Innovators in Online Learning
People doing great things with SoftChalk
SoftChalk’s Innovators in Online Learning webinar series highlights educators who are using SoftChalk in innovative ways. Register for an upcoming webinar or view our archives below.
See our webinar calendar for a complete list of upcoming webinars.WEBINAR CALENDAR
Please click "View Now" to view an archived webinar.
Anatomy Lab Workbooks get a 21st Century Make-Over
Each year, in the life sciences, many lab workbooks are printed and given to students. This is common within many universities when teaching lab based practical’s sessions. This year the Life Sciences department within the University of Manchester is working towards updating these workbooks to include interactive assessments, video tutorials and lab practical enhancement activities using the new features in SoftChalk Create 9. In addition, they are using LTI capabilities to link student scores from SoftChalk Cloud and record the student’s progress in Blackboard. This is all part of a push to move all course unit handbooks towards an ePub download, coupled with tracking to send push notifications when a newer version of the eBook is available.
Enjoy this webinar, where Ian Miller and Anna Leicester, from Life Sciences at The University of Manchester, UK, eLearning team, will share their experiences and show your institution how it can effectively transform lab practical guides into interactive content available on all platforms.
Practice Makes Perfect – Incorporating Assessment and Measurement Tools in your Online Course
Whether you’re teaching in a college or K-12 learning environment, a well-designed online course should be bulit around measurable learning objectives. The key is to design and align graded assessment tools that are consistent with what you want the student to learn. Attendees will discover how to improve their lessons, by incorporating practice quizzes and interactive learning games and how an LMS that supports LTI or SCORM can score the questions and games.
Join us for the fifth installation of our Best Practices in Online Course Design webinar series to learn how you can incorporate practice quizzes and interactive learning games in your own courses to improve student engagement and learning outcomes.
To learn more about the series and keep up to date with all of our upcoming webinars visit our Best Practices in Online Course Design page.
Course Technology Elements to Ensure Quality
Technology can make or break an online course. The right technology can inspire and assist different types of learners. By focusing on a few key elements of course technology, educators can learn how they can help ensure their course is up to par. These elements include key standards of the Quality Matters rubric surrounding course tools, navigation, access and currency of technology used in a course. Join us for the fourth installation of our Best Practices in Online Course Design webinar series to get a better understanding of these elements as well learn about several useful web tools you can use to enhance learning and engagement.
For more useful teaching tools and tips on technology visit http://professorjosh.com or follow @professorjosh.
To learn more about the series and keep up to date with all of our upcoming webinars visit our Best Practices in Online Course Design page.
Promoting Learner Interaction and Engagement in Online Courses
Storytelling can be used as a powerful tool to teach students how to apply high-level conceptual knowledge to real-life problem solving. The challenge is in integrating core concepts into an interesting story that keeps the student engaged. Discover how two nursing instructors developed quality, story-based case studies and delivered them to their students using SoftChalk.
Watch this “Best Practices in Online Course Design” webinar to learn about their workflow in developing the case studies that integrate best practices around self-assessment opportunities and student engagement and active learning. Find out how you can deliver your own digital case studies using interactive media.
To learn more about the series and keep up to date with all of our upcoming webinars visit our Best Practices in Online Course Design page.
Adding Accessibility to Online Courses: Making your online course accessible for all types of learners
An important practice in designing quality online courses is making the content accessible to all types of learners. Certain educational tools, such as SoftChalk, give the users the tools to make their content accessible and usable for all.
Join us for this Best Practices in Online Course Design webinar where Richard Smith of Harford Community College will share some of the Best Practices he uses in designing online courses to make content available to all users.
Getting Started with Quality Overviews and Introductions: A Best Practices in Online Course Design webinar
Quality overviews and introductions can be the cornerstone of an effective online course. While it may seem generic and tedious, there are many ways to incorporate interactive and engaging features into course introductions to generate student excitement.
Experience how other educators improve the quality of their lessons through creating engaging course introductions by joining us for the first session of the new “Best Practices in Online Course Design” webinar series, sponsored by SoftChalk and Quality Matters. Jillian Jevack of Quality Matters and Sarah Aboulhosn of SoftChalk will introduce the series, and share how other educators have exemplified Quality Matters Standard 1: Introductions & Overviews and improved the overall effectiveness of their online courses.
To learn more about the series and keep up to date with all of our upcoming webinars visit our Best Practices in Online Course Design page
A Flipped Organic Chemistry Classroom: What Should it Look Like and Is It Effective?
Flipping the Classroom has become increasingly popular in a variety of disciplines. But flipping some subject areas, such as science, is challenging. Is it possible to create quality online content when teaching an advanced, rigorous course like organic chemistry?
Join us to see how Matthew Smith, Assistant Professor of Chemistry at Walters State Community College, flipped his organic chemistry classroom, the technology tools that he used to make it possible, and the overall effectiveness of his flipped course.
Creating an Engaging Credit Recovery Program Online
When faced with a need to create to create engaging, interactive content for their upcoming K-12 credit recovery program, Blended Schools Network wanted to take a competency-based approach. BSN teachers work with students and learning mentors to build a customized plan based on students’ needs. The students then complete customized SoftChalk lessons that address the content they missed the first time they took the course. Though students use customized plans, the course is unified by problem-based learning.
Join us as Deanna Mayers, Melissa Rager, and Alicia Ross from Blended School Network share with us their experience in creating their upcoming K-12 online credit recover program.
Faculty Training in the (SoftChalk) Cloud: Easy for Us, Easy for Them
Just as student populations are increasingly diversifying, faculty demographics are also changing. In addition to a full-time, tenure-track, captive audience for trainings, schools now have a wide array of part-time, non-local, and otherwise overwhelmed faculty to train. At the Alamo Colleges, they’ve discovered that self-paced training modules in the cloud are a great way to connect faculty and staff to the information they need, where and when they need it.
Using SoftChalk, Laura Lawrence and Tracey DeLillo worked to create a “course” on Intellidemia Concourse, their new e-syllabus system. With a quick turnaround time to get every faculty member in the district familiar with the tool, they were able to put together simple, engaging content that could be updated on the fly as new questions were asked or processes changed. Communicating the link via email, and through inclusion on their portal and web sites, they ensured that the maximum number of people would be able to find out what they needed to know. With positive feedback received, and a new appreciation for its ease of use, SoftChalk Cloud has become a go-to tool for other initiatives as well.
Making eLearning Happen – Texas Style
Recognizing innovative ways of producing online lessons, this webinar will showcase two examples of Texas colleges who have used eLearning to meet educational needs traditionally addressed through face-to-face instruction. These interactive eLearning modules were made possible by an innovative statewide collaborative Softchalk license that covers all 65 Texas public, community, and technical colleges–provided by the Virtual College of Texas, a Service of the Texas Association of Community Colleges.
