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Every Learner Everywhere Digital Learning Workshops

The Every Learner Everywhere Digital Learning Workshops are designed to help administrators, instructional designers, and faculty redesign the learning experience to incorporate tools that will increase student equity and success.

 

Creating Meaningful Online Learning Experiences | Learning Labs

The shift to remote or blended teaching models offers the opportunity to develop new and engaging pedagogies. This complementary online Learning Lab offered by EDUCAUSE in partnership with Every Learner Everywhere provides immediately-applicable strategies to those teaching or those who support teaching, in online learning environments. Participants will have the opportunity to network with colleagues in a live discussion session and quickly develop understanding in any of the following areas of their choice: 

  • Facilitating equitable, flexible, digital, and interactive learning experiences.
  • Using a variety of online technologies to communicate and collaborate.
  • Emulating equitable respect and concern for all learners as human beings.
  • Communicating effectively with learners from diverse backgrounds and needs.
  • Applying instructional strategies in online teaching to create rich and meaningful experiences for all learners.
  • Using feedback techniques to maintain teaching presence.

Participants can explore all of the topics or just some, and then have choices for how to apply their learning in the application activity. They’ll receive feedback and earn a microcredential upon successful participation and project completion.

Participants select one of the four topic areas to explore and learn about: 

  • Building Relationships, 
  • Equitable Teaching for Online Diverse Learners, 
  • Equitable Use of Pedagogy & Technology, or 
  • Peer Collaboration. 

For any of the topic areas above, participants can expect a three-part experience: 

  • Self-paced resources to read, watch, and listen to with a discussion to process learning; 
  • A live synchronous session via Zoom to participate in group discussion and networking; and 
  • A self-paced, equity-relevant application activity to apply the meaningful learning concepts to their own current work with online learning.

The final step to complete the Learning Lab is to apply their learning. Participants choose an application option based on their needs and can use any resources from the learning materials in this lab to support their work. 

Dates

Creating Meaningful Online Learning Experiences Online is offered on these dates. Note that each 2-week lab will include 2 live sessions to be announced.

  • July 12-23
  • July 26-August 6
  • August 9-20
  • August 23-September 3

Register Today

 

Educational Equity through Digital Learning: Virtual Faculty Workshop

All students deserve a robust, equitable learning experience and faculty play a critical role in their educational success.  Become a more effective instructor through the Every Learner Everywhere professional learning opportunity Educational Equity Through Digital Learning: A Virtual Faculty Workshop. This 8-week virtual summer workshop directly addresses equity in digital learning through evidence-based teaching practices, differentiated instruction, and courseware. Faculty will participate in synchronous sessions with national leaders; peer discussions to expand perspective and foster meaningful connections; and professional coaching sessions to identify a teaching goal and endeavor to meet it through personalized support.

Thank you for your interest in attending the Educational Equity Through Digital Learning Virtual Faculty Workshop. This workshop is now full, and applicants will be added to the waitlist at this time. We encourage you to sign up to stay informed on upcoming workshops, events and resources available to you.

Join the Waitlist

Synchronous Sessions with National Leaders

Five synchronous sessions with national leaders in digital equity, adaptive learning, learning sciences, and differentiated instruction.

June 15 | 12:00 pm MT
Culturally Relevant NeuroEducation Practices + Tech Tools = Equitable Classroom Environments
How can we facilitate academic growth using learning science, engage adult students, provide culturally inclusive spaces, and integrate 21st century technologies? This can feel like an insurmountable task. But don’t despair! During this interactive session, you’ll learn how even small modifications to your current practices through neuroeducation strategies can help you feel more effective, create a warm and equitable learning environment, and boost students’ cognitive and non-cognitive outcomes.

Speaker: Ranjini JohnBull, Assistant Professor, Mind, Brain, and Teaching Faculty Lead, Neuro-Education Initiative, Johns Hopkins University School of Education

June 29 | 12:00 pm MT
Emerging SMART Technologies for the Enhancement of Digital and Distance Teaching and Learning.
Gartner (2014) defines the Internet of Everything (IoE) as the network of physical objects that contain embedded technology to communicate and sense or interact with their internal states or the external environment. The rise of these connected ‘smart’ technologies provides new opportunities for transforming teaching and learning, as well as real-time, on-demand data, for evoking immediate changes. This presentation will address the possibilities and challenges of IoE Smart Technologies (EduGadgets) as data-driven tools for improving academic and social performance and a showcase of technology highlighting the latest innovations in emerging technologies of wearables, mobile devices, health and fitness aids, STEM, mixed realities (VR/AR/Gamification/Holograms) across the educational disciplines and K-16 spectrum.

