Webinars & Recordings

How to Switch Between Online and In-Person Grading

In 2015, Northwestern University began looking for a software solution to streamline its grading process. In Crowdmark, the university found a solution that not only increased grading speed, but also allowed instructors to give richer feedback while ensuring grading consistency. Crowdmark is now used by faculty throughout the institution, including in the Economics, Mathematics, Physics, Chemistry, and Psychology Departments. As the pandemic lingers, Northwestern has been able to move seamlessly between in-person and online assessments, even for large-scale classes and handwritten work. Join faculty presenters as they discuss how Northwestern University adopted and rolled out Crowdmark. Learn how the Teaching & Learning Technologies department supports instructors and how grading has improved since implementation of Crowdmark.

Outcomes
Learn how Northwestern University used Crowdmark to assess large courses and grade handwritten work during the pandemic
Discover how Northwestern was able to streamline grading processes while giving richer and consistent feedback
Understand how Northwestern University uses Crowdmark to complement the LMS, measure student learning, and coordinate grading teams

NDLW: Exploring Emerging Technologies for Lifelong Learning and Success: A MOOC for ALL Learners

The State University of New York is currently transitioning a successful online faculty development project with a 5-year history into a MOOC that addresses the needs of ALL learners, including students, faculty, and professionals alike. This innovative professional development model enhances participant’s 21st-century skills, including communication, collaboration, critical thinking, and creativity. Established and emerging technology tools are necessary for lifelong and lifewide learning and are a huge part of our lives for career and personal advancement in today’s digital age. Through the “Exploring Emerging Technologies for Lifelong Learning and Success” (#EmTechMOOC) learners gain a deep understanding of the value and implications of using established and emerging technology tools. An underlying principle of the MOOC promotes a growth mindset, a necessity to keep pace with technology change. This session provides an overview of the project’s history and a look into how the future iteration of the project will take shape.

NDLW: Using open-source virtual-reality environments for community building online

Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses. Activities will be presented and discussion will be welcomed.

NDLW: Are Rubrics Worth It?

An interactive experience with project grading rubrics. Participation in an activity followed by group discussion. Each participant should have some kind of cup with some kind of liquid in it ready for the activity. For those who use rubrics, those who don't, and those who have never heard of a rubric.

NDLW: Best Practices in Engaging Faculty in Online Learning Policy & Decision-Making through a Campus Advisory Structure

Faculty engagement and buy-in is necessary in order to support an institution’s mission to deliver quality and innovative online instruction. Since 2006, SUNY Canton’s faculty-centered Online Learning Advisory Committee (OLAC) has been providing feedback and guidance to the campus administration on issues related to online learning and serving as a liaison to the greater academic community on initiatives that enhance faculty excellence in teaching online. This session seeks to share best practices in crafting and sustaining a productive advisory structure that contributes to faculty and student success in online environments.

NDLW: Preparing Future Nursing Educators to Teach With Technology

This session will focus on comprehensive integration of educational technology tools into a graduate nursing education program. Students complete assignments using some type of educational technology in every course. By the time their graduate degree is complete, students have filled a technology toolbox from which they can draw as they start teaching.

NDLW: What is it like producing a Coursera specialization?

The presentation will focus on the ABCs of MOOC-making and the lessons derived from developing a series of Coursera MOOCs. Producing a large-scale online specialization for Coursera is very different from developing traditional online courses. In a way, it is similar to producing an indie movie where the roles of a producer, a director, an executive producer, a project manager, a director of photography and many others need to be performed by a handful of people who work on a shoestring budget, often without time release, and within a short time frame. In addition, production specifications set by Coursera change on average twice a year, the production team is constantly pressured by being benchmarked against Ivy League schools’ courses, and every one from the dozens thousands of students has the power to publicly like or dislike any of your learning objects. There is a lot of fun in the brave new world of distance learning!

NDLW: Supporting Academic Integrity and Honesty in Online Courses

This presentation will cover how to support academic honesty and integrity in fully online classes. We will address why students cheat and how course design, pedagogical techniques, and use of technology can help create a culture of academic honesty.

NDLW: How to keep engaging nursing students when a learning model is over?

One of the biggest challenges of asynchronous online education is to keep nursing students engaged, especially when a learning module is over and when the students are adult learners who work full time. This presentation will demonstrate the strategies to wrap up students’ assignments in an asynchronous online course.

SUNY OER Community Courses

These SUNY OER Community Courses will introduce you to the fundamental principles and effective practices related to Open Educational Resources. Throughout this learning space, you will have the opportunity to explore and discuss methods and approaches to finding, adopting, customizing, integrating, creating, publishing, and licensing OER. You will also have opportunities to connect in conversation with your peers, and work with OER advocates from the SUNY community who can help you along your learning journey.

OEW: OER Certificate Workshop

Workshop created to include the following elements of OER:
Introduction to OER and Creative Commons
Locating, Evaluating & Incorporating OER
Creating & Sharing OER

OEW: Practical Guide to Meaningful Gamification

Overview of OER learning module on gamification.