Teaching Information Literacy Online helps maximize faculty time with students in the classroom. The challenge faced by Terry Barksdale, head librarian at the Cypress Creek Campus Library, was how to deliver online Information Literacy instruction that would support the variety of multiple disciplines across the curriculum. Terry and one of her colleagues on the IL Team, Ashley Carr, will discuss how her information literacy team developed a high quality online program that not only delivers basic content, but also includes discipline-specific content required by their diverse community college audience.
Meanwhile, at College of the Mainland, Anna Raumaker, Early Learning Consultant, found herself in need of developing an online training curriculum to be used by faculty. In Texas, child care teachers who work with infants and toddlers must receive annual training on brain development and child abuse prevention. Anna will share how she has translated activities, materials and resources from a traditional face-to-face workshop into a comprehensive, portable and interactive, online training module.
Join us for this webinar where Terry and Anna will share their stories of how they used SoftChalk improve the quality of their eLearning programs and enhance their student’s and faculty’s experiences online.
Breaking free of LMS dependence without sacrificing content
At Harford Community College, producing quality online content for their students was just the beginning. In the midst of their learning management system migration, HCC found a need to become LMS independent without compromising the quality of their online content. Since then, SoftChalk has been the “go to” authoring resource for everyone from high end technologists to the average faculty member getting involved in online education. HCC then decided to take the next step in online education by moving its content to the SoftChalk Cloud. The implementation and migration of content from SoftChalk’s content authoring tool to the SoftChalk Cloud played a pivotal role in allowing HCC to become LMS independent all while continuing to easily produce content essential for effective online learning.
Join us for this webinar, where Richard Smith and Gregory Priebe, from Harford Community College eLearning, will share their experiences and show your institution how it can effectively migrate learning management systems and continue to create and implement quality online lessons.
When Traditional Schools aren’t Enough—Finding Success Online
Some traditional schools fail to meet the needs of all students, leaving them frustrated, disappointed and looking for a different approach for schooling. Luckily, online campuses such as GOC, exist as a non-traditional option for students who still want the traditional school experience. Gwinnett Online Campus is a pioneer in the world of online learning, accomplishing what many school systems are only beginning to dream about. Their unique environment offers students in grades 4-12 the opportunity to attend a full-time online program. GOC has committed to seeing the growth and success of their full-time online program by reaching a variety of students including inspiring athletes, medically fragile students, students affected by bullying, independent learners, students that struggle socially, and the home-schooled child. Gwinnett Online Campus has developed a personalized curriculum by having teachers within the county write lessons that cater specifically to the needs of the community.
Join us for this webinar, where Susan Oates, Development Coordinator at Gwinnett Online Campus, will share her experiences and show your institution how an effective online campus can serve its student community with quality online lessons.
Building Virtual School Programs using OER Repositories and MOOCs
Blended Schools is a network of schools that have produced hundreds of online interactive lessons and full courses, and thousands of videos which are accessible for free from their BSNcloud and BSNtube repositories. In addition, to help districts and teachers deliver blended and online learning, Blended Schools has produced a series of MOOCs to help promote and build peer/support groups.
Join us for this webinar, where Mark Gensimore, Vice President for Business Development for the Blended Schools Network, will share their experiences and show you how your institution can build virtual school programs using OER repositories and MOOCs.
While Blended Schools focuses on K-12 schools, the concepts presented in this webinar regarding OERs and MOOCs will also benefit educators working in higher education and life-long learning.
Register for this free webinar today!
Meeting the Demand Surge for Blended Courses with SoftChalk and Desire2Learn
The Virtual High School @ PWCS (Prince William County School, Virginia) has been offering online courses to students since 2000. In recent years they experienced a surge of interest in their online courses and are exploring ways to embed them into the student’s schedule with blended options. SoftChalk Cloud allowed them to create Master Versions of courses with the ability to have multiple collaborators working at once. Learning content authors, instructional designers and editors can all access and update the lessons on the Cloud and changes are immediately pushed out to all versions of the courses being used in the schools. This collaborative method creates a scalable model allowing them to have a single learning content author make all edits within SoftChalk without ever needing to access each course shell. This saves time, money and contributes to a more secure version of the master course. Student scores can be reported from SoftChalk content directly into the Desire2Learn course gradebook where teachers manage student grades. PWCS will share their experience with creating an English 12 and US/VA Government Master Course utilizing SoftChalk Cloud with Desire2Learn. The learning content author, as well as the instructional designer will share strategies and benefits.
The Virtual High School, Prince William County Schools
Instructional Design Consultant
Student Retention – a Non Linear Early-Start Approach
In the 2012 and 2013 academic year, instructor Steve Holland piloted an early start option for his composition I courses taught in the fall and spring. Students were allowed to start the course up to 10 weeks ahead of the official date. The objectives included providing students an opportunity to learn the online tools, purchase their textbook early, communicate with classmates, and complete the first essay assignment. As the deadline approached students moved away from a linear approach to a branch design as they were given the flexibility to complete assignments at their own pace. Thus, about a third of the students completed the course four to five weeks early. The extended time-frame allowed the instructor to connect the student to campus counseling and activities. Thus, about a third of the students completed the course four to five weeks early. A few faster than that.
Steve Holland will present the orientation unit and the essay structure overview. Beth Richter, Associate VP Retention Solutions at Noel-Levitz, will present a background on the use of the College Student Inventory. Dave Carson, counselor at Muscatine Community College, will discuss student counseling. All leading to improved student retention.
Online Instructor, Instructional Designer
The University of Iowa
Beth J. Richter
Associate Vice President
Retention Solutions at Noel-Levitz
Transition Advisor/Adjunct Faculty
Muscatine Community College
Engaging Diverse Learning Styles with Web and Mobile Multimedia Tools that Add Pizzazz to SoftChalk Content
To accommodate diverse learning styles as well as access to mobile content it has become increasingly important to use multimedia and instructional tools that enhance lessons. The tools featured in this webinar will be either free or cheap resources that easily incorporate a variety of multimedia into your SoftChalk content. Many of the tools have both desktop and mobile based solutions that are great to utilize with online and in class engagement. Plus many of these tools are great for student created content as well.
Josh Murdock – Instructional Designer, OIT
Adjunct Professor EPI, CGS, SLS
Save Infant Lives, Integrate Media to Teach Concepts, and Body Positions – The Lesson Challenge Award winners of 2013
This year’s winners demonstrate the rich variety of ways that SoftChalk content can enrich teaching and learning. In Little Things Mean A Lot you will learn how a typical lecture driven class was transformed into an interactive learning experience where students learn not only about shaken baby syndrome, but also about brain development and child abuse prevention. Students and teachers who are required to take this training annually comment that they are learning new things in this format.