Outcomes: Learn about the development and impact of the Internet of Everything (IoE) Smart EduGadget of mobile devices, smartphones, wearables, and virtual – augmented reality. Share in the exploration of the educational possibilities and challenges for distance learners.

Speaker: Robbie Melton, Associate Vice President, SMART Global Technology Innovation Center and Dean, Graduate School, Tennessee State University

Robbie Melton is associate vice president for Tennessee State University’s SMART Global Technology Innovation Center, professor, and dean of the graduate school. She is a renowned international presenter, researcher, and technology evaluator regarding the transformation of smart mobile devices, wearable technologies, and mixed reality technologies of virtual (VR), augmented (AR), and holograms (HR) technologies for immersive learning. Melton acquired the distinction of “App-ologist” due to her study of the pedagogy teaching with mobile apps, and her curation of mobile apps for all spectrum of education. She is the winner of numerous international technology awards. Her mission is digital equity.

July 13 | 12:00 pm MT:
Development and Implementation of Active, Interactive, and Adaptive Online Physics Courses
Focusing on increasing student success, faculty share experiences of developing and implementing active, interactive, and adaptive introductory physics courses. This includes the development of three courses, an algebra-based general physics course, a calculus-based general physics course, and a bio-medically focused physics course for pre-health and life-sciences majors on the adaptive platform Cogbooks. The courses were designed to create low-cost options using open educational resources (OER) serving large student populations with a wide range of foundational skills, learning paces, and learning preferences. The courses support and aid student learning in terms of math remediation, scaffolded questions, interactive simulations, and content presented in different formats such as text and videos. The design allows students to work at their own pace, choosing support items presented to them via the adaptive feature of the course, and explore concepts through simulations with activities. The new courses been offered for three years.

Speaker: Dr. Priya Jamkhedkar, Physics Instructor, Portland State University

Priya Jamkhedkar is a physics instructor at Portland State University since 2016.  Priya completed her PhD in Astrophysics at the University of Arizona. At PSU she teaches introductory physics to engineers and pre-health majors. Priya has developed three active and adaptive courses for introductory physics using Cogbooks. She is also interested in educational research, especially, for large introductory physics courses. Priya is committed to promoting equity in education, help students develop science literacy and critical thinking skills, and social responsibility through classroom projects, activities, and teaching tools. Outside of work, Priya likes to spend time with her family and pets.

July 27 | 12:00 pm MT
Teaching with a Cobot, not a Robot: Using Learning Sciences to Reclaim the Humanity in Adaptive and Active Learning
Just like using a kitchen gadget for the first time, it can sometimes be a puzzle to leverage adaptive courseware to enable active learning — especially when learners are at a distance — but understanding the mechanics of learning can help faculty fit the right pieces together in ways that work for all students. This presentation explores four dimensions of motivation and feedback, two learning science pillars that engage students in the learning process and fosters long-term memories. Building awareness of each student’s experience on these dimensions facilitates instructors’ ability to notice and reflect on how the course is working for each student to support iteration in the efforts for equitable instruction.

Speakers:  Dr. Sarojani Mohammed, Founder and Principal of Ed Research Works & Dr. Rachel Schechter, Chief Research Officer for Learning Experience Design, Evaluation, and Consulting at Charles River Media Group

As an education research mobilizer, Dr. Saro Mohammed (she/her) fights the injustice of knowledge-hoarding by making deep, meaningful connections between research and practice to foster the best learning experiences for each learner.  Saro loves bringing learning science to life for educators, which she was able to do during her 15 years’ experience as Managing Partner, Research and Measurement at The Learning Accelerator, and as the inaugural assistant director of two research units at The University of Texas at Austin. She is Founder + Principal of Ed Research Works; a founding board member and Executive Director of Capacity Catalyst; and a co-founder of the Teaching and Learning Research Community. Saro holds a doctorate in educational psychology from The University of Texas at Austin and a Bachelor of Science degree in brain and cognitive sciences from the Massachusetts Institute of Technology.

