Program & Schedule

Schedule

11:00 – 11:30

Registration

11:30 – 12:30

Lunch Conversations / Topics Over Lunch

Facilitated by TWT

12:30 – 1:30

Keynote

Pasha Antonenko, Associate Professor of Educational Technology, University of Florida

Pavlo “Pasha” Antonenko is an Associate Professor of Educational Technology and Director of the NeurAL Lab in the School of Teaching and Learning. His research has been funded by state and federal agencies and focuses on developing, implementing, and studying technologies for scaffolding learning. His most recent project, “LENS: Leveraging Expertise in Neurotechnologies to Study Individual Differences in Multimedia Learning”, is a NSF-funded Science of Learning project that focuses on understanding learning with multimedia by a wide range of students including those with attentional and cognitive differences.

Dr. Antonenko will discuss his experiences with meaningful uses of educational technology. The talk will center around the issue of engaging students in active and engaged learning while accounting for the potential cognitive and non-cognitive individual differences among learners. Illustration of effective and less effective uses of technology in the undergraduate classroom will be achieved using both examples from higher education practice and empirical evidence on the efficacy of technology-supported instructional interventions.

1:30 – 3:00

Mini-Breakouts, Posters, and Mindfulness Sessions

Coffee and dessert available

Afternoon Program

Mini-Breakouts (Repeat every 20-30 minutes)

Wonder of All Wonders

Charlotte Matthews, BIS Degree Program, School of Continuing & Professional Studies

This session will inspire participants to introduce the wonder of the natural world into their classrooms. Rachel Carson notes, “The more clearly we can focus our attention on the wonders and realities of the universe about us, the less taste we shall have for destruction.” Using Collaborate as the platform I will show how a class schedule, its readings, discussion boards and assignments benefit from images and sounds and time spent in the natural world.

I will share students’ observations after reading poems about nature and reflecting on the world around them. I will showcase student feedback that exhibits benefits beyond the classroom.

Participants will recognize that while technology is outside of nature, there are practical ways of inviting the natural world into this “classroom.”

3D printing in Spanish for Medical Professionals

Alicia Lopez Opere, Department of Spanish, Italian, and Portuguese, Arts &Sciences

I teach Spanish language and Spanish and Latin American Literature and Culture. For the last two years I have been teaching a 3000 level course called “Spanish for Medical Professionals”. A big component of the class is going over the human anatomy. Since I do not have access to a lab, and quickly learnt that learning anatomy from a diagram in paper was not very exciting. I started thinking about ways to bring technology in to the classroom to work with anatomy.

I obtained and LTi grant to work with students in 3D printing. This quickly became a collaborative project that I coordinated and that involves the Makers Space at Learning Design and Technology, the MAE lab at the engineering school, and students in both the college of Arts and Sciences and the engineering school. The collaboration resulted in the printing of multiple human skeletons, human figures and human organs that are used in my Spanish for Medical Professionals class. The models are used in class to go over body parts, bones, muscles and organs. The physicality of the object greatly helps with the language acquisition process. Also, it exposes the student to a new medium and opens the discussions to the use of 3D printing in the medical field.

In the current semester I am implementing Virtual Reality to the anatomy section of the course.

Introduction to SCALE: Student-Centered Adaptive Learning Environment

Bill Ferster, Curry School of Education

SHANTI is introducing a new web-based adaptive learning tool that will integrate with UVACollab and Canvas. SCALE is a platform for delivering adaptive instruction online and provides a framework that guides the learner through the instructional content and incorporating a rich range of media and data visualization tools.

You can see a demo SCALE course at: https://www.viseyes.org/scale

Bill Ferster will demonstrate the tool and provide information for anyone who wants to implement it in their instruction.

Structured Use of Breakout Rooms for Dialogue and Reflection

Pamela Tucker, Curry School of Education

The challenge of online instruction is to create the high level of dialogue and reflection that characterizes face to face classrooms. An online environment lends itself to independent reflection but for learning to be more than informational, or the transmittal of information, and become transformational, there needs to be a high level of discourse focused on assumptions and beliefs. This requires sustained opportunities for dialogue with individuals in a safe space with structured protocols but also leeway to explore different perceptions and different ways of making meaning out of similar content. Breakout rooms offered by the ZOOM video conference platform can be one way of intentionally designing these opportunities on a regular basis in an online synchronous class. Student feedback suggests that the discussion that takes place in these small groups are the most powerful component of an online course.

