Browse the archives for programs, keynotes, presentations, and Excellence Award winners.
One of the important goals of the Minnesota eLearning Summit is to promote the widespread sharing of ideas on teaching, learning, and technology. To accomplish this, we are asking that presenters post their materials on the Summit content repository. You will also have the option of assigning one of the three commonly used Creative Commons licenses to allow for further dissemination.
Including your materials in the eLearning Summit repository provides ongoing open access to your presentation, promoting greater impact of your ideas for a broader audience.
Posting your materials is easy (less than 10 minutes):
1. Log into the form using a Google Account.
2. Fill in information about your presentation.
Note: Information submitted using the form will be posted to the repository within 1 week of the Summit.
If you wish to share your presentation more broadly, we have also provided an easy way for you to select one of three “Creative Commons” licenses (that facilitate sharing and reuse of your content) on the submission form:
- Creative Commons Attribution 4.0—This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.
- Creative Commons Attribution-Noncommercial 4.0—This license lets others remix, tweak, and build upon your work noncommercially, and although their new works must also acknowledge you and be noncommercial, they don’t have to license their derivative works on the same terms.
- Creative Commons Public Domain Dedication 1.0—CC 1.0 enables scientists, educators, artists and other creators and owners of copyright- or database-protected content to waive those interests in their works and thereby place them as completely as possible in the public domain, so that others may freely build upon, enhance, and reuse the works for any purposes without restriction under copyright or database law.
Complete information on these licenses is available from the Creative Commons website.
Higher Education and Weirder Technology in the 2020s
How can we best prepare for a new academic environment for the next generation? Education is facing a rising tide of challenges as we approach the 21st century's third decade. Many campuses face tightening financial problems. Demographic changes are rewriting our enrollment expectations. The globalization of higher education is starting to run into the crosscurrent of rising nationalism. At the same time, digital technology is rapidly mutating into a dizzying array of options, threats, and experiences. Blockchain, mixed reality, big data, algorithms, artificial intelligence and other developments present a challenging new world. Technology intersects with society and politics in ways that can be breathtaking, dystopian, or liberating—possibly all at the same time. How can we guide American higher education forward across this terrain?
Bryan Alexander is an internationally known futurist, researcher, writer, speaker, consultant, and teacher, working in the field of how technology transforms education. He completed his English language and literature PhD at the University of Michigan in 1997, with a dissertation on doppelgangers in Romantic-era fiction and poetry. Then Bryan taught literature, writing, multimedia, and information technology studies at Centenary College of Louisiana. There he also pioneered multicampus interdisciplinary classes, while organizing an information literacy initiative. From 2002 to 2014 Bryan worked with the National Institute for Technology in Liberal Education (NITLE), a nonprofit working to help small colleges and universities best integrate digital technologies. With NITLE he held several roles, including codirector of a regional education and technology center, director of emerging technologies, and senior fellow. Over those years Bryan helped develop and support the nonprofit, grew peer networks, consulted, and conducted a sustained research agenda. In 2013 Bryan launched a business, Bryan Alexander Consulting, LLC. Through BAC he consults throughout higher education in the United States and abroad. Bryan also speaks widely and publishes frequently, with articles appearing in venues including The Atlantic Monthly and Inside Higher Ed. He has been interviewed by and featured in MSNBC, US News and World Report, National Public Radio, the Chronicle of Higher Education, the National Association of College and University Business Officers, Pew Research, Campus Technology, and the Connected Learning Alliance.
Mapping the New Education Landscape
As colleges adjust to new populations, new technologies, and new teaching paradigms, what principles do they need to keep at the forefront to ensure equity for all?
As a reporter and an editor at The Chronicle of Higher Education since 1988, Goldie Blumenstyk has covered a wide range of topics, including distance education, the internet boom and bust, state politics, university governance, and fundraising. She is nationally known for her expertise on for-profit higher education, college finances, and university patents and the commercialization of academic research. She has reported for The Chronicle from several countries in Europe and from China, and her stories have received numerous awards, including first place from the Education Writers Association for 2011 for beat reporting on the Business of Higher Education. Goldie is a frequent speaker at higher-education industry conferences, at events designed for members of the news media, and as a guest on radio and public television shows. Her articles on colleges' relationships with industry, including their efforts to become biotech hubs and their dealings with corporate giants like BP, ExxonMobil, and Novartis, have been widely cited by other experts. She is also the author of American Higher Education in Crisis? What Everyone Needs to Know, published by Oxford University Press, 2015.