Dr. Rachel Schechter leads Learning Experience Design, Evaluation, and Consulting services at Charles River Media Group, providing research strategy expertise to companies large and small. Rachel has led research teams evaluating multimedia educational programming for learners of all ages since 2007. Rachel established and led the research department at Lexia Learning and most recently was the Vice President of Learning Sciences at Houghton Mifflin Harcourt. Her research often examines motivation, feedback, and learning in blended learning environments, and she has published several research articles evaluating formal and informal educational programming. Rachel has a doctorate in Child Development from Tufts University and a Master’s in Education from Harvard Graduate School of Education.

August 6 | 12:00 pm MT
Reflection and Celebration

Peer Discussions

Participants choose from three themed learning tracks for asynchronous activities such as peer discussion groups and guided work in preparation of their coaching sessions.

  • Adaptive learning and courseware – adjuncts and instructors who already have access to courseware through their textbook publisher learn to use this tool more effectively and equitably.
  • Differentiated instruction for online and blended environments – differentiated instruction does not have to be a daunting task and this learning track provides the steps to begin implementing this strategy to promote equitable learning.
  • Evidence-based teaching and learning – add value to the teaching and learning process with evidence-based strategies that impact student engagement, metacognitive skills, and long-term content retention in the digital classroom.

Professional Coaching Sessions

Four coaching sessions for participants to identify a teaching goal and endeavor to meet it through personalized support. Participants can easily schedule coaching sessions at a time that works for them.

Tatiana Bryant

Tatiana Bryant

Research Librarian, Humanities, UC Irvine

Fostering the humanities through cultural preservation and open pedagogy.

Tatiana Bryant is the Research Librarian for digital humanities, History, and African American Studies at University of California Irvine Libraries. She holds degrees from NYU, the Pratt Institute, and Hampton University. Professor Bryant has special interests in cultural heritage and open pedagogy, and she has held fellowships in both areas. She teaches courses in Global Studies and Black digital humanities, a cross-disciplinary field which applies digital tools and methods to the study of Black people, history, and culture. Tatiana believes that the humanities are central to social justice, because they require learners to reflect on and engage with oppression and inequity in their communities and the world. 

Areas of expertise: Digital Humanities research methods and tools; managing digital humanities projects and data; open educational resources.

Tazin Daniels

Tazin Daniels

Educational Developer, Consultant, and Coach

Creating equitable and engaging online learning environments.

Dr. Tazin Daniels is an educational developer, consultant and coach with over 15 years of experience in higher education and over a decade of experience preparing instructors to teach online. Her background in Medical Anthropology gives her a unique perspective on how to create equitable and engaging online spaces in the midst of a global pandemic. Currently, she serves as Assistant Director at the Center for Research on Learning and Teaching at the University of Michigan, and runs ThePedagologist.com, a platform to connect with educators and educational developers committed to improving online education everywhere.

Areas of expertise: Curriculum design and assessment; lecturing and facilitation strategies; team-based learning; active learning strategies; inclusive and antiracist teaching practices.

Elaine Villanueva Bernal

Elaine Villanueva Bernal

Lecturer, Sciences, CSU Long Beach

Increasing STEM student engagement in digital environments.

Dr. Bernal is a Lecturer from the CSU Long Beach Department of Chemistry and Biochemistry for over 14 years, and recently began teaching Global Climate Change at CSU Dominguez Hills. She earned her Ed.D from CSULB in 2016 and is the first Filipina alumni of the program. Dr. Bernal is a published researcher and experienced facilitator for STEM faculty professional development in higher education and K-12. Additionally, she serves as Chemistry Editor for the Multimedia Educational Resource for Learning and Online Teaching (MERLOT – www.merlot.org), which provides access to almost 100,000 curated online learning resources to 179,000 educators from 184 countries, and oversees several student STEM outreach and experiential learning programs, funded by the National Science Foundation, in the CSU system.

Areas of expertise: Student engagement strategies; STEM instruction and curriculum; STEM faculty professional development in higher education and K-12.

