On-Demand Sessions

Full conference NERCOMP Annual Conference attendees will gain early access to bonus pre-recorded sessions that will be available online from March 11 to June 30, 2022.

Access information coming soon!

A Software Build System—Reliability Is Repeatability

Martin VanWinkle

This technical session will start with a simple demonstration of creating a project. You will then have the opportunity to create a small script. With system-based packages, the presenter will demonstrate Building Installation. It will take a detour into revision control (git): *Ignored files* Tagging Then back to system packages: *Upgrading* Removal Then configuration files: *"Project" configuration* System configuration. A demonstration of the flexibility of the system. Then a brief foray into script libraries.

Advanced Tech Culture: Collaborative Communication Practices

Stacy Cohen, Steph Kent, Erin Sanders-Sigmon

After two years of virtual conferencing/learning/interacting, it is time to further the conversation of how to engage one another through this medium. This advanced session explores virtual communication through the lens of interpreted interactions, comparing how Deaf and Hearing people experience virtual meetings both similarly and differently. Come participate in interpreted interaction with us! Through shared experience, modeling, and discussion, this interactive session begins a dialogue around cultural aspects of communication, specifically how to foster inclusive communication when interpreters are involved by leveraging the full power of the virtual meeting tools at hand. We will share examples that illustrate differences between the Deaf and Hearing experience with language. Guiding questions following these examples will provide a basis for small and large group discussion exploring the concepts of time, pacing, turn-taking, visual indicators, captions, non-verbal signals (both human and technical), and backchannels as meaningful components to collaborative communication. The presenters will also share some guidelines and things to watch for when attending or facilitating future virtual interactions. With new awareness and specific practical guidance, participants will be more prepared to facilitate sessions and move toward a more advanced understanding of how technology supports collaborative communication and serves the needs of everyone.

Bridging Digital Skills and the Student Body

Sean Keenan

Within a traditional curriculum, it can be difficult to fit in the digital skills that are quickly accelerating from accessory into a necessity. The focus of this session is on the role taken by the Bryn Mawr College's Educational and Scholarly Technology Department in leading digital skill intensives and workshops outside of class time. The purpose of these sessions was to provide supplemental educational experiences that provided students with the skills needed to succeed in the current market. The focus of this presentation will be on the type of intensives and workshops the department led, as well as methods of making the sessions accessible to a student body affected by pandemic. There will also be a brief look into Bryn Mawr College's Digital Competencies program, which aims to provide the framework for students to understand what digital skills exists and how these skills can be molded based on their interests and lived experiences.

Build Back Different?

Robert Austin

During the past two years the ability to rapidly adapt has been critical to survival and success. Now, as we have fully reopened on campus, where do we go from here? What processes and procedures do we need to implement to provide a safe, equitable and inclusive learning environment that meets the needs of faculty and students? Before COVID-19, the New School had been in the process of a comprehensive upgrade and standardization of classrooms across campus. The plan was based on a comprehensive evaluation of our the existing technology, problem-tracking system, and a pilot program to confirm that the design intent would meet the needs. However, our campus closure, gradual reopening, and the different and evolving programming needs have not only led to a change in our design, but a revaluation of our entire process. A key to our continued success was developing a way to introduce new technology and operationalize the upgrade of these systems on an ongoing basis. However, the ability to predict and forecast, which was critical to this decision-making and planning, had become problematic. Complicated further by supply chain issues, more conservative budgets and many unknown factors, our resiliency of services and ability to operationalize these upgrades was put to the test. However, providing a more agile process and the ability to focus on the issue at hand while preparing for more flexibility and resilience we will make a stronger organization

Campus-wide Development Planning: Creating a Faculty Culture of Transformation and Resilience