Equity Through Design: Defining the Components of a Community-based Equitable Learning Infrastructure
People and infrastructures of urban communities around the world are increasingly connected through smart technologies, whether through real-time transit and traffic information people access through their mobile phones or through bike sharing applications that make it easier for people without cars to get around. What would smart technologies that enhance families’ participation in community learning initiatives looks like? How can smart technologies ensure that a community’s program opportunities are aligned with the learning needs of the community? How can these technologies match program providers to available learning spaces? How could smart technologies be used to support decision makers in optimizing opportunities offered at the city and neighborhood level? How can smart technologies connect mentors with available opportunities to support youth and programs in their community, especially for subject areas that are critical yet under-resourced? In this talk, Dr. Pinkard uses the lessons from her past, present, and future work to examine the components of an equitable learning infrastructure needed to prepare urban communities for full participation in today’s technology-driven society.
Nichole Pinkard is an Associate Professor in the College of Computing and Digital Media at DePaul University in Chicago. She is the founder of Digital Youth Network. DYN, with support from MacArthur Foundation, created in partnership with the Chicago Public Library the YOUmedia teen learning space. DYN also designed and implemented the first Chicago Summer of Learning, which has become the Chicago City of Learning. Dr. Pinkard is the recipient of a 2014 Northwestern Alumni Award, a 2010 Common Sense Media Award for Outstanding Commitment to Creativity and Youth, and the 2004 Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies. She holds a BS in Computer Science from Stanford University, an MS in Computer Science and a PhD in Learning Sciences from Northwestern University. Her current scholarly interests include the design equitable learning ecosystems, use of pedagogical-based social learning networks, computational making, and new media literacy learning environments, digital badging, computational-making learning environments for underrepresented groups.
Dr. Alec Couros, Associate Professor, Information and Communication Technologies, University of Regina
Embracing Open/Networked Learning in a Post-Truth Era
In recent years, we have seen massive advances in technology that have brought enormous changes to the tools we use and the content we can now access instantly. In turn, these changes have shaped and shifted every aspect our lives: today's world is truly a digital and networked global culture, far different from anything we have previously known. Unsurprisingly, this new reality brings with it both challenges and opportunities for our institutions; consequently, while the pedagogical possibilities of Web 2.0 tools seem limitless, education systems have been slow to adapt to the connected world. But in the brave new world of our “post-truth” era, education—and digital literacy education in particular—plays a more urgent and important role than ever before.
In this presentation, Dr. Couros describes our changed (and changing) world and explores the tremendous possibilities for collaboration, connection, kindness, and sharing that digital tools and social networks can provide, so that educators are better able to leverage the power and promise of technology in meaningful ways. Participants will explore the ways in which technologies and networks can be used to transform their practice, prepare students for a rapidly changing future, provide youth with the skills and competencies needed to critically and responsibly navigate our connected reality, and - perhaps most importantly - create open and connected educational spaces that embody the best of our digital reality.
Alec Couros is a professor of educational technology and media at the Faculty of Education, University of Regina, in Saskatchewan, Canada. An award-winning educator, Alec helps his undergraduate and graduate students take up the incredible affordances of our connected world through the integration of educational technology in teaching and learning. Alec is also a well-recognized scholar and researcher who has given hundreds of keynotes and workshops around the globe on diverse topics such as connected/networked learning, digital citizenship, social media in education, and critical media literacy, providing educators, students, and parents with the knowledge necessary to take advantage of and thrive in our new digital reality. Finally, Alec is a passionate advocate of openness in education and demonstrates this commitment through his open access publications, considerable digital presence and contributions, and highly successful MOOCs and open boundary courses.
Parents ForeverTM: Kate, Ellie McCann, & Sharon Powell, University of Minnesota Extension Center for Family Development
Partnership for Affordable Content Program: Kristi Jensen, Shane Nackerud, John Barneson, Melissa Eighmy Brown, & Emily Riha, University of Minnesota Libraries
The Asian Penguins Linux Club: Stu Keroff & Luke Burris, Community School of Excellence
Minitex - Library and Information Services for All Minnesotans: Valerie Horton, Matt Lee, & Mary Parker, Minnesota Office of Higher Education and the University of Minnesota Libraries
Collaborative Development of a Faculty Online Teaching Curriculum: Nima Salehi, Christina Petersen, Sara Hurley, Annette McNamara, Christiane Reilly, & Peg Sherven, University of Minnesota
Fostering Community Partnerships Through Health Promotion: Dana Botz, Jeanne Harstad, Lois Mandler, Mary Sladek, & Julie Leo, North Hennepin Community College Nursing Program
Randy Bass, Vice Provost for Education and Professor of English at Georgetown University
Higher Education in the New Digital Ecosystem
How might the new digital context—the whole of the emerging learning ecosystem—help us make higher education widely available to and meaningful for an expanded population of college students? Designing for that question compels us to look beyond the impulse to scale or automate current practices and look toward a broader paradigm for learning, one that is native to this moment and focused on the kind of graduates we are trying to produce for the year 2025 or 2030 or beyond. This keynote presentation will explore concrete approaches to this challenge through the lens of educating the whole person, where the role of digitally enhanced learning is much broader than teaching targeted knowledge and skills. Approaches to educating the whole person ask that we join the best of what we know about deep and durable learning with the capacities that are intrinsic to the emerging digital ecosystem.