In Advance Web Design you will see an exciting way to present media, add text-to-speech and even an interactive tour of an animation program. Most importantly – and particularly relevant to this class, students easily experience the basic web design principles that are being taught, just through the SoftChalk design and integrated elements!
In Physical Examination: Body Positioning you will see Dr. Larsen challenge his students to select the correct body positions for the next physical exam. This transformed text-filled page becomes a memorable learning experience for first year nursing students.
1st Place Winner: Anna Raumaker, College of the Mainland, Little Things Mean A Lot
2nd Place Winner: Alli Houston, Georgia Virtual School, Advanced Web Design
3rd Place Winner: Joshua Farquharson, Allied Health Tools LLC, Physical Examination: Body Positioning
Learning on a Wireless Campus with Canvas and SoftChalk
Faculty at New Mexico State University (NMSU) are using SoftChalk Cloud and Instructure Canvas to create web lessons that can be delivered on virtually any device, allowing students to access class material from their mobile phones and tablets. This is especially important for NMSU students since the university campus is entirely wireless. In addition, the LTI integration of SoftChalk Cloud with Canvas enables faculty to make changes to their content in just one place (SoftChalk Cloud) and that immediately updates every class where it is used within Canvas. Using SoftChalk Cloud in combination with Canvas provides accessibility benefits, ease of development, and the creation of interactive, engaging content for online teaching and learning.
New Mexico State University
New Mexico State University
Flipping the Classroom – How brain research, Bloom’s Taxonomy, and Chickering & Gamson’s Principles say it works
What does the research show about teachers actively engaging students in problem solving (i.e. homework) in the classroom and leveraging the power of technology to receive more traditional work (lecturing) at home via computer/smart pad/or smartphone?
In this presentation we will discuss the research and reasoning behind the approach. How does the approach work with what we know as best practices for teaching millennial students? How does flip teaching fit Bloom’s Taxonomy? How does the approach hold up to Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education? How is the growing field of brain-based research better informing this student-centered approach? Just what exactly does the research say about Flip Teaching? This will be a fast paced and highly visual discussion that summarizes and reviews the research and reasoning. You will also most likely pick up a Teacher Trick or two on how to better utilize SoftChalk to flip activities in your own classrooms.
James May, Professor ESL
Faculty Fellow for Innovation and Technology
Building Peer Groups with a MOOC using Google Plus and SoftChalk Cloud
The Blended Schools Network’s upcoming MOOC (Massive Open Online Course), “Today’s Blended Teacher,” will use Google Plus to deliver the MOOC and BSNcloud (a private version of SoftChalk Cloud) for its content. The MOOC is designed specifically for educators who wish to improve their knowledge of quality blended learning and improve the quality of their existing content while growing their K-12 professional peer network. Beginning April 15, each week of this five week course will include a live panel discussion, course materials, curating quality resources and developing and critiquing new lessons.
During this presentation Mark Radcliffe and Dan Lucas from the Blended Schools Network will discuss their goals for this MOOC as well as the week to week agendas and strategies. The presenters will also discuss why they chose the Google Plus platform to deliver the MOOC and why their content is created and delivered via BSN’s Private SoftChalk Cloud Learning Object Repository and Content Authoring platform.
This BSN MOOC is free to all. For more information, or to register: http://www.cvent.com/d/8cqflc.
Director of Professional Development
Blended Schools Network
Blended Learning Specialist
Blended Schools Network
Flipping the Classroom for a Nationwide Community College/Industry Collaboration
This flipped classroom program is used to both teach current community college students and to re-train auto industry employees. This NSF funded National Center for Excellence, the Automotive Manufacturing Technical Education Collaborative (AMTEC), involves 30 community colleges and virtually every automobile manufacturer in the USA. SoftChalk was used to shift the “lecture” to digital lessons students complete on their own so that the time they spend with their instructors can be better spent solving real-world problems. AMTEC subject matter experts and instructional designers developed a hybrid online associate’s degree program in general mechatronic maintenance composed of 12 courses, sorted into 90 stand-alone modules, each aligned to validated industry skill standards.
In this presentation we will discuss how AMTEC, this unique collaboration of colleges and industry partners, developed hybrid online lectures and in person labs to contextualize instruction so that students are more engaged and gain valuable experience in maintaining and troubleshooting complex integrated manufacturing systems. Discussion will include how AMTEC’s use of SoftChalk has been integral in developing a mechatronics maintenance curriculum that drives cost down, better aligns to industry skill standards, and helps instructors to target instruction based on student needs. In addition, we will discuss AMTEC’s current work using SoftChalk Cloud to create fault-based scenarios to further improve student learning and better analyze student performance against critical skill standards.
AMTEC Curriculum Director
Workforce Education Specialist
Kentucky Community & Technical College System
Flipping a Public Speaking Course – a competency based approach
In this Public Speaking course flipping helps the student be “emerged” into the content. This is accomplished using ‘Learning Modules’ to gain competency along with WorkPacs for practice, and ComPacs to develop their own content (speeches in this case).
The ‘Learning Modules’ were created with SoftChalk and include auto-graded assessments and activities. The SoftChalk ‘Certificate’ feature is used to motivate and document! Thus, both student and teacher know the content has been learned. The student is pleased with the Certificate and earns points for it, and there’s no hand-grading for the teacher. WorkPacs (Work Packages) are created for student practice. They are imbedded in the Learning Module and use Bloom’s Taxonomy levels to indicate the expected learning level. These ‘Practice’ WorkPacs are automatically graded, and students earn Participation Points with successful completion. ComPacs (Competency Packages) align with the WorkPacs, but now students enter content related to their own projects. This requires some teacher-review and hand-comments. However, after students learned the content and application through Learning Module, Self-Assessments, and WorkPacs, the ComPacs are submitted in good shape.
In this webinar you will learn how this process can make student work ‘stellar,’ as opposed to simply meeting expectations. (A true joy for both teacher and student.)
Dr. Virginia Gregg
Professor, Communication Studies
Minnesota State University Moorhead
Flipping a High School Level Chemistry Course – all about the media
This fall, after teaching Introduction to Chemistry for over 20 years, it was, for the first time, taught as a flipped course. At Southern State, Introduction to Chemistry is a high school level course designed for those students who either did not take high school chemistry, or took it so long ago they need a refresher. The course lessons were short video lectures which include animations, simulations, and a variety of video clips. These video lectures, with follow-up questions, are incorporated into SoftChalk which allows the lessons to be interactive. Students are also provided with handouts of the PowerPoint slides with QR codes linked to the video lectures. If the students have smart phones, they can access the video lessons on their phones using the QR codes. During class time the students do the usual problem solving, laboratory activities, etc. They also are asked to use clickers to respond to a series of questions tied to the course objectives. This formative assessment is compared with their responses to test questions related to the same course objectives.