Kelly Dempsey, Ryan Hazen

Varying levels of skill and practice across institutions can result in frustrating inconsistencies for students, faculty, and administration alike. When faculty become isolated in their professional development patterns, they miss opportunities to develop campus-wide culture and modern pedagogical practices that set their community apart. Developing a campus culture of innovation in teaching requires a sustained effort to create a culture where faculty are in contact with supportive peers dedicated to each others' pedagogical growth. After working with a diverse set of instructional designers with experience from dozens of institutions, Moodle US has developed a set of principles to guide institutions in developing a self-sustaining development community on their own campus: Pedagogy transcends discipline. Professional development is an ongoing process best situated in a community of trusted peers. Faculty are most successful when they have both structure and agency in their professional development. Both lateral and vertical peer relationships are required for a successful campus-wide development plan. Integration of pedagogy and tools is essential to significant development. Existing campus and third-party resources should be readily available in the LMS. This presentation will include a high-level overview of these principles, examples of how they can be applied, and a live demonstration of community development activity that is both structured and flexible.

Challenges, Opportunities and Practices: Targeting for Applying AI in Library Services

Cindy Li`

Artificial Intelligence is a growing research field in all types of libraries and their communities. This presentation explores current trends in how AI is applied in the library and information environments, the challenges in implementing application, and the opportunities in collaborating with other units. The presenter then discusses different AI tools used in library services.

Diversity in Classroom Discussions Maximized with Teachly

Brian Ramirez, Ian Tosh

In this session, we will explore a tool that has helped the Harvard Kennedy School tackle one of the most prominent issues in today's classrooms: inclusion, diversity, and belonging. Teachly is a tool developed at the Harvard Kennedy School (HKS) for educators by educators. Teachly allows faculty to learn more about their students and get to know their teaching. Using statistics, Teachly reveals unconscious bias in the classroom and gives faculty the tools to correct the effects of unconscious bias (e.g., under-calling a particular student population). We will also discuss the benefits of maximizing the diversity of voices participating in a classroom discussion. The presenters have direct experience supporting Teachly for use across courses at HKS.

Essence of Good Course (Re)Design: Applying Gagné's Nine Events of Instruction

Roula Creighton, Mounika Ragula, Royce Robertson

Robert Gagné's learning and instructional theories are still relevant today. Known as the father of instructional strategies, Gagné's Nine Events model can be applied to online, hybrid, and traditional teaching and learning contexts to build effective courses and learning experiences. With this presentation we will explore ways to apply the structure of Gagné's Nine Events of Learning to the online, hybrid, and traditional learning and training contexts to transform traditional teaching and learning experiences into motivating and engaging interactions.

From Pivot to Permanent: Collecting Faculty and Student Insights to Assess Technology's Impact

Sherri Braxton, Sam Burke, Tina Finneran

Even though faculty and students were exhausted after a year of online courses, Bowdoin College took the opportunity during the spring and summer of 2021 to gather data on best practices that enhanced student learning during the pandemic. A collaboration between academic affairs, information technology, and institutional research sought to collect minimally burdensome qualitative data from faculty and students to inform a newly formed college working group's efforts to identify ways to support faculty in the classroom post-pandemic. Virtual faculty meetings were used to conduct brief polls and pose an open-ended prompt. This anonymous synchronous feedback along with an anonymous feedback form, faculty listening sessions, and student focus groups elicited positive experiences and techniques that improved student learning and engagement. The listening sessions and focus groups allowed for a shared reflective experience and the opportunity to identify what emerged as effective teaching and learning practices that could be carried forward upon the return to campus. During this session, the presenters will share insights gained from the data collection and discuss how the results were used to inform the work of a shared governance group's reporting and recommendations for how the college should proceed in three strategic areas: adopting effective practices, promoting inclusive excellence, and creating a collaborative decision-making model for academic technology acquisition.

Get and Graduate More Students with Integrated Academic Operations

Zach Drollinger, Justin Wenig

Is your institution executing student-centric, data-driven, cost-efficient academic processes? From our work with hundreds of higher ed institutions, we've learned that administrators and students alike face limited, shrinking resources and avoidable roadblocks to success; a lack of easy-access data that's needed to make student-centric scheduling and curriculum decisions; and an integrated, easy-to-use tool or method for executing curricular and scheduling processes. Join our presentation to learn how to execute exceptional educational experiences for your students. You'll hear how an integrated platform helps colleges and universities support student-centric scheduling, build efficient curriculum processes that support innovation, publish marketable online catalogs and handbooks, and inform strategic resource allocation decisions through enrollment and demand-based analytics.

