauge the needed steps for building healthy committee relationships to improve faculty satisfaction with their work, and improve student experience and completion time with their dissertation.
Presenter(s)
Amy White
Amy White, Walden University, North Carolina, USA
Dr. White started as an assistant band teacher, and social studies instructor at the middle school and high school level. After serving in the public school system, she completed a Ph.D. in Curriculum and Instruction, with a minor in political science. She has served as an adjunct professor of political science, an assistant professor of Middle and Secondary Education and an associate professor of Educational Leadership and Research. Dr. White joined Walden University as contributing faculty in 2005, and in 2015, became full-time, core faculty in Curriculum, Instruction and Assessment.She currently serves as an Academic Program Coordinator for several Master’s programs in the Riley College, and serves on many doctoral dissertation committees. Dr. White resides near Charlotte, NC with her husband and 3 children. She is published in both political science and education.
Cheri Toledo
Cheri Toledo, Walden University, Nevada, USA
Dr. Cheri Toledo, an educator for over 30 years, has taught and coached on the graduate, undergraduate, and K-12 levels. She has served as a faculty member and teacher educator, academic dean, academic counselor, classroom teacher, and athletic coach. Dr. Toledo is the recipient of the 2015 Faculty Excellence Award from the Riley College of Education at Walden University, the 2010 College Service Award from the College of Education at Illinois State University, and the Gulf Star Conference Coach of the Year Award as the Head Volleyball Coach at Stephen F. Austin University.

Dr. Toledo is currently the Academic Program Coordinator for the Educational Technology and Learning, Instruction, and Innovation advanced graduate programs at Walden University. Her research, publications, and speaking revolve around the strategic uses of current and emerging technologies for effective learning and instruction practices. Dr. Toledo’s expertise includes face-to-face and online learning and instruction practices, technology integration, and social media.

Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Learning space design for cross-campus course sharing

Session Description
Sustaining enrollments in less commonly taught subject areas is a challenge that faces every higher education institution for the foreseeable future. By offering these courses via a cross-campus sharing model, schools can offset inadequate local enrollment, and ensure these topics continue to be explored.

But it’s not just about adding remote students and asking them to “dial in”. To effectively teach in a course-sharing space requires a thoughtfully planned infrastructure that leverages local strengths in technology, physical plant, and expertise. Developing a successful environment that works for both the instructor and the students – both present and remote – is a process of constant adaptation to changes in teaching methods, learning styles, subject matters, and the local context.

This landscape consists of four parts: Technology, and our requirements for the institution, instructors, and participating students; Methodology, in how we bridge the gap between local students in class and their remote classmates; Physical plant, in identifying the appropriate and suitable physical space requirements; and Administrative, where we look to handle how registrars and departments offer these courses to their students.

Due to the unique situation at each institution, this discussion is intended to allow facilitators of cross-campus courses to share their experiences, successes, and failures, so that participants can apply lessons learned to tailor the most optimal learning environment at their local institutions.

Presenter(s)
Thomas Garbelotti
Thomas Garbelotti, UCLA, CA, USA
Thomas received his BA in German Literature from the University of Arizona and a MS in Technology Management from University of Maryland University College. He has had the pleasure to have worked with faculty, staff, and students at Middlebury College, Dartmouth College, and New York University Abu Dhabi (NYUAD).

He joined UCLA in 2014, after having helped establish NYUAD and seeing their first class through commencement. Interested in emerging ideas, tools, and methods, he enjoys helping people improve their teaching.

Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

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A Comparative Evaluation of Online In-Service vs. Traditional Training for Arizona Police Officers

Session Description
The purpose of this mixed-methods study was to compare the effectiveness of an online police training course to a classroom-based version of the same course. Target outcomes included performance on a test of Domestic Violence Investigations, as well as attitudes and perceptions assessed by the Test of Online Learning Success (TOOLS), as well as interviews. Data were collected from 61 Phoenix police officers. The online subsample scored significantly higher on the Domestic Violence Investigations assessment, according to analysis of variance results. Furthermore, neither level of education nor prior experience with online learning were significantly related to either the pre-test or post-test scores. Interviewees reported enjoying the online learning environment, felt they learned important information, and were able to retain it. In particular, they singled out online learning as being less distracting than being in a physical classroom.