This presentation will include suggestions on a few of the more successful exercises used to structure this time for graduate students in an educational leadership program. The exercises will be drawn from a course on educational law and one on family and community engagement. These two very different courses highlight the beneficial use of time for dialogue for different purposes. The law course is more technical by nature but the dialogue helps students deepen their understanding and application of the content. The course on family and community engagement is more conceptual and practice-based and the conversations in this class provide opportunities for exploring assumptions about families and communities and sharing successful practices in a range of school settings.

Possibly most important, breakout rooms provide an opportunity for building community among the class members, which is a challenge in an online environment. The small group discussions afforded by breakout rooms enrich relationships, content acquisition, and meaning making.

Using Technology to Allow Students to Make Mistakes – and Learn from them

Diane Szaflarski, School of Nursing

In this breakout session, I will present the tools I use in my course, Chemistry for Health Sciences, that allow students to make mistakes and learn from them with immediate feedback. This allows students to learn and study in a safe zone where they can be free to experiment and explore.
My course structured around a feedback loop that starts with preparatory work. The preparatory work comes in three forms. The first is the use of a “smartbook“. This is a McGraw-Hill product that directs the students to the important concepts. Within this smartbook there are a series of electronic flashcards that are assigned to review the material for the day. If students get the flashcards wrong, the smartbook directs them to the appropriate section of the book. Short videos (3-10 minutes) created either by me or available online are assigned to further describe the concepts. Students can review these videos in their own timeframe.

In class, I use Learning Catalytics TM, which is a program that allows me to question the students in real time. I pose questions to review from the last class, or from the material they prepared for the day. Difficult concepts are reviewed and discussed as a group. Additionally, I can query the “attitude and feelings” of the class to get immediate feedback on progress.

Next, I follow up the daily work with online homework that covers the material for the week. This reinforcement allows the students to review on their own, concepts and calculations that we covered. Immediate feedback is given and again this adds to the learning process. Lastly, online quizzes are given to evaluate if the students have mastered the material. All the steps, leading up to the quizzes give immediate feedback, and hints to allow the students to make mistakes and errors, and then learn from their errors so they can master the material. This generation expects everything to be online, so utilizing these tools in the learning environment, allows a connection.

 “Opening Wide Windows Into the Light”: Pedagogical Strategies for Using Everyday Technologies in the Gothic Classroom

Indu Ohri, English Department, Arts & Sciences

My session will consider ubiquitous technologies that I have used to engage students in several different courses I recently taught or am currently teaching on various Gothic subjects. For instance, I will start out by discussing how I employ the class blog on WordPress to generate weekly posts, which produces a substantial archive of critical conversation from my students on the readings. This blog is a crucial space for sparking their critical conversations, performing analysis of the readings, and sharpening their writing skills. Furthermore, I worked with modern-day covers of Edgar Allan Poe’s “Annabel Lee” (1849) found on YouTube to appeal to a group of struggling high school students. We heard country music and soft rock covers, discussed how they changed our reading of the poem, and compared the idea of love in “Annabel Lee” to romance in modern pop songs. Finally, I will look at how my students accessed a digital archive of the magazines edited by Charles Dickens, namely Household Words  and All the Year Round, to discover forgotten Victorian women’s ghost stories. For their final project, they had use digital tools to research a ghost story they found and write a case study arguing that it should be added to the literary cannon. The goal of my session is to illustrate that instructors do not need to learn difficult or obscure technology in order to integrate it into their classrooms. Instead, they can discover various ways of taking technology that everyone is familiar with and putting a creative spin on it in order to spook students into learning about haunting topics.

ePortfolio Project in UVA in Costa Rica Study Abroad

Matthew Street, Department of Spanish, Italian, and Portuguese, Arts & Sciences

The UVA in Costa Rica study abroad students participated in an ePortfolio pilot program using the New Digication. Students created a virtual space to document their language learning during a 5-week language immersion course. Using contextualized prompts, students created weekly multi-media, contextualized, low-stakes entries that were framed to provide a customized experience from their perspective. Additionally, students reflected on their progress in English as well as the target language as well as completed high-stakes assessments (compositions and cultural project).

