Webinars & Recordings

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.

NDLW: The UX / UI of an Online Course

Online courses and degree programs are becoming more and more prevalent in Higher Education. Quality Matters (QM) recommends online courses are structured and establish a social presence and interactions among students and the instructor. This requires a shift in instructional tactics from the instructor’s point of view where implementing these recommendations is often met with skepticism without consideration of the user experience’s online experience. This instructor resistance is detrimental to the quality of the online course design and, consequently to student learning outcomes. A correlation has been found between students’ grades and the resources accessed in online environments (Crampton et al., 2012, as cited in Redmond, P., et. al, 2018), as well as the emotional and intellectual investment made by students when studying online (Pittaway & Moss, 2014, as cited in Redmond, P., et. al, 2018). Consequently, the User Experience (UX) and User Interface (UI) Design are crucial considerations in course design and pedagogy, especially when seeking to maximize the engagement of online students. The proposed topic demonstrates the importance in considering UX/UI in online course designs while using QM instructional methods of social presence, interactions, and structure. Considering the student experience can produce learning outcomes that can be as good as or better than traditional, face-to-face courses.

NDLW: Exploring Emerging Technologies for Lifelong Learning and Success (#EmTechMOOC): experiences of student learners for course requirements

The State University of New York (SUNY) has launched “Exploring Emerging Technologies for Lifelong Learning and Success” (#EmTechMOOC), an online learning opportunity to enhance 21st-century skills, including communication, collaboration, critical thinking, and creativity. Through the MOOC, participants explore established and emerging technology tools for career and personal advancement. Students in both traditional and online courses have recently participated in the MOOC as a part of their required course activities. Learn how this usually voluntary learning opportunity has impacted students’ MOOC activities.

NDLW: What we did this summer: Our eight week journey to creating a fully on-line graduate engineering management program

In the summer of 2019, UB’s School of Engineering and Applied Sciences and Department of Industrial and Systems Engineering launched an initiative to transform a traditional classroom based graduate program to a completely on-line environment. We will introduce our approach and emphasize the importance of effective leadership, school wide collaboration, and faculty engagement to create an innovative program for a diverse audience in such a short time. This talk will include perspectives from multiple individuals and roles involved in this initiative.

NDLW: Teaching Sensitive Topics Online

Understanding and addressing the challenges associated with teaching sensitive and/or distressing topics online, such as domestic and sexual violence. This presentation will focus on strategies to create safe online learning communities which encourage student engagement through and peer-to-peer and student-to-instructor interaction. Specific examples from online courses on family violence and diversity issues will be shared.

NDLW: Simulation & Gamification in Online Education

The use of digital games and simulations in online courses seems to assume a laggardly adoption rate reflecting the spread of knowledge about game-based learning as well as gamification in the context of higher education. This presentation addresses the following research questions to uncover knowledge and familiarity with gamification and simulations in an online education.

NDLW: Highlights from the ICDE World Conference on Online Learning

Join in for a live commentary from the 28th ICDE World Conference on Online Learning, taking place in Dublin. Phylise Banner will be bringing you highlights from the conference, with the theme of “Transforming Lives and Societies”. Join in to hear highlights from presentations focusing on contemporary problems and opportunities facing today’s educators in this globally connected digital era.

Innovations in Hybrid Learning: How to Engage Students and Promote Institutional Success

Hybrid programming introduces another dimension in teaching and engaging students. In this webinar for university leaders, innovators in the hybrid learning space will discuss how to leverage the hybrid classroom opportunity and navigate the challenges around making sure hybrid and online students feel engaged as individual learners and as part of the institution’s larger community.

NDLW: Sharing Stories from Buffalo to East Africa

Buffalo State’s Anne Frank Project (AFP) uses the power of stories to share valuable lessons in conflict management, community building and identity exploration. AFP trains teachers (locally, nationally and internationally) to utilize stories in their classrooms and schools–story-based learning. With strong partnerships in East Africa, AFP has successfully trained hundreds of teachers in Rwanda and Kenya. After establishing the work in person, the training continues weekly via virtual e-training, thus 90% of the training is accomplished through distance learning.

NDLW: Enhancing online and traditional classes using Zoom and VoiceThread

Team projects can be difficult in the classroom, especially when the room is too small and the furniture is not conducive to it. The challenges of teamwork, mobility issues, a desire to increase class community and to push students out of their “comfort zones” sparked using Zoom web conferencing, VoiceThread, Ensemble and Blackboard to transform all my classes, online and traditional, into blended delivery. In this session, I’ll share the mostly positive lessons learned.

NDLW: The Win-Win-Win Using the R2T (Ready to Teach) Model for Online Programs

Win-Win-Win: Using the R2T (Ready to Teach) Model to Build a Strong Online Program, Deliver Great Classes and to Help New Faculty to Teach Successfully Online

Fellow Chat: Excelsior OWL and ORC

The Excelsior Online Writing Lab (OWL) provides multimedia support to students preparing for college-level writing, as well as students making the transition out of introductory-level writing courses. The Online Reading Comprehension Lab (ORC) is the, first of its kind, online reading resource, which offers an abundance of support materials designed to help students develop college-level reading skills.

Fellow Chat: Group Work

Are your faculty interested in incorporating online group work into your course? Not sure where to start? Have any of your faculty already incorporated online group work and encountered challenges?

In this interactive session, Senior Instructional Designer, Theresa Gilliard-Cook, will discuss the current research regarding groups in online courses and what kinds of things you can suggest to your faculty when considering online group work. Based on the research, our experiences, ideas and challenges, we can add to these suggestions that may help your faculty and their students have a more positive and productive group work experience!

Fellow Chat: Best Practices for BYOD and Mobile

BYOD (Bring Your Own Device) policies that encourage students to use their mobile phones in the classroom can offer a new level of curricular interactivity and engagement. In this webinar, Gina Sipley, introduces the philosophical framework for inviting mobile phones into the classroom and offer strategies for developing an effective web enhanced class.