Recommendations include extension to offering online training to members of other Arizona agencies and the public safety community.

Presenter(s)
Mary Dereshiwsky
Mary Dereshiwsky, Northern Arizona University, AZ, Arizona, USA
Rodney Parish
Rodney Parish, Northern Arizona University, Flagstaff, AZ, USA
Rod Parish was recently awarded the Doctor of Education degree from Northern Arizona University. His dissertation focused on the efficacy of online learning for police professional development. He was an Arizona police officer for 32 years. His policing experience includes time as a deputy sheriff and police officer in rural Arizona, as well as the Arizona Department of Public Safety. Training was an important aspect of his career. Rod was involved with defensive tactics training, hazardous materials regulations instruction, pre- and post-academy training programs, and was the executive officer of a multi-agency police academy. Rod retired as a DPS captain in 2016. He is an adjunct faculty member at Northern Arizona University and Rio Salado College, and lives in Phoenix, Arizona.
Walter Delecki
Walter Delecki, Northern Arizona University, Flagstaff, AZ, USA
Kimberly Charrier
Kimberly Charrier, Northern Arizona University, Flagstaff, AZ, USA
Donna Simon
Donna Simon, Northern Arizona University, Flagstaff, AZ, USA
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

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Tips for Engaging Educators in Online Strengths- Based Professional Development

Session Description
Looking for new ways to engage educators or other learners in online learning? The Hawaii Positive Engagement Project implements online professional development and will share tips and tricks to increase learner engagement and group cohesion. Learn more about how we used elements of gamification, hashtags, Calls to Actions, team building, and more in order to keep participants connected and coming back for more! Our aim is for you to leave the session with ideas and action items for you to use right away in your online settings.
Presenter(s)
Naomi Rombaoa Tanaka
Naomi Rombaoa Tanaka, University of Hawaii at Manoa, Honolulu, Hawaii, USA
Naomi Rombaoa Tanaka, M.S. is a faculty member of the Center on Disability Studies at the College of Education, University of Hawaiʻi at Mānoa, where her work has focused on Positive Behavior Interventions and Supports in early intervention. The Principal Investigator/Project Coordinator of the Hawaiʻi Positive Engagement Project (H-PEP), her projects aim to grow the strengths of educators, families, and students. Naomi is passionate about strengthening teams through technical as well as adaptive leadership. She is currently working on her PhD in Learning Design and Technology, with a focus on how technology can be used to increase personal well-being.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Flipping the book on Biology: Developing an interactive, open, online textbook to flip a large, lecture-based university course

Session Description
The purpose of this general forum session will be to share a new, online, interactive, openly licensed Biology textbook. The textbook was designed and built through a partnership between the University of Hawaii at Manoa’s Biology Department and the College of Education’s Distance Course Design and Consulting Group (DCDC). The textbook, originally released through Rice University’s OpenStax platform was customized in order to facilitate flipping the University of Hawaii’s introductory Biology course from a lecture-based, face-to-face class to a hybrid, active learning environment.

The session will focus on the new custom features of the textbook that allow students to interact with content and complete embedded, text and video-based H5P assessments within the textbook itself. Additional features to be highlighted include a new mobile-friendly theme, interactive practice activities, backend student data management, and the textbook’s multiple dashboards that provide analytics of aggregated data collected by the text for students and instructors to track progress in the book and course. The new online open text will be made freely available to students, replacing the expensive, hard copy text used in previous semesters.

Lessons learned from the textbook’s first semester rollout (Fall 2018) with 350 Biology students will be shared along with the initial results from a survey of these students regarding their experiences with the online textbook.

Session participants will be encouraged to ask questions and share their experiences with flipped learning and open, online textbooks.

Presenter(s)
Ariana Eichelberger
Ariana Eichelberger, University of Hawaii at Manoa, Honolulu, Hawaii, USA
Ariana Eichelberger is an Associate Specialist and Instructional Designer in the College of Education. Ari manages the Instructional Support Group of the College and coordinates the College’s faculty professional development program. As a faculty member of the Department of Learning Design and Technology, Ari teaches graduate and undergraduate courses in instructional design and technology integration. She is also an instructional designer with the COE’s Distance Course Design and Consulting group (DCDC).
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Access/download any related materials/handouts
from this session by clicking the button on the right.