Professor, Chemistry and Division Coordinator for Life Sciences
Southern State Community College (OH)
Virtual School Series – Georgia Virtual School (Portability and Flexibility)
The Georgia Virtual School was established in 2005. Over the past seven years, GaVS enrollment has grown from 1500 to a projected 15,000+ in 2012-13. The primary reasons for the success of GaVS is the dedicated teaching staff and the commitment to high quality content created by a team of development specialists and subject matter experts who create or revise over 25 courses each year. SoftChalk plays a role because while there are many various “growing pains” in the process of establishing a quality program, a consistent content development process which allows content to be created once but used in a variety of online environments, including multiple LMSs. Thus providing a stable learning environment for students and staff, and allowing the administration to concentrate on increasing student and parent communication, creating professional development, and improving the overall student experience. This webinar will focus on the elements of a quality online program and answer questions regarding successful implementation of a statewide virtual school.
Jay Heap, Director of Virtual Learning, Georgia Virtual School
Tami Echard, Manager of Instructional Development
Virtual School Series – Orange USD (Classroom Teachers Create Content)
Orange LIVE! (Learning through Interactive Virtual Education) is the virtual school of the Orange Unified School District in California. Their classes provide traditional high school students with opportunities to experience a technology-rich learning environment, gain graduation credits, and enroll in classes online that might be otherwise unavailable. The content for the online courses are created by the teachers that teach the same face to face course. So although these educators are offered extensive training and mentoring, the content creation process must be streamlined and uncomplicated.
OrangeLIVE! students actively participate in weekly discussions via a discussion board or blog and in periodic “virtual chats” with the teacher and other enrolled students. They complete a technology-rich variety of assignments including projects, surveys, digital videos, interactive textbooks. Students take all tests face-to-face with a teacher on campus, and must log into Blackboard daily. This webinar will describe the unique roles of the students, teachers and administration in creating this successful program.
Presenters: Pam Quiros, Coordinator of Educational Technology Services , Orange USD.
Virtual School Series – BlendedSchools.net (Repurposed Content in the Cloud)
BlendedSchools.net is a not-for-profit company that empowers a network of schools to teach and learn online by providing K-12 curriculum, learning technologies, professional development and a professional network. BlendedSchools.net develops quality content with practicing teachers aided by instructional designers that it shares through a branded version of SoftChalk Cloud so that the content can be repurposed and customized to meet each school’s needs. BlendedSchools.net also supports member schools by training the school’s teachers to develop, share and teach online courses. Schools then use the master curriculum created by member teachers to start their own virtual school or blended learning opportunities using their own teachers to and teach the courses and customize the master curriculum to meet their students’ needs. This webinar will also discuss how blendedschools.net works with the more than one hundred separate virtual schools that it supports.
Presenters: Deanna Mayers, Director of Curriculum, BlendedSchools.net
Virtual Schools – One Size Does NOT Fit All
In the world of K-12 education Virtual School models can vary greatly. In this webinar we will examine three. (1) Georgia Virtual (GaVS) is a statewide initiative which, requires their content to work in a larger variety of online environments, including any LMS; (2) BlendedSchools.net creates and shares their content with smaller virtual schools through a cloud based repository; and (3) Orange USD, a California virtual school, provides online courses for traditional f2f classroom students and requires their classroom teachers to build their own online courses. As you will learn, these organizations vary in their approaches to content creation, student orientation, and teacher training – to name a few.
Beginning in January each organization will have their own Innovator webinar to provide the details!
Presenters: Jay Heap, Georgia Virtual School; Deanna Mayers, BlendedSchools.net; Pam Quiros, Orange USD.
Teaching Diverse Communities of Adult and Student Learners at a Distance
Sunchild E-learning’s challenge is to provide a high school education, at a distance, for both adults and students. In addition to meeting the challenge of their diverse populations, they are developing content for the devices (laptops, tablets, smart-phones) in which their students expect their learning to be delivered. In fact a recent study of their E-learning model and has determined several key elements that make the Sunchild model a gold standard for distance education.
Sunchild E-learning is a non-profit charitable organization and a fully accredited private high school that, for over 12 years, has graduated more First Nations students than any other on reserve school in Alberta, Canada. Through their E-learning model, First Nations students can complete their high school diplomas without having to leave their home communities. The program was developed to allow in culturally relevant content as well as to provide flexibility for students to access material online anytime and anywhere.
The Sunchild E-learning community program has seen course completion rates for aboriginal students of greater than 70% and graduation rates of greater than 80% in each of its 12 years of operations. This compared to graduation rates of less than 4% and course completion rates of less than 20% in nearby Alberta public school divisions.
Presenter: Mavis Sacher, Principal, Sunchild E-learning Community
Preparing Faculty of all Technology Levels to Teach Online – Blended – Hybrid
Canisius College, a Jesuit institution in Buffalo, NY, has moved rapidly to build online programs, tripling the number in the last three years. To address this rapid growth, the college created and implemented a comprehensive and innovative collection of training offerings that helps connect faculty to the values and mission of their institution as well as addressing faculty members’ prior experiences with online teaching. Using Palloff and Pratt’s Five Phases of Online Faculty Development to guide the professional development offerings, the Plan is made up of three core workshops (novice, intermediate, and advanced), online course review tool, the Griff Guide to Teaching Online, resources for review and assessment, and professional development opportunities.
As a result, many faculty are using SoftChalk to help them develop their quality online, hybrid, and blended courses. The final portion of this presentation will illustrate some of the many ways faculty (and students) across the college are utilizing SoftChalk to teach and present online through real-world examples.
Presenter: Leah MacVie, Instructional Designer, Canisius College
Teaching F2F, Blended & Online – Week Five: Hard Data on Learning Outcomes
This final webinar in the series will discuss hard data and ask if there is evidence that teaching online produces better learning outcomes? Is teaching online more an issue of cost and access or does it produce better results?
Presenters: Julie Nichols, Northeast Lakeside College (TX), Kristin Johnson, Northwest Vista College (TX), and James Brown, Ocean County College (NJ)
Teaching F2F, Blended & Online – Week Four: Discipline Differences
This fourth of five webinars will ask the question – Are different disciplines more effectively taught through one mode or another? What are the differences when teaching online in the sciences, in technology or for professional development?
Presenters: Lisa Dubuc, Niagara County Community College; James May, Valencia College; James Brown, Ocean County College
F2F, Blended & Online – Week Three: Learning Styles and Best Practices
This third of five webinars will discuss Learning Styles and Best Practices. In the process of deciding the mode (online, blended, f2f) for delivering student content, what are learning style concerns and best practices?
