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Panel Discussion: Adapting to Innovation: Strategy and Capacity Building for AI and beyond
No full textInnovation is a constant in today's rapidly evolving society, presenting both opportunities and challenges for higher education institutions. This panel discussion will explore how institutions can strategically assess readiness, plan for implementation, and build capacity to effectively adapt to technological innovations.
The panel will begin with an overview of the Adapting to Innovation Initiative from the THECB Division of Digital Learning. Participants will hear about the resources, programs, and services being developed to support institutions in this process, as well as openly licensed tools that can be used and adapted nationwide.
Next, the panel will feature perspectives from institutional leaders and faculty on the practical realities of innovation adoption. They will share case studies, lessons learned, and strategies for fostering agility in the face of advancing technologies. The discussion will cover topics such as organizational change management, professional development, and leveraging partnerships to drive digital transformation.
The session will conclude with an open Q&A, allowing attendees to engage directly with the panelists and gain insights that can be applied within their own institutions
The Online Picasso Project and Interdisciplinary Learning
No full textWe live in a globalized world where even the smallest interactions in our daily lives take place in contexts that pertain to multiple disciplines at different levels thanks to advancement in telecommunication. Our complex society demands that we develop interdisciplinary competencies and explore new methods, processes, content and resources to develop these competencies in order to succeed in the current world. Our multidisciplinary world has made interdisciplinary teaching necessary, focusing on students’ ability to comprehend quickly and accurately, and then act appropriately and effectively in a complex environment in order to achieve the desired goal. By promoting multidisciplinary approaches in our classroom, we encourage our students to find ways of viewing the world by means of critical cross-comparisons. Interdisciplinary instruction relies on multiple components working together to develop knowledge, problem-solving skills and self-efficacy in students. We use the Online Picasso Project as a true example of multidisciplinary methodology that presents interdisciplinary learning opportunities to students. By doing so, the Online Picasso Project provides support for various learning styles, diverse backgrounds, interests, talents and approaches. Shifting instruction and assessment from isolated content learning to an interdisciplinary project-based approach provides students unique opportunities to explore ways of learning that are both relevant and interesting to them - cultivating a motivating environment that truly promotes future endeavors
Fostering a Live Online and Peer-Learning Community for Student Success
No full textDepending on the course, students may be more or less amenable to an online environment. For example, courses such as mathematics and statistics typically invoke fear, dread, and anxiety for many—especially for those who have been away from any type of math course for an extended period. One such group of students are doctoral students. Many doctoral students do not necessarily move directly from undergraduate to graduate level coursework. As such, there may be a gap in their quantitative skills. But what if there was a way to maximize learning and minimize frustration in an online environment? Join our session to see how we helped make statistics a bit less scary for online doctoral students
Developing Interactive, Multimedia Content Delivery with the Ultra Course View Test Utility
No full textThe testing utility included in the Blackboard Ultra Course View is a great tool for creating and giving online tests. Did you know that you can also use the test utility to create an interactive multimedia learning experience for your students? This presentation will share how the desire to reduce student textbook cost, readily available content resources and the Ultra view test utility were combined to create and interactive multimedia OER text for undergraduate students in both online and physical learning environments. Attendees will be walked through how to create interactive multimedia content using the Ultra Course View test utility
Unlocking Creativity, You Must: Serious Play, the Jedi Path to Innovation Becomes
No full textIn today’s rapidly evolving world, fostering creativity and innovation is critical. This presentation explores the transformative power of SERIOUS PLAY, a methodology that uses playful, game-like approaches to drive creative problem solving and team collaboration. By leveraging techniques such as improvisation, role-playing, and game design, SERIOUS PLAY offers a unique way to tackle complex challenges and generate novel solutions. Learn about the principles and foundations of SERIOUS PLAY, including its origins and the psychological and cognitive benefits it offers. Then participate in a live SERIOUS PLAY exercise designed to illustrate its effectiveness in breaking down barriers to creativity and fostering innovative thinking
EXAMPLE: Application for Faculty Development Leave
No full textThe project description from a completed and successful application for faculty development leave.Applicant from the Dept. of Mathematics & Statistics (COSET
Microlectures: Learning at the Speed of Thought
No full textDiscover bite-sized yet high-impact "micro-lectures", video content to enhance student learning, engagement and retention. Explore practical tips for designing, recording and delivering micro-lectures catering to diverse learning styles
Fostering Historical Engagement in Online Education through Community-Based Oral History Projects
No full textEngaging online students presents unique challenges, particularly in terms of fostering interaction and active participation. In this presentation, I will explore innovative strategies to enhance student engagement through community-based projects, drawing on my experience teaching an online history course on the Vietnam War. Central to this approach is the incorporation of oral history as a method to connect students with their communities while developing critical scholarly skills. By engaging in oral history projects, students can deepen their historical understanding, hone their questioning and interviewing skills, and cultivate empathy. These projects bridge the gap between academic learning and real-world experience, making history tangible and relevant. In my course, students are tasked with conducting a 45-to-90-minute oral history interview with someone who either participated in the Vietnam War or lived through that era. This individual could be a family member, a friend's relative, an acquaintance, or someone introduced with the professor's assistance. Participants might include Vietnam War veterans or individuals involved in the American anti-war movements. This assignment not only helps students gain a personal perspective on historical events but also encourages them to engage with their communities in meaningful ways. By empowering students to take an active role in their learning and fostering community connections, we can overcome the challenges of online education. This presentation will detail the implementation of the oral history project, share student experiences and outcomes, and provide practical tips for educators looking to incorporate community engagement in their online courses
EXAMPLE: Application for Faculty Development Leave
No full textThe project description from a completed and successful application for faculty development leave.Applicant from the Dept. of Business Administration & Entrepreneurship (COBA
Guiding Growth: Competency-Based Learning in the Digital Age
No full textThis session introduces a teaching approach inspired by B.F. Skinner's research on learning. Traditional education often relies on direct instruction and rigid assessments, which can be labor-intensive and limit student autonomy. Instead, I propose the creation of a "Digital Skinner Box" an online learning environment which emphasizes exploration, natural consequences, and student competency over grades..
Drawing from Skinner's principles, the Digital Skinner Box creates a space where students engage with content through methods that encourage intrinsic motivation and self-directed learning. The course design includes optional assignments, review tasks, scaffolding, and choice boards within a semi-self-paced framework, allowing students to explore content naturally with the instructor as a guide and accountability coach.
Key elements of this approach include:
-Adaptive Release
-Engagement Strategies
-Personalized Learning Paths
With this model, I am able to give more thorough and personalized feedback to my students, fostering deeper relationships and collaboration. Each semester, I can add new optional assignments, continuously enhancing the course for a richer learning environment. By focusing on competency rather than grades, this method encourages deeper understanding and retention of material. This approach allows students to focus on understanding the material instead of their weaknesses, reducing testing anxiety and increasing their grit and resilience. I have seen firsthand how this method encourages students to engage more deeply with the content and develop a genuine passion for learning