Grant Funding for IT Initiatives

Liz Shay

Technology is an integral part of higher education throughout campus. The coronavirus pandemic has only exacerbated the need for creative solutions and innovative technology. Finding the funding to support these innovative approaches to education and research technology is critical to making progress as an institution but can often be challenging. This session will explore the grant funding landscape for funding technology initiatives at institutions of higher education. We will also discuss how to effectively position technology within a project to increase the likelihood that a proposal will stand out for reviewers.

Integrating Technology in Learning Activities to Identify Knowledge Gaps Among Undergraduate Nursing

Kimberlee-An Bridges, Eileen Campbell, Teresa Puckhaber, Monica Sousa

Faculty teaching in an undergraduate medical-surgical nursing course adopted a new online platform to enhance student learning and provide an interactive experience. Students were required to complete a virtual clinical scenario based on a concept that was presented in the classroom. To meet the criteria for competence, students needed to apply the nursing process to provide competent and safe care to a patient in the virtual simulation. The online adaptive quizzes were assigned for each of the four units in the course. The faculty assigned a minimum knowledge level that students were required to reach. Students answered questions independently until they reached the required knowledge level. Student performance determined what type of question they would see next and how many more questions needed to be correctly answered to achieve the assigned knowledge level. The integration of innovative technology, including virtual simulation and adaptive quizzing allowed the faculty to identify knowledge gaps. The virtual simulations in particular revealed a knowledge gap about basic nursing concepts and a lack of clinical reasoning. Faculty were able to address these knowledge gaps in the classroom with students. Based on end-of-course survey results, 89% of students found the virtual simulations assignments helpful to their learning, and 96% of students rated the online adaptive quizzing helpful to their learning.

Intrusive Advising—Faculty Style

Leslie Inglis, Eric Shannon

Intrusive Advising is traditionally practiced on students by having faculty members insert themselves more directly into students' academic life. "Intrusive Advising involves intentional contact with students with the goal of developing a caring and beneficial relationship that leads to increased academic motivation and persistence" (NACADA website). Librarians from Keene State College and Franklin Pierce University will discuss how their libraries have practiced a form of Intrusive Advising on their faculty members to keep the library services and resources in front of the faculty during these challenging times. The abrupt transition to hybrid learning and reduction in budgets caused by the pandemic can easily lead to frustration and burnout among educators. Librarians can play a leadership role in promoting resilience by helping to guide faculty members in these challenging times. Presenters will discuss the process of reallocating budgets to accommodate increased demand from faculty for streaming videos, the importance of transparent communication with faculty members about collection decisions, and informing faculty members about content provided free or at reduced cost during the pandemic. By actively engaging with faculty and adapting quickly to changing instructional needs, librarians can have a direct and positive impact on teaching and learning.

Microsoft Accessibility Solutions

Spencer McCluskey, Rico Romero

There is no limit to what people can achieve when technology reflects the diversity of all who use it. This course shows how people can achieve more with the built-in accessibility tools and features in Microsoft technologies.

Not Your Typical Flip to Zoom

Karl Hakkarainen

How the Worcester Institute for Senior Education (WISE) brought its lifelong learning program to its 350+ members, expanded its reach to multiple states and one Canadian province, and improved its inclusivity.

Scaling Up: Strategies for Providing Differentiated On-demand Professional Development to Faculty

Blair Goodlin, Kim Woodruff

After the initial emergency transition to remote instruction in spring 2020 due to the COVID-19 pandemic, academic leadership at Manhattan College charged instructional designers with designing and delivering a comprehensive training program in preparation for summer 2020 and beyond that would prepare faculty for teaching remotely and increase the overall level of quality for remote teaching and learning. As plans for the training were discussed, three primary criteria emerged: The training needed to be differentiated. (Faculty with various levels of expertise in teaching and technology would all need to be able to participate in the training and learn new skills and strategies, without requiring faculty to spend time on content that they already knew or felt was not applicable to their discipline or teaching style.) The training needed to be scalable. (We needed to be able to reach a large number of faculty and for faculty to complete the training independently.) The training needed to be automated. (With limited resources and personnel, it was important that management of the training platform require minimal manual intervention and include accountability to measure faculty members' progress through the training.) In this session, we will discuss the strategies and tools we employed to fulfill these criteria.