This project was implemented to show students their learning in a virtual space in order to foster learning for personal enrichment, encourage their development as language learners, as well as provide a space to collect and caption photos within a cultural context.

ReSounding the Archives: A Collaborative Undergraduate Digital Humanities Project

Elizabeth Ozment, Department of Music, Arts & Sciences

ReSounding the Archives is an interdisciplinary and multi-university collaborative project that brings together digital humanities, history, and music. In Spring 2018, the students in MUSI 4559 researched sheet music from the The Albert and Shirley Small Special Collections Library at the University of Virginia and created a digital humanities website that showcases high-def scans, transcriptions, library metadata, contextual descriptions and analyses, studio and live student recordings.The project presented opportunities for UVA undergraduates to engage with these library sources in new ways, while collaborating with students and researchers from George Mason, Virginia Tech, and several local museums.

In this session, I will review the planning and development stages of the ReSounding the Archives project, share my syllabus and teaching examples, discuss the strategies and creative problem-solving that influenced the project, and highlight the digital humanities website that will remain a living artifact of knowledge production from the MUSI 4559 seminar.

Digication + Audio Feedback = Powerful Assessment Cycle

Michael Palmer, Center for Teaching Excellence

In the Fall 2018 semester of my USEM, Science of Learning, I combined the use of Digication (an e-portfolio solution) with audio feedback for my students’ weekly reflections. This created a powerful assessment cycle, allowing me to provide more and better feedback to my students and return the feedback quicker. By the end of this mini-session, participants will have a basic understanding of Digication, the value and power of audio feedback, and learn strategies for effectively implementing this assessment practice.

During the session, I’ll 1) briefly describe the course, digication, and the audio capture tool, 2) share some of the research on audio feedback, 3) show an example of student work and audio feedback, 4) share my students’ perceptions of the use of audio feedback, and 5) discuss lessons learned. While informal and interactive throughout, I’ll reserve at least 5 minutes for formal Q&A.

ePub Course Packs

James Livingood, Department of English, Arts & Sciences

For the last three years I have been teaching a creative writing course with a science fiction theme. I also teach a class on publishing using modern methods where we cover ePub generation. And I thought it time to try out ePubs rather than traditional print course packs. The conversion process (finding a PDF, for example, and converting that document to ePub) is time-consuming, but it does generate a better reading experience for many of my students and gives me much much more flexibility in course pack content as an instructor–and a capability for last-minute changes. Drawbacks, too: typos, tech glitches, more screens (and possibly more distraction) in the classroom. I’d be happy to demonstrate the course pack I’m currently using and talk through some of the pros and cons, copyright issues, what kinds of material works well for ePub and what will likely be problematic.

The Beauty of Accessible Course Content

Tiffany Stull, ITS and Robert Glantz, Student Disability Access Center

Course materials, like Dracula, can take many forms, including Word documents, PowerPoints, ghoulish PDFs, and links to websites, videos, images and other media. Students also access course content in many different ways, some of which may be unexpected, some because of a disability! For example, a student might use text-to-speech software or a screen reader to read and focus on materials, some may navigate in your course site with only a keyboard, or watch videos needing captions. Unfortunately, depending on how some content is created or presented, it might become an inaccessible barrier to learning and a nightmare to a student.

Peek into a cauldron of course content brewed by members of the UVACollab Support and Student Disability Access Center teams and explore hands-on some ways in which students interact with course materials. Learn how to create beautiful, universally-designed course materials that all students can access! All students need to be able to participate equally in class, without their coursework becoming an inescapable, terrifying monster!

After a brief introduction to accessibility and universal design, participants will be able to try accessing course content at several stations using assistive technology commonly used by students at UVA. For example, you will be able to read a document with text-to-speech software, navigate a course site using a keyboard only, and watch a video with captions. During this time, we will haunt the various stations and answer questions you may have.

Using the Laerdal SimMan 3G simulator to improve cardiopulmonary resuscitation (CPR) and bag-mask-ventilation (BVM) with third year medical students.

Vaia Abatzis, School of Medicine

It is critical for medical students to learn and master cardiopulmonary resuscitation (CPR) and bag mask ventilation (BVM) techniques during medical school, however it is not possible to teach or evaluate these techniques in real-time with patients. Simulation offers a unique, safe opportunity for medical students to improve their BVM and CPR techniques. Historically, medical students have been provided with subjective feedback of their performance. With simulation, objective feedback can be given to learners.

