CSU Directors of Academic Technology

University of California Directors

Directors California Community Colleges

TBD

Keynote Speaker: Susan Metros, USC
IT/Academic Technology Leadership

Keynote Speaker: Bill Rankin, Abilene Christian University
Mobile Learning

Featured Panel

What Students Really Want! Help Us Find Success

Featured Panel

Learner Analytics: Deja-Vu all over again? Kathy Fernandes, Chico State University; James Frazee, San Diego State University,
Andrew Roderick, San Franciso State University; Deone Zell, CSU Northridge

Using data to improve educational practices is nothing new, yet ʺLearner Analyticsʺ is taking higher education by storm. What's new for academic technologists in this trending approach? Are we entering new waters or are we doggy paddling in familiar terrain? To address these questions, a panel of Directors of Academic Technology from the CSU will discuss their perceptions of the value of Learner Analytics and what, if anything, is new in this discourse. Panelists will discuss the services they have offered to answer these questions and new services they are creating to implement learner analytics on their campus. Practical and conceptual limitations to implementing Learning Analytics will also be discussed.

Lightning Round

Navigating Open and Affordable Content: Helping Students Save Money
Brett Christie, CSU Academic Technology Services; DavidWalker, SCU Library Web Services

This presentation will feature the many exciting developments related to teaching and learningcontent and how CSU Affordable Learning Solutions (ALS) is leading the effort to increasechoice, affordability, and accessibility. California postsecondary students currently spend wellover $1,000 per year on course materials. As a national statistic, 70% of students report notbuying at least one required textbook, though 79% admit that decision negatively impacts theireducation. CSU’s ALS is making great strides at reducing the cost, while simultaneously creatingopportunities to increase effectiveness of teaching and learning. Learn the new tools andprograms available through ALS that you can use on your campus, as well as campus efforts andprojects that have already made a significant difference in cost to students.

Evaluating the Accessibility of Online Instructional Materials: 15 Aspects to Consider
Mark Turner, CSU, Office of the Chancellor

As technology increasingly permeates the delivery of academic and administrative functions, higher education institutions must ensure that electronic content and delivery systems are usable by all members of the campus community including persons with disabilities. While campus accessibility efforts have historically focused on ensuring equally-effective access through accommodations, recent legislation and guidance from the U.S. Office for Civil Rights highlight the importance of incorporating accessibility into the technology selection process. The CSU and MERLOT have therefore developed a user-friendly framework for evaluating 15 aspects of accessibility support for online instructional materials offered through the MERLOT digital library. This presentation will discuss the framework, demonstrate how to locate and contribute accessibility information for MERLOT resources, and provide examples of how to efficiently evaluate accessibility support.

Mobile Technology Instructional App
Andrea Henne, San Diego Community College District

To respond to the needs of faculty who want to offer instructional content on mobile devices, the presenter collaborated with mobile app developer Roovy and the University of San Diego's Mobile Technology Learning Center to create a proof-of-concept instructional app for IOS and Android mobile devices, "SDCCD Course Previews," to provide prospective students with access to free introductory course modules, watch instructor welcome messages and lectures, and link to the college's registration process.  The presenter will demonstrate the app from the administrator and user views.

Using the LMS to share student-recorded videos for the Hybrid Public Speaking Course
Roxanne Cnudde, San Jose State University

This session will cover the use of the LMS with a hybrid Public Speaking course. Specifically, the discussion will include the use of the LMS to share student-recorded videos of their presentations with the instructor (for evaluation) and fellow students (for peer feedback), and the use of the rubric function while viewing the videos. The session will demonstrate how to use these functions in performance-based courses and to understand the pedagogical benefits these LMS functions have for both the student and instructor. Will include current examples of this work and reflections from students about their experiences.