SUNY Online Teaching: Strategies to Support Online Academic Integrity

Cheating online is a pedagogical issue, not a technological one. Faulting online students and technology, and attempting to apply a one size fits all approach, or tech. solution to a pedagogical problem, misses the point and the opportunity to understand this issue from the online learning and learner perspectives. It is complex and requires work on everyone’s part – administrators, faculty, and students. So, from an instructional design perspective, rather than starting with the question “How do we prevent cheating online?” the better questions are “What exactly is it that you are trying to achieve? And what, pedagogically, is the best way to assess, or evaluate online learning, given the options and limitations of the online environment?” This session will provide strategies, tools, and resources to assist online faculty and IDs to better understand how to support online academic honesty and online faculty and learner success.

SUNY Online Teaching: Supporting Online Student Success

There are a number of practical things online faculty can do to support online learner success. A brief overview of self-regulated learning (SRL) strategies used by successful blended/online learners will be presented as a foundation on which these recommendations are based. This session will be an open discussion of specific suggestions that online faculty can implement to help students succeed in an online learning environment.

SUNY Online Teaching: Assessing Student Learning Online

Rubrics provide students with clear expectations and objective criteria for their graded assignments. They also ensure an objective and expedient grading process for instructors. In this session, we will explore how to create rubrics in Blackboard, how to align them with assignments and learning activities, and how to use them to grade student work.

SUNY Online Teaching: Facilitating Student Engagement Online

Online discussion forums have provided instructors with some very compelling new possibilities for instruction. When designed properly, learning activities that require students to interact with each other can provide a rich, authentic experience for both students and instructor. This session will focus on how to design and manage these interactions in your online/blended course.

SUNY Online Teaching: Online Course Quality Series Part 2: OER in Support of OSCQR

OSCQR standards cross-walked with open educational resources and courseware.

SUNY Online Teaching: Online Course Quality Series Part 1: Using the OSCQR.suny.edu Resource

OSCQR.suny.edu is a free and openly-licensed resource, developed as a companion to the OSCQR rubric, that provides more in-depth explanations of each standard, provides ideas and examples of how to address each standard, provides citations and information that supports each standard, and facilitates additional contributions crowd-sourced from the users of OSCQR.

SUNY Online Teaching: Self-Serve and Self-Paced Resources and Course Templates

The SUNY Online Teaching unit promotes professional development in a variety of modes to best fit institutional or individual needs. As we develop our online competency development curriculum and portfolio of training options, we consider delivery options including: face to face instruction delivered regionally, online facilitated instruction, online webinars, and online self-paced courses. Self-paced professional development options are currently available and being developed for some of our training courses and programs.

SUNY Online Teaching: Rubrics

Rubrics in the online classroom help instructors provide clear criteria and expectations to students for graded assignments. They ensure objective and expedient grading for instructors. In this workshop, we will explore how to create rubrics and align them with particular assignments and learning activities.

SUNY Online Teaching: Checklist for Remote Teaching

A checklist has been developed as a template of essential elements for courses being taught remotely to help instructors as they transition their courses. The checklist has been created from the OSCQR rubric and aligns to the standards.
View checklist: https://online.suny.edu/onlineteaching/page/checklist/

SUNY Remote Learning Panel Discussion

Best practices for supporting students during the transition to remote learning. Panelists will share their campus support resources developed during the transition to remote learning for students and in preparation for the summer/fall semesters.

Fellow Chat: EmTechMOOC

Exploring Emerging Technologies for Lifelong Learning and Success (#EmTechMOOC) is a Coursera Massive Open Online Course available to learners across the globe. Participants acquire lifelong learning strategies and 21st-century skills in this discovery-based learning opportunity focused on the value and implications of using emerging technologies for communication, collaboration, creativity, and critical thinking for personal and professional growth. This project consists of two parts; #EmTechMOOC and EmTechWIKI.

#EmTechMOOC, hosted in Coursera, provides a supportive environment for dialogue and sharing among participants. EmTechWIKI is a socially-curated discovery engine for exploring technology tools, tutorials, and resources. Participants develop a personal ePortfolio to showcase skills and accomplishments, and earn digital badges and a Coursera Certificate of Completion.
Faculty – Explore freely-available tools to build learning activities into your courses.
Students – Explore technology resources to support your learning.
Everyone from across the globe – is welcome to participate to expand their knowledge!
http://suny.edu/emtech

Fellow Chat: Metacognitive Cafe

Students in online history and economics classes participate in metacognition-building activities through a low-stakes weekly discussion forum called “The Metacognitive Café.” These discussion forums are designed to encourage students to reflect on their learning practices, and to develop a more accurate understanding of their comprehension of course concepts. Embedded in the discussion prompts are readings and short videos that present information concerning evidence-based learning practices. Students are invited to reflect on how their learning practices compare with those grounded in learning science.

These discussions provide students with an interesting discovery process in which together they learn that many of their habits are not effective in encouraging long-term learning. This is reinforced by sharing their successes and struggles with their peers, resulting in increased community building and engagement. In this session, we will share how this process has evolved, including discussions prompts and student feedback. Participants will learn how to incorporate low-stakes discussions into their courses.

NDLW: Building a Student-Centered Online Research Course

Doing research is not an easy task for full-time K-12 teachers, and it’s more difficult when they take online research courses and conduct action research in their own classrooms with the students they teach to fulfill the school’s curriculum requirements. By the same token, teaching in-service teachers who are taking graduate level online research courses, is a big challenge for online instructors too. This presentation will share some student-centered online teaching strategies to help graduate students/in-service teachers learn research skills online and to provide virtual supervision and individualized support for their data collection and data analysis. Recommendations and advice will be discussed at the end of the presentation.