Presenters: Julie Nichols and Kristin Johnson, Northeast Lakeview College; Patricia Trifilo, Wayland Baptist University; James Brown, Ocean County College, New Jersey
Teaching F2F, Blended & Online – Week Two: Institutional Concerns
This second of five webinars will discuss institutional concerns such as affordability, accessibility and learning outcomes. What are the driving forces for an institution or a faculty member to go online? What are the issues and pressures? How do state mandates fit? What about accessibility?
Presenters: Patricia Trifilo, Wayland Baptist University; James May, Valencia College; Diane Painter, Shenandoah University
Teaching F2F, Blended & Online – Week One: Personal Stories
This first of five webinars will tell personal stories from educators in the sciences and humanities who have taught in all three modes. Also, explore the topic from a designer’s perspective touching on the role of Quality Matters.
Presenters: James Brown, Ocean County College, New Jersey; Stephen Holland, Eastern Iowa Community College; Leah MacVie, Canisius College
Flipping Your Classroom with SoftChalk: Lessons Learned from Early Adopters
During this presentation the authors will discuss why they decided to change the model for teaching by moving the “studying” to the live (or virtual) classroom and moving the “lecture/learning” to “homework”. While many instructors are struggling with the content organization and presentation, and student engagement in the classroom, SoftChalk has emerged as an appealing tool for re-visiting how we teach. Many instructors have used SoftChalk to develop media rich content with engaging activities to organize and present the content. They have used their SoftChalk lessons in various models to engage students in interacting with the content. In our presentation, we would like to share
- Needs for Flipping the Classroom (F2F, Online and Hybrid)
- The sample lessons Before and After: (PowerPoint Presentation vs. SoftChalk Lesson Modules)
- Students’ Voices (what are students saying)
- Strategies learned (roadmap for novice online instructors)
Jodi Brown, Ph. D., Dept. Social Work
Wendy Ashley, Psy.D. and LCSW, Dept. of Social Work
Li Wang, Ph. D., Faculty Technology Center
California State University, Northridge
UT Tyler’s Emergency Care Training website, built with SoftChalk, Helps Hurricane Victims
The “Just in Time Medical Special Needs Shelter Training” module encompasses knowledge needed by nursing faculty and students, physicians, medical and non-medical volunteers as they work together to set up emergency shelters and meet medical needs of displaced populations. The University of Texas at Tyler has been named a 2012 Laureate by IDG’s Computerworld Honors Program for the training module website and as part of this effort the university has been able to provide disaster sheltering efforts and provided volunteers for hurricane relief.
Project developers used SoftChalk to create and organize media rich content in a user-friendly format. The videos, graphics, and quizzes helped to engage the learner and facilitate comprehension and retention of the material. Their development model ensured that the content was user-friendly in an online environment and adhered to accessibility recommendations.
Cindy Smith, Director of Instructional Design
Jana Brown, Instructional Designer
Gina Parkins, Web Technician
The Office of Academic Affairs, The University of Texas at Tyler
Online vs. F2F Library Instruction – assessing the differences
The librarians at Northeast Lakeview College, one of the Alamo Colleges, used SoftChalk to develop tutorials to assist students in a first-year seminar course designed to support the transition of students enrolled in remedial courses into their college experience. Students are provided with instruction on using the library in preparation for their assignment to research and write a paper on a career they might be interested in pursuing.
Traditionally, library instruction was done in a face-to-face “one shot” library session. Moving the library instruction to online modules provides 24/7 point-of-need access to the materials students need to complete their assignment. The modules include library resources and engaging learning activities such as Xtranormal and Camtasia videos that enhance student learning.
This pilot program, initiated in Fall 2011 and continuing through Spring 2012, is being used to assess the differences in student learning in traditional instruction sessions versus online modules. The presenters will discuss the project background, assessment strategies, lessons learned, post-assessments, and next steps.
Presenters: Julie Nichols and Kristin Johnson, Librarians, Northeast Lakeview College (Alamo Community Colleges)
Bloom’s Taxonomy, Thinking Skills and SoftChalk
Bloom’s Taxonomy asks students to analyze, synthesize, and evaluate. So what does that look like in a SoftChalk lesson? Duke University Talent Identification program will demonstrate how it creates lessons for gifted K-12 students where higher-order thinking skills are a priority. Using SoftChalk tools of embedding media, handouts, quizzes, and quality web links, curriculum developers create lessons that present students with real-world problems such as a disease outbreak. See how a new epidemiology and medicine course presents a model for how students can think at the highest levels of the taxonomy. Applicable to both adult and younger learners.
Presenter: Lyn Hawks, Assistant Director for Curriculum and Instruction, Duke University Talent Identification Program
Teaching Science Totally Online Using Soft Chalk and Home-Based Lab Kits (LabPaq)
In 2003, Ocean County College (OCC) was awarded a $458,000 grant from the Robert Wood Johnson Foundation to develop a One Day per Week Nursing Program which allowed students to attend clinical training one day per week while the didactic portion was delivered online. Almost immediately, they realized that the value of the program would be limited if the students were required to come to campus at all. We needed to put science totally online.
At the time the content was largely “all text” Word files. Two major changes allowed us to place science totally online. We discovered SoftChalk was an easily way of putting content online and providing an interactive format. The other was using home-based lab kits (LabPaqs) to provide a hands-on laboratory experience for our students.
SoftChalk was easy for faculty to learn, and eventually nearly all of our faculty members teaching online became “Chalkies”. Both the use of SoftChalk and Hands-On Labs LabPaqs were keys to our success in bringing a total of 14 online science courses with laboratory completely online. Students from as far away as Alaska, California, Europe and the soldiers deployed in the Middle East began taking OCC’s online science courses. The follow up surveys showed that the students loved both the LabPaqs and the interactive SoftChalk content.
Presenter: Dr. Jim Brown, Associate Professor of Science at Ocean County College (OCC) and former Dean of Science, Engineering, Health Sciences and Human Performance.
Teaching Well Online (T.W.O.): Faculty Development Conforming to National and State Standards and Models
Niagara County Community College (NCCC) is one of the 64 State University of New York (SUNY) campuses and a member of the SUNY Learning Network (SLN). The faculty development materials they create follow the course development and design process developed through the award winning SLN, the instructional design strategies from Quality Matters, and the design research using the Community of Interest (COI) collaboration model.
The presentation will showcase the three major online lessons used by Teaching Well Online to support eLearning faculty:
- Teaching Well Online at NCCC
- Hybrid Course Design and Development Process
- NCCC’s Easy Guide to Course Accessibility
In addition, the presenter will share their two Guides (“NCCC Course Design Standards, Tips for Successful Course Management”, and “How Visible are you to your Online Students”).