Featured Panel


iPads on the College Campus
John C. Bansavich, University of San Franciso; Shahra Meshkaty, University of San Diego

As iPads continue to appear in greater numbers on college campuses, how can we effectively integrate them into the classroom? How can we better prepare to support them on our campuses? How to work on the logistics of App purchase and distribution? University of San Francisco and University of San Diego have been researching how iPads can be used in today’s classrooms to increase opportunities for learning. In Charting New Waters with tablet technology, both USF and USD have developed pilot programs to better inform them on how faculty approach this new technology and how students can best utilize the devices to support learning. What are the challenges associated with this technology? How can tablets best be used on campus when there are a growing number of them: iPads, Kindle Fire, Google Nexus, etc. This panel discussion will share some of the strategies used at both USF and USD to introduce the iPad on college campuses, their shared experiences training faculty, discussion of use cases and best practices for introducing them on a college campus.

Round Table Discussions

Mobile Apps
Mike Magrey, Chico State

In the summer of 2012 Chico State launched a campus wide project to deliver a mobile application targeted at students, faculty, and staff. The project leverages our partnership with Blackboard by using their Mobile Central as a starting point. The solution will provide mobile users with the ability to access information relevant to their campus experience from class schedules to course specific information. This session should provide an opportunity for several campuses to share their mobile adventures.

Technology Support Challenges
Howard Story, El Camino College

Professionals managing technology support departments charged with providing services to faculty, staff, managers, students and guest presenters are facing a myriad of challenges in this tough economic period. It is great to look at Distance Learning, use of Smart devices and all the new emerging technologies but at the end of the day managers must return to their institutions and face the challenges associated with supporting what is currently in place. This includes how to replace aging equipment, transitioning from the VHS tape format, operational cost (projector lamps), reduction of services, and making new technology (Ipads, Apple TV, Collaboration furniture, etc.) work with the old. This session will provide a forum for discussion of possible solutions that managers are implementing and using in California Higher Education.

There's Something Out There: Finding a Lecture Capture Path for Your Institution
Daniel Bustos, Chris Dutton, UCLA

When UCLA reached its capacity with the amount of quality lectures that could be captured in any given hour they explored several options; automatic follow camera technology, custom solutions, solutions by Vaddio, Sony, and Panasonic just to name a few. For UCLA, networked controlled HD cameras complimented the existing lecture capture ecosystem while being scalable and incredibly flexible. In this session you will learn how UCLA arrived at a decidedly different acquisition and deployment model, why excellent commercial and open source solutions were not a good fit for UCLA, and what they would do differently if they knew then what they know now.

Ultimately, you will see how network controlled HD cameras revolutionized recording possibilities for UCLA. Bruincast, UCLA's Office of Instructional Development's answer to lecture capture, started in 2005 with 5 courses.It currently supports an average of 100+ courses per quarter with over 18,000 hits per week. This service is a highly valued and used by faculty and students alike. As streaming media
migrates towards ubiquitous solutions it is important that you are informed so that you are not technically marooned with obsolete or overpriced investments.

Teaching and Learning with Screencasts
Chris Mattia, CSU Channel Islands

This session will begin by examining how screencasting can be used to enhance Teaching, Learningand Assessment.Next, we'll cover the basics ofthe screencasting tools and techniques needed to produce professional quality recordings.The focus will then shift to the essential editing techniques for producing instructional screencasts, including making basic edits, adding and animating call outs, and adding closed captioned tracks.Finally, we'll look at how to create a SCORM compliant Quiz in a screencast and then deploy the screencast to the LMS (Moodle).

Adhering to FERPA while computing in the cloud
William Preston Davis, Northern Virginia Community Colleges

As the popularity of cloud computing grows throughout higher education, administrators must be aware of the implications federal law has on the storage and transmission of education records in accordance to the Family Educational Rights and Privacy Act (FERPA). This law was designed to protect students and covers information collected by institutions and their associated vendors. While not all collected information is to be treated with the same scrutiny, data that can be deemed an educational record, such as assessment grades or video sessions of a proctored exam, are highly protected. With the rise of distance education being conducted over the Internet, administrators must be highly aware of the sensitive information that is passing along institutional networks, and more importantly, what information leaves the internal network and is passed to a cloud network.

Techniques used in distance education and online proctoring come under the jurisdiction of FERPA. To operate within the limitations of this federal law, distance education administrators must be sure to
control sensitive student data and may want to limit educational records outside of their jurisdiction, such as a video recording of an online proctoring session. Recording video files of proctored exam sessions is creating a permanent educational record that must be given the highest security required by current federal law.

