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

Sustainable Learning, Accessible Technologies, & Diverse Contexts

45-Minute Interactive Session

Multiperspectivity: Melding mixed points of view in all we do

Session Description
“Multiperspectivity” accepts as a fact that effective learning in the twenty-first century will result best from a realization that modern challenges are complex, whole-society-based, and global, and that these challenges are most successfully met, addressed, and resolved by promoting a “culturally responsive learning space” engaging learners and teacher alike in critical “multilogue”. This presentation will be divided into four unequal parts: First, the questions of “what” and “why” will be asked. That is, the theory of “multiperspectivity” will be presented as a pertinent idea, and the need for it will be addressed. Second, the questions of “how” and “where” will be offered. Here, notable examples of how multiperspectivity has been deployed will be presented. It will be seen that multiperspectivity comprises problem-based learning. Comments from participants will be invited and discussed. Third, participants will be asked “when” and “how”, brainstorming methods and means by which multiperspectivity might be incorporated into their own classes. Fourth, and finally, participants will be invited to apply a 3-2-1 process to what has been presented and discussed and to comment upon how the integration of multiperspectivity can lead to broader, deeper, more engaged thought.
Presenter(s)
Katherine Watson
Katherine Watson, Coastline Community College, Fountain Valley, California, USA
Dr. Watson has been teaching French, English, linguistics, anthropology, and English as a Foreign Language for more than four decades, at first among fieldworkers in New England, then in traditional classrooms, then through television, and finally, online. She was named by the Annenberg/ CPB (Corporation for Public Broadcasting) Project to co-conceive, develop, and teach in the Project’s first online iniative, French in Action Online, and her French Topics was the first completely-online offering in California’s Coast Community College District. Dr. Watson’s papers have been published here and abroad, by IDEA, Syllabus, Virginia Tech, Temple University, The League for Innovation, NISOD, and The International Conference on Teaching and Learning, among others. In addition, Dr. Watson is a professional translator and interpreter and trained interpreters for the United States Olympic Committee and during the World Cup. Apart from these activities, sailing and swimming and reading and writing provide joy!
Session Type
45-Minute Interactive 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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from this session by clicking the button on the right.

Effectively Coaching Students in a Distance Education Environment

Session Description
In a college environment, personalizing the student experience and providing individualized support has a direct impact on engagement and retention. In an online college environment, that support is even more important because it helps prevent possible feelings of isolation or lack of institutional support (Bosworth, 2006). Instructors can provide this type of support through student coaching, which consists of providing one on one, detailed support and feedback in a constructive and helpful manner. “In this era of expanding “high tech” in higher education, the success of student coaching is a reminder of the power and importance of “high touch” in motivating new students to connect and commit in college” (Dalton & Crosby, 2014, p. 64).

This presentation will discuss the importance of student coaching and will share how online instructors can facilitate successful coaching experiences. Tools such as Google Hangouts, Skype, Blackboard Collaborate, instant messaging, and screencast in and how they can be used to facilitate coaching will be also be discussed.

Presenter(s)
Marsha Morgenstern
Marsha Morgenstern, University of Phoenix, Phoenix, Arizona, USA

  • M.A. Adult Education and Training, University of Phoenix
  • M.A. Business Communication, Jones International University
  • B. A. Communication, Florida Gulf Coast University
  • 10+ years experience in higher education
  • Associate Faculty, University of Phoenix & Communication and Marketing Coordinator, Women In Bio
Allison Mintz
Allison Mintz, University of Phoenix, Phoenix, Arizona, USA

  • M.A. Adult Education and Training, University of Phoenix
  • M.A. Organizational Management, University of Phoenix
  • B. A. Communication, Arizona State University
  • 18 years experience in higher education
  • Executive Director, NorthBridge College Success Program
Michele Lively
Michele Lively, University of Phoenix, Phoenix, Arizona, USA

  • M.A. Adult Education and Training, University of Phoenix
  • M.A. Organizational Management, University of Phoenix
  • B. S. Communication, Nebraska Wesleyan University
  • 27 years in higher education
  • Director of Disability Services, Grand View University
April Brown
April Brown, University of Phoenix, Phoenix AZ, USA

  • M.Ed. Cross-Cultural Teaching, National University
  • M.S. Educational Administration, National University
  • B.A. Education with a concentration in Natural Sciences, CSU Long Beach
  • 16 years in education – 10 years in higher ed.
  • Associate Faculty, University of Phoenix & K-8 Teacher
Session Type
45-Minute Interactive 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.