Presenter: Lisa Dubuc M.S. ED – Coordinator/Instructional Designer of eLearning - Niagara County Community College
Open Education Week Session: Creating Courseware using SoftChalk and Open Educational Resources
This presentation will highlight how two educators used SoftChalk to transform traditional flat texts into engaging, interactive OER course materials.
As a key component of the Reading Curriculum Team for the Kaleidoscope Grant (http://www.project-kaleidoscope.org/), Jacqui Cain developed an interactive reader using SoftChalk to adapt “The Hound of the Baskervilles” for use in lower-level basic skills courses. Ms. Cain will explain the collaboration process and creation of the materials, demonstrate the reader, discuss the next phases of this project and briefly review two OER projects currently in development.
Malissa Attebery from Lone Star College created a World War II ecourse using the OER textbook written by Henry Jud Sage, a Virginia Community College faculty member. His original etextbook is located in the College Open Textbooks repository (http://www.collegeopentextbooks.org). Using SoftChalk, this flat text was made interactive and portable to multiple web-based learning environments, enabling the learner to see, hear, and further explore the content. The interactive etextbook can be found in the SoftChalk CONNECT repository (http://www.softchalkconnect.com/course/AIqErHuwVCURZM).
Presenters: Malissa Attebery, Lone Star College. Jacqui Cain, College of the Redwoods.
Building Interactive Articles for Peer-Reviewed Journals with SoftChalk
Interactive articles (and e-books) are an enriched form of digital publication which may build in deep exploration, interactivity, and value-added learning for readers. These articles integrate multimedia and other digital contents, are accessible and have mobile friendly content.
This webinar will highlight the building of two published articles created with SoftChalk, with a focus on organizational structure, strategic “activity” selection and multimedia choices, and tailoring to a broad audience. We’ll also discuss the how’s & why’s and do’s & don’ts when considering authoring an interactive article.
The two examples that will be introduced are recent publications in the peer-reviewed Educause Quarterly:
- “Creating an Online Global Health Course and Game” by Brent A. Anders, Deborah J. Briggs, Shalin Hai-Jew, Zachary J. Caby, and Mary Werick
- “The Participatory Design of a (Today and) Future Digital Entomology Lab” by Shalin Hai-Jew
These articles include an exploratory space about insects, a sidebar about rabies prevention, and a built-in game on global health.
The slide show presentation used during the webinar can be found at http://www.softchalkconnect.com/lesson/serve/CM7O30mpz5nisA/html.
Presenter: Shalin Hai-Jew, Instructional Designer, Information Technology Assistance Center, Kansas State University
How Georgia Virtual School addresses diversity with ReadSpeaker and SoftChalk
In this live webinar you will see how Georgia Virtual School uses ReadSpeaker’s online text to speech service, and SoftChalk’s eLearning authoring product, to help students get better access to, and understanding of, its courses.
With ReadSpeaker, Georgia Virtual School students can now click a button on a page of any lesson and have the text on the page read to them. ReadSpeaker makes the online content created with SoftChalk more accessible to students with cognitive issues, learning disabilities, and vision problems, as well as individuals who do not speak or read English as their first language. Additionally, it provides multitasking opportunities for learners and portability of content to other devices such as smartphones and tablets.
Georgia Virtual School will demonstrate a variety of courses created with SoftChalk’s award-winning software and show how students view lessons using any standard web browser or on mobile devices.
Presenter: Jay Heap, Georgia Virtual School
Funding OER: Sustainability
Open Educational Resources Series, Session 4:
How do OER projects and programs get started? How are they maintained? Where are funding resources? Can OER projects work without external funding?
These questions and more will be answered by our panel consisting of Cable Green (Director of Global Learning, Creative Commons), Paul Stacey (Director Communication, Stakeholder & Academic Relations; BC campus), and James Glapa-Grossklag (Dean, Educational Technology, Learning Resources, and Distance Learning College of the Canyons). Each will take their unique stance on issues of sustainability and open standards, various funding approaches, and success stories involving everything from individual efforts to consortia based programs.
Online Teaching, Streaming Multimedia, Copyright – and all that Jazz
Imagine teaching music fully asynchronously as David Hooten does at McLennan Community College. How does he resolve the copyright issues with so much of his material? What kind of software can be integrated with SoftChalk to make an even richer experience for the students? Where do all the media reside and how are they integrated? These are a few of the questions our presenter will discuss as he describes how he uses SoftChalk to create engaging and effective learning experiences. The session ends with a Q&A.
Presenter: David Hooten, McLennan Community College
Creating OER: The WHO and the HOW
Open Educational Resources Series, Session 3:
Who is developing OERs? Who should be? How are they doing it? How can standards allow OER content interoperability? How can standards assure quality? How can I get started? How can I find the tools for creating OER content?
These questions, and more, will be answered by Rob Abel from IMS Global and others. In addition we will discuss different models for developing OER materials and demonstrate various authoring tools for creating OER content. Models for OER development will include work by the math department at the College of the Redwoods. You will also see how Jacqui Cain from Tacoma Community College, as part of a Bill and Melinda Gates foundation grant, re-purposed Sherlock Holmes stories to create a full online course in Remedial English.
Finding and Using OER: The WHERE and the WHEN
Open Educational Resources Series, Session 2:
Where can you find quality OERs? Where are they distributed, and where and when should you use them? Are they easy to find? What kind of standards (quality, accessibility, licensing) are relevant and why are they important?
Cathy Swift from MERLOT will provide an overview of these and other questions to consider as you discover, use, repurpose and share OERs. Rob Abel from IMS Global will address the licensing and standards questions. The session will include demonstrations of how different OER collections (OER Commons, College Open Textbooks, Connexions, MERLOT and SoftChalk CONNECT) can be used to find appropriate, quality content. You’ll also see OERs in action as Malissa Attebery, Online Instructional Designer at Lone Star College-Online in Texas, demonstrates how she transformed a comprehensive WWII history eText by Henry (Jud) Sage, Professor at Northern Virginia Community College, into an engaging, interactive learning experience.
Defining OER: The WHAT and the WHY
Open Educational Resources Series, Session 1:
What is an Open Educational Resource? Why is the OER movement growing in popularity so quickly? Why would you want to use or create OER materials? How do you license OER materials?
In the first of this OER webinar series, Cathy Casserly, CEO of Creative Commons, will answer these questions and more in an interview by Mitchell Levy, CEO of Happy About. Cathy is formerly the Director of OER Initiatives at The William and Flora Hewlett Foundation. She was also Senior Partner and the Vice President for Innovation and Open Networks at the Carnegie Foundation. Several OER collections will be reviewed including College Open Textbooks, Connexions, MERLOT and SoftChalk CONNECT.