James Sosebee

James Sosebee

Adjunct Faculty, Sinclair Community College

James Sosebee is a Human Anatomist, Adjunct Prof. of Human Anatomy and Physiology, Sinclair Community College in Dayton, Ohio.  He has taught in higher education for the past two decades as an adjunct and tenured faculty. James’ primary interest of Functional Neuroanatomy and the Neuroscience of Cognitive Embodiment has helped to evolve his research interest in the Neurobiology of Mindfulness and Compassion-Focused Approaches to reducing Social Inequities. Sosebee is a Certified Mindfulness Facilitator (CMF) through UCLA’s Mindful Awareness Research Center (MARC), Semel Institute for Neuroscience and Human Behavior. Additionally, he has been trained in Compassion Cultivation Teaching by Stanford’s Compassion Cultivation Teacher Training through the Center for Compassion, Altruism, and Research Education (CCARE), Stanford School of Medicine.

James received his M.S. from Wright State University. He is a veteran of fifteen years in the U.S. Army where he was at Walter Reed Army Institute of Research (WRAIR), Wash. D.C., where he served as Asst. Non—Commissioned Officer In Charge (NCOIC) of the Department of Virology and Virus Diseases, working jointly with the National Institute of Health (NIH).

Areas of Expertise: Compassion-focused approaches to reducing social inequities; equity in biomedical science education; mindfulness in education

Irina Piatselchyts

Irina Piatselchyts

Marketing Strategist, Lecturer, Salisbury University

Employing experiential learning techniques to help students obtain practical skills.

Irina Piatselchyts, MBA is a lecturer of marketing at the Perdue School of Business at Salisbury University and a marketing consultant with over 12 years of experience in campaign development and digital marketing. She began her teaching career as an adjunct and is now a non-tenure track full-time lecturer. Her marketing agency background lays the foundation for a successful experiential learning environment in the classroom. She is teaching upper-level courses in inbound marketing, integrated marketing communications, direct, and interactive marketing. Irina also serves as a coach for various student competitions. Both teams she coached won 1st place in the DMAW/EF (Direct Marketing Association of Washington, Educational Foundation) collegiate MAXI competition in 2020-2021. 

Areas of Expertise: designing, implementing, and delivering adaptive courseware as well as teaching in-person, hybrid, virtual synchronous and asynchronous courses.

Kari Goin Kono

Kari Goin Kono

User Experience Designer, Digital Inclusion Specialist

Designing with equity, accessibility, and usability for student success.

Kari Goin Kono is a usability designer with ten years of experience in online learning and designing digital environments within higher education. Her background in design fused with curriculum provides a unique insight into the creativity of teaching online and integrating multimedia and software such as adaptive learning practices into learning environments. Currently, she serves as the senior UX designer at the Office of Academic Innovation at Portland State University, an urban campus serving a large first generation and non-traditional student population. She has an extensive research agenda geared towards supporting faculty with inclusive teaching practices within online learning including student voice and co-construction as a practice in equitable curriculum design.

Areas of expertise: digital inclusion specifically around equity and curriculum, designing accessible and usable digital learning environments, multimedia and inclusive teaching and curriculum.

Paul Burns

Paul Burns

Lecturer, Technology Integration, CSU & Long Beach Middle School Science Teacher, Intellectual Virtues Academy

Paul Burns is a Lecturer from the CSU Long Beach Department of Academic Studies and Educational Counseling and has been teaching middle school science for 12 years. He earned his Masters in  Educational Technology and Media Leadership from CSULB in 2017. Paul has been a trainer and mentor for faculty professional development in higher education and at the district level in K-12. He has worked as a STEM consultant for universities, schools, small businesses, and non-profit organizations and presented at conferences on technology integration into experiential inquiry science. Burns has published work that themes around creating engagement strategies for STEM students. His mission is leveraging educational technology to make STEM accessible.

Areas of expertise: Student engagement strategies; educational technology; inquiry-based experiential learning strategies.

Patti O’Sullivan

Patti O’Sullivan

Instructor, University of Mississippi and Content Manager, Every Learner Everywhere

Patti O’Sullivan has worked at the University of Mississippi since 2002 in various roles including student advisor, instructional designer, grant manager, faculty development specialist, and instructor. She is an author on several peer-reviewed articles on adaptive courseware, a guide in implementing adaptive courseware, and a guide for teaching with equity.  O’Sullivan also serves as the Content Manager for Every Learner Everywhere.

Areas of expertise: student advising, faculty development, instructional design, content management