Third year medical students perform CPR and BVM on the Laerdal SimMan 3G advanced patient simulator in the Simulation Center. Medical students use objective data to improve their CPR and BVM techniques in two ways. (1)They have live feedback (chest compression rate and depth, ventilation rate and tidal volume) as they perform CPR and BVM to improve their skills. (2) They review the recorded data from the mannequin for future improvement. In addition, medical students self-assess their performance using a standardized check-list.

The goal of using this simulator is for medical students to improve their CPR and BVM techniques, to use the simulator for formal assessment (Association of American Medical Colleges’ Entrustable Professional Activities) in order for medical students to be able to graduate from medical school.

Data collected from the mannequin shows improvement over time of both CPR and BVM techniques. In addition, medical students self-assessment of their CPR and BVM is improving and their overall confidence with this techniques has improved.

In this mini-breakout session, participants will be able to experience what medical students experience with the simulator. Participants will be able to perform CPR on the Laerdal SimMan 3G as medical students do, and receive feedback in order to improve their techniques.

Co-teaching Online: Lessons We Learned in an Asynchronous Setting

April Salerno and Alexis Rutt, Curry School of Education

Co-teaching online is a challenging yet rewarding experience that can offer many benefits to instructors and students but that requires careful, collaborative planning (Ko & Rossen, 2017) in establishing the roles of co-teachers and the model of co-teaching that will be followed (Villa, Thousand, & Nevin, 2013). In this mini-session, we share lessons learned from our own experience as co-teachers of an online English linguistics course for preK-12 teachers, who were seeking additional language-related professional development. While using UVACollab as a platform for the asynchronous fully online course, we kept journals documenting our experiences with the co-teaching format, including the opportunities and challenges we faced.

In our brief but interactive presentation, we will address participants’ questions about co-teaching online and share tips for overcoming the challenges we faced.

We will follow this outline (20 minutes total):
-Introductions (3 minutes)
-Participants write on cards their biggest question about co-teaching online and share with a partner (5 minutes)
-We respond to partners’ questions and share tips we learned (7 minutes)
-We consider participants’ remaining questions (5 minutes)

We believe this session will be beneficial to the growing number of instructors on Grounds who are asked to move courses online, specifically courses that are co-taught with other instructors and with teaching assistants.

Dracula in the Digital Era

Stanley Stepanic, Department of Slavic Languages & Literatures, Arts & Sciences

In this session, participants will learn about the utilization of Top Hat, a digital platform for lectures, student engagement, and textbooks. I will be showing how the system works, including live lecture usage, live questions, and interactive textbook features.

Poster Sessions

Ask me about Useful Screens: Practical Classroom Advantages and Activities with Laptops

Anthony Pasero, Department of Spanish, Italian, and Portuguese, Arts & Sciences

This presentation is geared towards a discussion of practical advantages and classroom activities centered around the incorporation of students’ laptops in lesson planning and execution. Laptops are frequently perceived as detrimental and anathema to a literature class given the fact that we, the teachers, are blinded as to what students are actually engaged with on their individual screens. However, through teaching an advanced-level Spanish theatre course that makes extensive use of images and video, and where the texts are not commonly available for material purchase, I have discovered new and unexpected advantages to the incorporation of students’ laptops in my lesson plans. In this session, I hope to discuss and explore the ways in which we can reduce the risk of student distraction while using the fact that most students bring a laptop with them to class as an additional resource and asset to our classes. This poster session is intended to spotlight my own studies and results (through the use of student answers to surveys) as well as those from teachers of other departments and colleges. This way, I aim to take part in an interdisciplinary discussion where we, as participants, can learn from each other and from our shared teaching experiences.

Ask me about Technology in Classroom and Unanticipated Consequences

Zhaohui Chen, McIntire School of Commerce

I have being using an App called Tophat in my classroom for a few years now. I am teaching a quantitative class and students need to grasp technical skills. I have found that letting students figure out problems with my guidance is a better way for them to learn than my lecturing it alone. To manage this process, I need to monitor each student’s process and give them help in real time. Given its importance, their participation is an important part of the grade. It has worked out well for most students but there are unanticipated consequences.