Publishing and Building Communities Around Digital Images: What’s Happened in 15 Years

Session Description
Back in 2004, I presented at TCC on the idea of blogging and teaching around collections of photographs (http://mcli.cogdogblog.com/show/tcc04/photoblog/) then a thing called “photoblogging”. How far have we come with these ideas in 15 years? The photos, the camera tools, the web sites we have are much improved. But what are we doing, can we do with maybe the most accessible technology tool, once most of us have in our pockets? How can images be used to communicate via metaphor? This session will explore the use of photographs in 2018 as a field observation tool, a creative/expressive outlet, forms of protest, and the ever spreading meme.
Presenter(s)
Alan Levine
Alan Levine, Educational Learning Consultant, Mortlach, Canada
Alan Levine explores the potential of new technologies for education. He hoisted a web server on the Maricopa Community Colleges network in 1993 and has not left the web since. He has brought innovative ideas to his work with the New Media Consortium and the University of Mary Washington, and now is on his own as an independent consultant (see http://cog.dog). An early proponent of blogs and RSS, since 2003 Alan has shared his ideas and discoveries at CogDogBlog.com. Alan works from home in Mortlach, Saskatchewan where his current interests include digital storytelling, photography, bending WordPress to his whims, and randomly dipping into and sharing from the infinite river of the internet.
Session Type
45-Minute Interactive 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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from this session by clicking the button on the right.

RaW Sustainability: Synchronous Online Research and Writing Workshops for Interactivity and Community-Building

Session Description
In this session, we share an online workshop series designed to provide an interactive educational and community-building opportunity to online students. Interest and attendance in our live online workshop series, as well as enthusiastic participation from students, exceeded our expectations. The literature on online students talks about the role online workshops play in developing a sense of community for online students, which aligns with what we observed in our series. Scholarship on commuter and non-traditional students also points to the valuable role informal workshops can play to engage and retain these student groups. At this session, we provide lessons learned from our project on selecting topics, publicizing, selecting and working with the right tools, and working towards developing a community of online learners. During the 2018-19 academic year, we have focused on managing the workload to increase the sustainability of the workshops.
Presenter(s)
Natalie Perez
Natalie Perez, Honolulu Community College, Honolulu, Hawai’i, USA
Robyn Tasaka
Robyn Tasaka, University of Hawai’i-West O’ahu, Kapolei, HI, USA
Robyn Tasaka is a Tutor Coordinator in the No‘eau Center for Writing, Math, and Academic Success at the University of Hawai‘i-West O‘ahu.
Rebecca Carino
Rebecca Carino, University of Hawai’i-West O’ahu, Kapolei, HI, USA
Session Type
45-Minute Interactive 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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The rise of informal Learning Spaces: Design, Challenge and Assessment

Session Description
If the innovative physical Learning Spaces became a hot topic in every countries’ Higher Education Systems, among them the informal ones – and the Learning Commons and the Learning Centres in particular – significantly rose in the institutions’ focus during the last years. Often presented as the future of the universities libraries, where most of them are located, they hold huge ambitions in the improvement of the students experience, as well as the institutions visibility.

A first phase of this session will present the major trends of the informal Learning Spaces. Their design principles (location on the campus, layout, furnishing, technology) will be addressed, aligned with the students’ requests regarding their features. Considering the challenges they have to overcome, their typical position in the campus context and in the institution’s strategy, as well as the different kinds of internal and external competitions those spaces have to face in their settlement will be illustrated as well.

As a second phase, and following the exchanges led during the first one, we will foster on the fundamental question of the assessment of the informal Learning Spaces, especially through the angle of the qualification of the practices (teaching and learning ones, and beyond), and discuss the border between the formal and the informal ones.

In that sense, the session will explore the ways to create a common framework and language for the evaluation of the informal spaces.

Presenter(s)
John Augeri
John Augeri, Paris Ile-de-France Digital University, Paris, France
John Augeri is Deputy Director of the Paris Ile-de-France Digital University consortium, and currently at Sophia University in Tokyo as invited researcher.

Since 2016, he’s managing an international comparative study of Learning Spaces, that will feed this session.

He’s a core member of EDUCAUSE Learning Spaces Constituent group, EDUCAUSE Learning Space Rating System group, of the FLEXspace online repository group.

During the last 36 months, John has been invited more than 55 times as guest, main or keynote speaker in Learning Spaces related conferences on 4 continents, to discuss the international situation and perspectives of the formal and informal innovative physical spaces. He’s regularly acting as advisor for large scale Learning Spaces projects around the world.

He’s been invited five times as visiting researcher in Japan.

Session Type
45-Minute Interactive 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.