General Session

Launching Cal State Online in Budgetary Turbulent Waters!!
Ashley Skylar, Cal State Online

Cal State Online Can Provide Options for Calming the Waters, Generating Revenue and Increasting Access for Student Who Have Limited Educational Return Opportunities -- The CSU System is
moving forward into NEW waters and launching a system-wide initiative to provide centralized support and marketing for fully online programs through the formation of Cal State Online. This presentation/discussion will describe the steps in launching a system-wide initiative across the 23 campuses and the successes and challenges encumbered in the turbulent waters of the CSU budgetary
climate. DET/CHE members will get ideas of what it takes to launch a system-wide initiative, who is involved and the different roles CSU DATters have played as Cal State Online works to launch CSU campus online programs. You will get an update about the centralized supports & tools in the LMS platform, integration steps, migration of courses, levels of marketing, and options for faculty support in the LMS and redesign of courses. The discussion will end with looking into the future with the Spring 2013 launch of Cal State Online year 1 programs and solicit feedback from the DET/CHE members.

Classroom of the Future: The Evolving Learning Space
John Makevich, College of the Canyons

There are a number of factors rapidly rising to the surface that may influence us to navigate a new course in education. Budget pressures, ballooning financial aid debt, and increasing availability of free learning options through massively open online courses (MOOCs) and sites such as Khan Academy may dramatically change the way students seek learning opportunities. How do we, at various institution types for higher education, carefully plan for and pivot around these rapidly changing factors? What tools do we have available that will serve us well? What do we still need? This session will seek answers to these questions, and more, and will open up a healthy discussion and debate around issues related to our evolving learning culture.

Navigating an old sailboat in new waters: an innovative pedagogy improving developmental math success
Wei Zhou, Ph.D., Copper Mountain College

Developmental education has been part of the American higher education since the very beginning. Due to a number of reasons, the need for developmental education is rapidly growing. In California,
for example, one-third of University of California freshmen, two-thirds of California State University freshmen and up to 90% of California Community college freshmen require developmental education.

More than half of these students need developmental math classes. At community colleges, where the majority of developmental education is delivered, student success rate for developmental math classes is astonishingly low. Thus, it is imperative that we identify new approaches to significantly increase student success in developmental math. This session presents an innovative pedagogy using computer-game-design based online learning modules to motivate student learning and meet diverse student needs. Online learning is the future of education because it extends beyond time, physical space, human resource boundaries to provide education anytime, anywhere, and by and to anyone.

The computer-game-design based online learning approach fully utilizes the advantages of online learning to package developmental math topics in modules and provide individualized, competency-
based learning environment with instant feedback. Instead of feeling punished taking a dreary developmental math class, the student has the experience of conquering math learning modules in his own pace and in subject matter of his interest, and earning titles (which correlate to grades) based on his performance. The pedagogy introduced in this session uses today’s technology tools to address a century-old issue which has the potential to impair American higher education if not adequately dealt with. In addition, this pedagogy challenges the current seat-time based funding model to move towards the competency based model. Because this instructional design concept can be applied to
different subject matters, it has the potential to change the picture of higher education.

MOOCs, Monsters, Macines, rockstarts…and humans? Amy Collier, Stanford

As the number of MOOCs offered by universities grows, we are left to wonder what MOOCs mean for higher education and for learners. Are MOOCs monsters, out to destroy everything we hold dearly, or machines, intent on furthering the factory model of education? Are they platforms for promoting rockstar teachers? And how do we handle humanityin MOOCs? Join this session to tackle these important questions about MOOCs, learn about how Stanford is tackling these
questions, and make plans for leading similar conversations with stakeholders at your institution.

General Sessions

Examining the Effectiveness of Student Authentication and Authenticity in Online Learning at Community Colleges
Mitra Hoshiar, Los Angeles Pierce College

Online learning has become a more accepted and dependable form of instruction; as it expands, doubts about student authentication and student authenticity remain as major challenges. This study used a quantitative design to explore how institutional policies and practices, professional development and training, and technology support services are fundamental to the effectiveness of student authentication and authenticity in online learning. Two themes emerged from the
results: faculty awareness of substitute course takers; and, lack of faculty satisfaction in institutional policies and practices, professional development and training, and technology support services at California community colleges.