Lesson Plans, Multimedia Content and Interactive Whiteboards
At Shenandoah University, students in teacher education preparation programs are learning to create lesson content that are given to large and small groups of children on interactive whiteboards such as Smart Technologies’ Smartboard and Promethean’s ActivBoard. To create this content they use Thinkfinity.org resources such as lesson plan ideas, primary sources, and links to content partner sites along with SoftChalk to develop interactive lessons that are given to K-12 students during their field placement and student teaching experiences. A brief video will show how a student uses the Interactive Whiteboard in class.
Join special education teacher-educator, Diane Painter, as she begins with a brief overview of Verizon Foundation’s Thinkfinity.org website and shares some of the lessons that have been created to support K-5 content through various kinds of SoftChalk activities such as photo album, sorting, jigsaw puzzle, DragNDrop, labeling and other engaging activities that spark the interest and active learning of elementary-aged students.
Presenter: Dr. Diane D. Painter, Assistant Professor, School of Education and Human Development, Shenandoah University
Creating Clinical Case-based Activities/Lessons from a Template
The University of Texas Health Science Center San Antonio is using case-based learning activities to attempt to improve student satisfaction and learning outcomes for nearly-graduated medical students.
Traditionally faculty distribute case scenarios in a handout-lecture-question/answer cycle. They have wanted and needed to transform the cases into more engaging learning activities for individuals and groups, incorporating decision-making, feedback, self-assessment, and reflection. But the faculty’s challenging teaching/clinical course load limited time to accomplish this.
The task for an instructional designer: develop a simple-to-use template for turning existing cases into engaging activities. And the solution: use SoftChalk to build the template faculty can adapt to their needs.
During this session you will see the template they created plus samples of the case-based activities in three specialties. In addition they will discuss both student and faculty satisfaction with the process.
Presenter: Bonnie Taylor, M.Ed., CAPM, Educational Development Specialist,Online Teaching and Learning, UT Health Science Center San Antonio.
MISSION SoftChalk: Secret Agents, Online Gaming and SoftChalk Training
Canisius College wanted to come up with an innovative, engaging, and custom way to train faculty to use SoftChalk. MISSION SoftChalk is based on the popular online game, Urgent Evoke. Participants enroll as agents and have to complete a series of missions and quests, present evidence, and engage with other agents and their leader. This presentation will walk you through their process for setting up MISSION SoftChalk in their LMS, the missions that agents encounter, and show you how to create a training game that can include both synchronous and asynchronous components.
Presenter: Leah MacVie, Instructional Designer, Canisius College
Harnessing the Power of Web 2.0: Combining SoftChalk and Free Digital Technologies to Enhance Learning Landscapes
Learn how James May, the Association of Florida Colleges’ Professor of the Year for 2010, uses Web2.0 services and applications along with SoftChalk.
YouTube, Google Docs, VoiceThread, ScreenJelly, Prezi and others are engaging, powerful tools that, when combined with SoftChalk, change learning landscapes. In this presentation learn how to harness the power of a variety of FREE and Easy-to-Use applications. With respect to content development, learn to utilize tools to analyze text, identify key vocabulary, and enhance reading. Heighten content delivery with multimedia widgets and incorporate your own voice and your own videos made with Prezi, ScreenJelly, and YouTube. Enhance student interaction with VoiceThread by enabling students to text, talk, or video comment in threaded discussions. Expand formative assessments by embedding Google forms. Moreover, take home a link to a SoftChalk module that showcases all of these tools and resources.
Presenter: Dr. James S. May, Professor of English as a Second Language, Valencia Community College
Technology and Sports: Reinforcing Learning Off the Practice Field
Though not taking the place of the physical daily practice sessions, conditioning and playing the game itself, online and in-class technologies reinforce and enhance the players understanding of the scientific and tactical concepts by allowing them to review, question and assimilate different aspects on their own. In that process the coach saves valuable in-person time and resources but still keeps in contact with the players in and out of season.
This presentation will show how SoftChalk and other media programs and software can promote and enhance a college athletic program’s profile, coaching, education (in this case mens soccer) and efficiency. The presenter will introduce how the idea was born moving through its genesis to topics such as the off-season, preseason, and in season; as well as player expectations and game reviews. And in the process also integrates them into the technology and environmental mission statement of the school.
Presenter: Desmond Lawless, Head Men’s Soccer Coach/Department of Kinesiology, Shenandoah University
Creating Accessible Lessons for Students with Disabilities Using SoftChalk
Jane Jarrow, Principal of DCCOL – Disability Compliance in Career and Online Learning discusses how SoftChalk provides both the support and the mechanisms to insure that online lessons are accessible to all students, including those with disabilities, from the start. A series of questions are addressed:
- Why are we having this conversation? (What are the legal mandates that require access to online learning opportunities? Is just having the right technology enough?)
- How can I tell whether my lesson is fully accessible? (How does a review of the functional limitations created by disability help to guide the creation of accessible lessons?)
- How does SoftChalk make it possible/easy/fast to take control and construct an accessible lesson from the start? (What tools are built into SoftChalk’s that allow me to build in accessibility?)
- Where can I get more information? (What’s this about a virtual open house to explore a new resource regarding accessibility of online learning?)
Presenter: Jane Jarrow, DCCOL – Disability Compliance in Career and Online Learning
The Importance of Learning Style Pathways
In this presentation will discuss the results of a study that shows a significant improvement in both learning and satisfaction for learners who followed a pathway that matched their learning styles – then demonstrate possible ways to incorporate instructional strategies, based on these pathways, into lessons using SoftChalk.
This study investigated the effects of following learning style pathways on learning and satisfaction in an online biology laboratory for non-science major undergraduates. Results of the study show a statistically significant improvement for students following their pathways that matched their learning styles compared to learners who failed to do so
This presentation will include a description of learning pathways, dominant and subdominant styles, and related instructional strategies. And also show how SoftChalk created content can be used to optimize learning and satisfaction.
Presenter: Dr. Patricia Trifilo, Hardin-Simmons University
Design Principles, and examples, for Creating Multimedia Tutorials
Ten years ago only those with special skills were able to design computer-based or web-based instruction. Today, almost any subject matter expert can find an authoring tool that suits their skill level. Although exciting, effective instruction starts with sound instructional design principles – principles that should be the foundation of any type of online instruction.
The presenters will address the question “what is effective instruction” through one very popular web-based instructional method – the tutorial. Participants will learn what a tutorial is, when to use a tutorial over another method of instruction, and how to structure and sequence a tutorial. An engaging and effective web-based tutorial designed using SoftChalk will be presented.