Sherpas of the Digital Age: The Case for Instructional Technology Support

Melissa Kaufman

Online learning had already been a disrupter in the higher education landscape when COVID-19 threw the world into chaos. In April 2020, Peter Decherney and Caroline Levander (2020) wrote that "instructional designers have become the sherpas of online learning teams" (para. 5). EDUCAUSE's Top 10 IT Issues 2022 identified "Digital Faculty for a Digital Future" as the number three IT issue in higher education (Grajek, 2021), specifically noting that staff with instructional design and instructional pedagogical expertise were key to supporting faculty in the digital age. In 2021, a research study was done at a large research university exploring faculty participation in online learning. A part of that study looked at what faculty need to be successful in the online learning space and their experience with instructional design support. This presentation will discuss this original research and give participants tools to help them make a case for their institutions to invest more in instructional and pedagogical technologists to support faculty in the digital age.

Taking Student Engagement in Online Learning to the Next Level

Hui Rong

Online learning has recently become an indispensable part of higher education. Even fields traditionally considered unfit for online learning such as medical education have started to embrace online learning and move towards a hybrid model. At UMass Chan Medical School, a similar trend has been witnessed. To better satisfy the needs of current students, our leadership announced its online learning initiative aiming to improve students' medical education experience. Under this initiative, about 60 independent learning modules (ILMs) have been developed in the past 2 years. At the end of each ILM, a survey is embedded to collect student feedback which will be used to understand students' learning experience and learning satisfaction and propose changes for continuous improvement.One thing I learned from reviewing the survey results is how students perceive engagement and when they feel most engaged. As instructional designers, we always aim to create modules as interactive and animated as possible because we believe interactivity and animations help promote student engagement. However, the survey results suggested that not all interactions and animations are created equal in terms of their impact on engagement. In some cases, they might be considered meaningless or distracting. In this presentation, I will share my findings regarding student engagement and propose some design tips to help instructional designers create meaningful and engaging online learning products.

That Time We Migrated an Entire University from One LMS to Another in 11 Weeks during a Pandemic

Alan MacDougall

Imagine your institution signed a contract on June 1 with a new LMS vendor and then gave you 11 weeks to complete the switch from one LMS to the other. During the height of a pandemic, where everything had to be done remotely. Relive this exciting time in my life as I go through the five stages of LMS Transition. Denial: No we are NOT doing this. Anger: I am so angry we are doing this. Bargaining: OK, I can get behind this, but can I have six months? Depression: It's a beautiful summer day, everyone is complaining, and I am stuck on another Zoom call with a vendor. Acceptance: Let's load the users and the fall courses and let it rip. If you've never transitioned from one LMS to another and would like to try but are scared it will be too difficult, you aren't alone. I'll share my tips and coping strategies. Hopefully, they will make your next transition from one platform to another easier, or at least you'll get a few laughs along the way.

Why Are We Still Printing?

Kevin Sowa

As we cautiously returned to campus for the in-person fall 2021 semester, requests for printer connections began to pour in. After being away for 18 months, people had new personal or work devices in their hands, eager to start printing documents again that they only wished they could while at home. Ink had dried up, printers suffered tantrums from being idle, and paper curled from humidity. As the world transforms to a digital society and we grow greener, we should be breaking the mold as higher education institutions and embracing the power we have at our fingertips. By reducing or eliminating our printing use, we work toward our social environmental accountability, and cost savings on paper, toner, and time. We proved over those 18 months that colleagues and students were able to adapt to working without being tied to a printer while we were away from campus. Let's stop and think for a moment: Does every employee need a printer in their office? Do students need to print work that is stored in the cloud or emailed to their professors? Do we truly need an overabundance of printers?