Randy Bass leads the Designing the Future(s) initiative and the Red House incubator for curricular transformation. For 13 years he was the Founding Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS).
Dr. Marie Norman, Associate Professor at the University of Pittsburgh’s School of Medicine
Can Online Education Make Us Better Teachers?
We now have over 30 years of research on learning and cognition to draw from as educators. Yet it’s surprising how little impact learning research has had on classroom practice in higher education. Why is this the case? Is it possible that online education is better positioned than its on-site counterpart to bring learning research to bear on teaching?
In this presentation, we’ll discuss ways in which the affordances and limitations of online education can push us toward more lively, imaginative, research-based teaching practices—not just online but face-to-face as well.
We’ll talk about four powerful ways that learning research can inform teaching and examine how online education is particularly well-suited to bring this research into practice. We’ll consider examples of courses that utilize key learning principles and brainstorm ways to put learning research to work in our own teaching contexts.
By the end of the session, you should be able to:
- Identify insights from learning research you can leverage to create dynamic and effective courses.
- Explain why online courses are well positioned to utilize learning research (and why face-to-face courses can be too!).
- Identify examples of creative online courses.
- Brainstorm ways to bring learning research to bear in your own teaching, whether online or off.
Dr. Norman is an associate professor at the University of Pittsburgh’s School of Medicine. Norman has taught anthropology for over 20 years and worked in faculty development for 13 years, the last three focused on online education. She is the coauthor of the book How Learning Works: Seven Research-Based Principles for Smart Teaching.
Advanced Chinese for High School Students: Elissa Raffa, Minnesota Online High School
Collaborative Online International Learning Program Pilot (COIL): Amanda Rondeau, University of Minnesota
Using Differentiated Feedback to Promote Student Learning in an Introductory Statistics Class: Vicky Cai, MN State University, Mankato
Online Anatomy and Physiology I: Jane Sprangers, Hennepin Technical College
Minnesota Partnership for Collaborative Curriculum: Jon Voss, Intermediate District 287; Marc Johnson, ECMECC
Elevator: Jamey Hansen, University of Minnesota
Creation and Production of Two Coursera Specializations: Connie Buechele, University of Minnesota
Impact of Training and Course Reviews on Faculty Satisfaction and Online Courses: Nima Salehi, University of Minnesota
Technology for Creativity: Brad Hokanson, University of Minnesota
SIG: Instructional Technologies and Learning Spaces: Robin O’Callaghan, Minnesota State Colleges and Universities
Captioning Collaboration: Rita Resendiz-Abfalter, Anoka Ramsey Community College
Aaron Doering, Associate Professor and Director, Learning Technologies Media Lab, University of Minnesota
Innovations in Technology-Enhanced Learning: Designing for Transformation and Engagement
Aaron Doering is a professor in learning technologies at the University of Minnesota and the director of the Learning Technologies Media Lab. Aaron holds the Bonnie Westby-Huebner Endowed Chair in Education and Technology, is a laureate of the prestigious humanitarian Tech Awards and an Institute on the Environment (IonE) fellow. He is also a fellow of the Royal Canadian Geographical Society. Aaron has delivered education on sustainability and climate change to more than 15 million students by dogsledding and pulking over 5,000 miles throughout the circumpolar Arctic since 2004. One of his newer projects, Earthducation, is investigating the intersection of education and sustainability on all the continents over the course of four years.
Dr. David Wiley, Lumen Learning
Improving Learning, Increasing Academic Freedom, and Saving Money with “Open”
Dr. David Wiley is Chief Academic Officer of Lumen Learning, an organization dedicated to increasing student success, reinvigorating pedagogy, and improving the affordability of education through the adoption of open educational resources by schools, community and state colleges, and universities. He is also currently the Education Fellow at Creative Commons and adjunct faculty in Brigham Young University's graduate program in Instructional Psychology and Technology, where he leads the Open Education Group (and was previously a tenured Associate Professor).