Presenters: Martha M. Snyder, Ph.D. of Nova Southeastern University and Becky Whittemore, M.P.H., M.N., B.S.N. of Oregon Health and Science University
Teacher Education Students Embrace the Universal Design for Learning Principles
Diane Painter shows how students in teacher education preparation programs at Shenandoah University are learning to use Thinkfinity resources with SoftChalk to develop K-12 lessons that embrace the Universal Design for Learning (UDL) principles. This initiative teaches education interns how they can easily and quickly create lessons that enable them to present content information in many different ways and actively engage their students in a variety of online activities. The teaching interns include a variety of interactive activities in their lessons that allow them to monitor student progress while determining what the student knows.
The presenter will begin with an overview of Verizon Foundation’s Thinkfinity.org website and its many different teaching resources such as lesson plans and student interactives that are aligned to state and national standards. Then the presenter will share some of the lessons that have been created for both direct instruction as well as independent learning.
Presenter: Diane Painter, Shenandoah University
Creating Lessons for the 21st Century Skills Framework using SoftChalk- Hampton City Schools
Hampton City Schools is creating a Model Technology Classroom in which exemplary teachers collaborate with the Instructional Technology Resource Teacher and Teacher Librarian. Together they integrate technology into their teaching strategies and model a learning environment based upon the national 21st Century Skills Framework. In this session a model team will share professional development activities showing how to use SoftChalk as a tool for creating i-21 lessons that correlate with Curriculum Pacing guides. They will also demonstrate how teachers access these lesson plans, models and activities through their Learning Management System.
Presenters: Cheryl Grobel, Clint Rickman, Laurie Smith, Cheryl Ashley and Nancy Terrel – Hampton City Schools
Getting a Jump-Start: Re-purpose Publisher Content, Add your Own
Malissa Attebery, an Instructional Designer at Lone Star College shows how a small group of designers can create a thousand online courses! In this online presentation you will see three examples:
- Converting e-packs : a Psych course from a Cengage ePack;
- Making e-textbooks interactive: combing learning objects from McGraw-Hill and instructor e-texts;
- Student Orientations: a MathLab orientation from Pearson.
You will see how you can combine publisher and instructor content, and how SoftChalk makes it easy to chunk the information to make reading and interacting with the content more manageable for learners. And with the ability to add images, multimedia, and various activities the content comes alive.
Presenter: Malissa Attebery, Lone Star College
Migrating from PowerPoint: You CAN make your Online Teaching more Engaging and Interactive
As educators, we know that the best way to reach our students is with the use of interactive and engaging strategies. However, our online students are often inundated with PowerPoint presentations that carry little more than illustrated bullet points. Busy faculty members are understandably reluctant to devote a great deal of time to learn how to produce more dynamic online content – including multimedia.
Join us in this session as we demonstrate just how easy it is to take an existing PowerPoint and turn it into web content for training or teaching with built-in navigation, interactive activities, accessibility compliance, and professionally-produced streaming video clips. The presentation will describe the use of SoftChalk and INTELECOM as resources for accomplishing this migration.
Presenter: Deborah Kell, Dean of Instructional Systems and Institutional Effectiveness, Mercer County Community College
Accommodating Other Students with Disabilities: Beyond the Need for Screen Readers
Jane Jarrow, Principal of DCCOL – Disability Compliance in Career and Online Learning discusses how when we speak of accommodating students with disabilities in online classes, our first thoughts always turn to the highly text-based nature of online learning and making sure that students who are blind/visually impaired, or those who are dyslexic, have an alternative means of accessing material that other students will read on their screen. But there are other online learners with disabilities who can also benefit from careful prior planning and innovative implementation by instructors. This session will discuss the needs of – and solutions for – students who are deaf/hard of hearing, those with significant physical disabilities, and students with attention problems. Explore the pros and cons of transcripts v. captioning, learn more about how and why students with mobility impairments sometimes struggle in an online environment, and discover how the organization of your class may impact on how it is received and processed.
Presenter: Jane Jarrow, Principal of DCCOL – Disability Compliance in Career and Online Learning
e-Notes: Integrating Course Content with SoftChalk
e-Notes combine the picture viewing capabilities of PowerPoint Presenter, the text constructing capabilities of Microsoft Word, and the media deposition capabilities of a Learning Management System (in this case, WebCT/Bb VISTA). To make this easy Derek Weber, Department of Biology, Raritan Valley Community College in New Jersey uses SoftChalk.
These e-Notes include a chapter summary with embedded images and hyperlinks and related videos/animations hosted by sites like YouTube. Also embedded are instructor-developed virtual lectures that simulate a traditional lecture. At the end of e-Notes, students are able to assess their learning using instructor designed quiz poppers. Using this strategy, instructors can truly build a course that streamlines their material and provides a personal touch that is often lacking in online courses.
Presenter: Derek Weber, Raritan Valley Community College
Training Educators to Build Courses that Meet Quality Matters Standards
Lisa Young of Scottsdale Community College shares an overview of the presentation, which highlights the collaboration of three colleges that developed and implemented a training series to provide professional development to faculty who wanted to develop online or hybrid courses per Quality Matters (QM) standards. The four part training series used SoftChalk LessonBuilder and other practices to provide information on the QM rubric while modeling best practices aligned with the QM standards.
The presenters will demonstrate the lessons created with SoftChalk, provide information on why they chose SoftChalk, how they organized and developed the modules, as well as information on how the training was received.
Presenter: Lisa Young, Scottsdale Community College
Creating interactive Math Lessons for Online, Hybrid, and Traditional Courses
Marilyn shows how you can use SoftChalk to ensure that students are actively engaged in the learning process. Marilyn shows how SoftChalk has provided an easy-to-use platform to design visually appealing, interactive and engaging lessons to meet all learning styles. You will see almost all of what SoftChalk has to offer in ways of activities, text poppers, hyperlinks, quiz ideas and tables. The lesson also demonstrates the effective integration of third party media. While the content is math, all disciplines will benefit from this presentation.
Presenter: Marilyn Larsen, College of the Mainland
Telling Stories to Teach Well: How SoftChalk Can Help
How does storytelling make academics better? Using narrative, characters, and case studies, Duke University Talent Identification program creates lessons for gifted K-12 students using images, audio, slide shows, hyper-linked handouts, quizzes, and various other resources. Learn how critical thinking challenges students when they are immersed in story and asked to analyze, evaluate, and synthesize.
See mathematics, language arts, and science lessons that engage students in academically rigorous scenarios. Learn how SoftChalk aids instructors in developing creative and artful lessons that don’t feel like instruction.
Presenter: Lyn Hawks, Coordinator of Independent Learning at Duke University TIP