Academic Honesty in Online Education
James Frazee, San Diego State University

How do we ensure assessment integrity when tests are given online? There is a wide array of anti-cheating and anti-plagiarism tools available for online testing, but do they really result in honest assessment? San Diego State University is currently piloting a program in which an entire online class is required to take high stakes online examinations, synchronously in a proctored campus computer lab. We think that this solution will combine the ease and efficiency of online
assessment with the security of face-to-face evalution. In organizing our pilot, we've run into a number of technical, logistical, and political issues which we'd like to open up for discussion:

* How do we evaluate third party proctors? Libraries? Community Colleges?
* Is it realistic to expect students to organize their own proctoring?
* What anti-cheating technologies are effective in online education? What’s overkill?
* How do we organize on-campus proctoring when our testing centers have such limited capacities?

Featured Panel

CSU LMS Streaming Media
Kathy Fernandes, CSU Chico; Brent Auernheimer, CSU Fresno;
Marc Pastor, San Dieo State University

This panel of CSU campuses will discuss their pilots or implementations of streaming media focused particularly in the academic environment including the integration of the streaming media
services with their LMS. Specifically the products to be highlighted are Kaltura, Ensemble andWowza

General Sessions

Leading in Difficult Times
Jay Field, Long Beach City College

 

Long Beach City College has seen a substantial decline in funding which has resulted in layoffs, reorganizations, and the continued search for alternative strategies for providing essential services. Instructional and Information Technology Services (IITS) has seen its staff reduced by 8 layoffs, 4 reductions in place, as well as 2 vacancies that will remain unfilled throughout 2012-2013 and possibly 2013-2014. These reductions have been across the spectrum of IITS services - faculty
support (layoff, reductions), multimedia services (reductions, vacancy), web (layoff), video production (layoff), distance learning (vacancy),and help desk (layoff). With a $660M bond-funded capital construction program in full swing and mission critical projects coming at a dizzying pace, the breadth of responsibility continues to increase despite the decreases in funding and staff.

This session will be a presentation on various strategies to use during difficult times such as these.

Leveraging declining resources: an insider and outsider’s perspectives
Charlene Hu, CSU Bakersfield; Ed Meyen, University of Kansas

Each campus shares in this challenge. The solution, in part, lies in the effective application of technology. What we also know is that there is wide variability across our campuses in our respective technology infrastructures. Some have more experience than others addressing the
specific needs of outreach students. Common across the CSU system is a commitment to quality in whatever model a campus may adopt in developing online instructional offerings. We also share the good fortune of having talented faculty and supportive administrators. CSU Online is an exciting opportunity. Higher education in most states is experiencing declines in resources.

They too are face with sustaining the quality of their programs and remaining vibrant is leveraging resources for the future.At CSUB our goal is to position ourselves to have a greater presence in online instruction. We are in the process of completing a strategic plan in IT. It is on track for completion in early November. Knowing that it will not likely be accompanied by an infusion of new resources we need to be responsive in leveraging the resources that we have. Clearly, our
best resources are the ideas and talents of the faculty. 43 faculty members came together this summer for a two week institute to focus on online instruction environments. This response reflects the responsiveness of our faculty on whom we depend as we move forward. We are exploring many ideas.

Campus Tours

UCLA
Chris Dutton, Jonathan Wilson

Santa Monica College
Digital Learning Studio: Lessons Learned in Technology, Content & Pedagogy
Al DeSalles, Manager, Media Services;
Keith Graziadei, ESL Instructor; Hannah Lawler, Director of Institutional Research