I have encountered students with learning disabilities and they have had difficulty following the steps in time. Even though I allowed them to fill in the answers after the class, I felt that they were left out of this important learning process because by the end of the class we have already solved the problems. I feel technology has made the students with learning disability feel worse about themselves because now their performance is measured more precisely.

Ask me about The University of Virginia Library Scholars’ Lab

Ammon Shepherd, Arin Bennett, and Will Rourk, University Library

At the University of Virginia Library Scholars Lab, students and researchers across the disciplines partner on digital projects and benefit from expert consultation and teaching. Our highly-trained faculty and staff focus on the digital humanities, geospatial information, 3D data collection, and scholarly making at the intersection of the digital and physical worlds. Visit our table for hands-on demonstration of VR3D data3D printingelectronicsgeospatial information and digital humanities.

Ask me about Using WhatsApp to Build Community

Kristin Palmer, Office of the Provost

For the past three years, we have been giving free online classes to participants in Africa. We have found the use of WhatsApp very useful for community building and logistical Q&A. In this presentation, I will showcase examples and best practices from our experience.

Ask me about communities and committees related to online and hybrid learning at UVA

Kristin Palmer, Office of the Provost

In this poster, I will showcase two committees and one COLLAB group: Teaching and Learning with Technologies Committee, Online Education Committee, and the Online Teaching and Learning COLLAB group. I will discuss what each committee does (mission, vision, and goals) and their current projects. I will demonstrate the content of the COLLAB group (quality frameworks, institutional memberships, and school-based standards) and I will facilitate people joining this group.

Ask me about professional development and resources to improve teaching and learning online

Kristin Palmer, Office of the Provost

In this poster I will highlight resources available at UVA including Quality Matters (QM), the Online Learning Consortium (OLC), and the Networked Learning Collaborative of Virginia (NLCVa). I will showcase recommended courses available through these organizations that help to improve teaching and learning in online or hybrid environments. I will facilitate joining QM and OLC and I will discuss scholarship opportunities from NLCVa. I will focus on building cohorts for OLC and QM courses.

Ask me about massive open online courses (MOOCs) and Coursera

Kristin Palmer, Office of the Provost

In this poster I will summarize UVA’s current involvement with MOOCs on the Coursera platform (40+ courses, 3 specializations), highlight the benefits (global branding, scholarship of teaching and learning, research, and marketing funnel for online programs), and anticipated future directions of MOOC providers (continuing to disrupt marketplace by developing engaging for-credit content on robust technical infrastructure with deep data and dashboards, competing with Executive Education).

Ask me about the UVACollab Site Builder Project

Matt Burgess, UVACollab, ITS

The Site Builder Project is an exciting initiative to transform the way we create spaces for teaching, learning, and research online at UVA. Highlights include a sleek, modern interface optimized for all devices; new options to search, sort, and filter available tools; new site types to connect you with tools and content related to your goals; custom recommendations based on your work; and an intuitive wizard that creates your sites with you in a few simple questions. Join us to learn more!

Ask me about Using Technology in the Classroom: Virtual Symposiums

Rebecca Hehn, Department of Statistics, Arts & Sciences

The Statistics Virtual Symposium is a platform for statisticians to virtually connect to the classroom via Zoom and discuss with students their backgrounds and day-to-day job tasks. By providing students with access to professionals with whom they may relate, students are able to envision how their coursework will be applicable to their future career. This results in increased student motivation as they connect classroom content with real-world application.

Mindfulness Sessions – Clemons 220

Elyse Cooner, Contemplative Sciences Center (CSC)

1:00-1:30 & 2:00-2:30 Intro to Mindfulness  This class will provide an introduction to the basics of mindfulness meditation such as awareness of the breath, body, emotions, and thoughts. Participants will experience a mindfulness practice and consider applications of meditation in daily life to increase awareness, resiliency and wellness.

1:30-2:00 & 2:30-3:00  Desk Yoga   Learn more about modifications to traditional yoga poses that work at your desk or in a chair. Participants will do a series of stretches, balances, and strengthening exercises using a chair for assistance. This practice can improve your range of motion, release stress, and leave your body feeling relaxed and rejuvenated. Open to participants of all ages and conditions.