In the fall of 2010, Santa Monica College (SMC) launched a highly interactive smart classroom experiment with the goal of re-engaging students in the learning process. Funded by a Department of Education Grant and dubbed the Digital Learning Studio (DLS), a new teaching and learning space was designed and built in three months using the oldest studio classroom oncampus. The UC Riverside Hyperstruction Studio served as a conceptual model and the 2010 New Media Consortium Horizon Report as a design blueprint for the DLS. The idea was to mirror the new environment to net generation value structures and trends in a fashion that would energize students to actively engage in the subject matter content using the interactive toolset. Recruitment of a pilot faculty group for this incubator like project was followed by months of technology training and in-room technical support during the first month. Using the state-of-the-art mobile and interactive technology, new media content and a constructivist/ collaborative methodology, pioneering instructors boldly adopted a more “student centric” approach to teaching and learning. Institutional research surveys and focus groups followed with the goal of producing qualitative and eventually quantitative data on student learning outcomes, persistence, retention and levels of engagement.

At the campus tour, co-presenters will be on hand to demo media tools, share faculty perspectivesand discuss research findings. All presenters will share “lessons learned in technology, content and pedagogy.”

Following the DLS presentation, attendees will have an opportunity to tour the new 2012 SMC SMART classrooms (derivative works of the DLS project). A wrap-up demo will be provided by CISCO Systems on their Telepresence System which was initially planned as part of the DLS technology experimentation set.

Banquet and Awards Ceremony
Keynote Speaker: Larry Cooperman, UC Irvine OpenCourseWare

9:00-11:15a.m.

Effective Uses of Technology Teaching & Learning: An Interactive Workshop

Teaching with New Media
Mike Truong, University of California, Merced

One of the most practical ways to keep California higher education on course is to inspire, train, and support faculty and other instructional staff in the effective use of new media tools. A new media approach to teaching leverages audio, video, web, mobile, and other new technologies to enhance and transform traditional curriculum and pedagogy, making teaching and learning more interesting and engaging. This year the Center for Research on Teaching Excellence (CRTE) at UC Merced is offering a certificate series, entitled "Teaching with New Media," in which participants learn about new media tools and strategies for integrating into assignments and curriculum. The aim is to help faculty refresh or revamp any course curriculum. Participants who complete the certificate will be able to identify a few new media approaches with best practice implementation.

The Spirit of Exploration: Creative Faculty Development Models
Ruth Cox, SF State University

The transformation of teaching requires that faculty gain new confidence and courage to experiment with unfamiliar ways of delivering instruction. Deeper levels of "buy-in" and course
re-design happen only when faculty feel safe and supported to make changes. To create an open atmosphere of shared exploration, SF State's Teaching and Learning instructional designers created a "Mission Possible" course-design game. In this model, faculty participate in a 2-day summer institute to explore and then directly apply a variety of class delivery options, technologies and pedagogical strategies. Faculty teams are given "mock" courses unrelated to their content expertise, and are challenged to create a tech-enhanced, hybrid, or fully online course unit within the LMS (iLearn). Instructional design consultants facilitate each team employing creative brainstorming, universal design ideas and hands-on activities. Faculty take turns in "the driver's seat" as they collaborate to construct the team's course unit. At the end of the institute, each team presents their unit of study and lessons learned about the process of creating compelling content, interactivity, and student assessment strategies. Faculty members have reported that participation in the institutes helped improve teaching evaluations, increased their morale and confidence, provided the skills to meet the needs of millennial learners, and lowered their resistance to online and blended learning approaches. Faculty also share a renewed sense of joy, humor, and openness to experiment with other cross-disciplinary colleagues. Faculty are also heartened to learn that their AT "team consultant" will continue to support their personal projects over the academic year.

Sharing the Professional Development Wealth When There's No Money
Micah Orloff, Mt. San Jacinto College

The @ONE Project makes it easy for the 112 California Community College's faculty and staff to learn about technology that will enhance student learning and success. @ONE's programs provide training, online resources and research for free - or at a very low cost - thanks to funding from the California Community College Chancellor's Office Telecommunication and Technology Infrastructure Program. This presentation will focus on how, in stressed economic environments, professional development resources can be maximized and shared across the nation by combining the @ONE project platform, creative commons licensed content, campus based events, and e-conferencing partners into a shared professional development base.


ADDITIONAL SESSIONS BEING ADDED...stay tuned!

Annual DET/CHE Members Meeting