CTEL Online Webinars
This is a library of webinar recordings that USM has purchased with rights to share with USM faculty. You need to be on a USM campus to access these recordings. The link will take you to a page that allows you to download handouts and view the video.
If you wish to watch the videos from home, you can check the videos out from the USM libraries.
These webinars, developed by Magna, range from 20 Minute Mentor sessions focusing on a single subject to 75 minute webinars covering broader topics. We will continue to purchase these to build a broad range of learning opportunities for our online and blended faculty. Each link includes a link to upcoming or recorded seminars. If you should see one that you think would have broad appeal, please speak to one of us at CTEL.
Linda Suskie, an internationally recognized expert on a broad range of higher education assessment topics that include learning goals, student learning styles and assessment tools, will share research-supported strategies that have proven effective in promoting deep, lasting student learning.
During this 20 minute program, you will learn:
|•||Seventeen research-supported strategies for maximizing the effectiveness of student learning.|
|•||Real-life examples of how courses can be designed to incorporate these proven strategies.|
|•||How to identify learning strategies or areas that you can improve on in your teaching.|
Led by Dr. B. Jean Mandernach of Park University, this idea-filled presentation helps you create an environment where students feel motivated to invest themselves fully in the learning process. You’ll discover:
|•||Methods of engaging online students efficiently and effectively.|
|•||Empirically supported instructional strategies to increase students’ interest|
|•||Ways to modify instructional approaches to be more active and authentic.|
|•||Low- (or no-) cost strategies that foster a personal connection with students.|
|•||Approaches for addressing the cognitive barriers associated with online learning.|
According to information services expert Eric Frierson, asynchronous online environments require proactive planning and design.
In this session, Frierson brings together new and old technology to help you anticipate student questions and interests. You’ll discover techniques for creating more engaging, more instinctively responsive course sites.
In this 75-minute seminar, you’ll learn how to:
|Define “teachable moments” and explain why they are important in physical and online classes.|
|•||“Think like a novice,” reviewing your instructions and assignments from a student perspective to pinpoint when and where teachable moments happen.|
|•||Retrofit or create from scratch classes that anticipate student needs and proactively meet those needs, leveraging the power of the hypertext.|
|•||Identify places students will struggle, and use creative placement of help to be as close to the teachable moment as possible.|
|•||Pull from available, embeddable Internet sources to enrich your course materials, allowing students to go on instructor-sanctioned digressions.|
|•||Use Web 2.0 tools to expand, engage, and answer questions.|
During this 90-minute audio presentation, Dr. Ficek, Director of Instructional Technology Services at Minnesota State University Moorhead, discusses:
|•||Elements of a successful instructional wiki project.|
|•||Recommended wiki project types for the classroom.|
|•||How wikis streamline and support the collaborative process.|
|•||How to create the all-important opening page.|
|•||Best practices for page structure.|
|•||How wikis help develop student organizational skills for digital and other assets.|
|•||How to monitor and troubleshoot wiki proje|
Join two experienced department leaders, Dr. Cynthia Tweedell and Dr. George Howell, for a 75-minute session that examines their tried-and-true system for overseeing a large adjunct faculty pool.
Leave this seminar with a thorough understanding of how to create an effective system for managing your adjunct instructors with special attention paid to selection, class assignment, evaluation, and improvement.
Discover how to:
|•||Utilize a clear system for screening and selecting quality adjunct faculty.|
|•||Implement orientation and training for consistent learning outcomes|
|•||Implement ongoing faculty development for adjuncts.|
|•||Implement a system of faculty evaluation of teaching. (Handouts included!)|
|•||Retain quality adjuncts by rewarding them for quality teaching.|
In just 60 minutes you will learn:
|•||The advantages, disadvantages and potential challenges of teaching standardized courses|
|•||Ways to make teaching more effective and satisfying|
|•||How course developers can better anticipate teaching issues arising from standardized courses|
|•||How to make personal contributions within the course’s “standardized content"|
In this seminar, Debi Moon, J.D. and Rob Jenkins, M.A. will share simple but effective steps to shield your online programming and limit costly court battles.
This audio online seminar covers:
The top three legal landmines in an online program
|•||How to identify your chief areas of risk|
|•||Establishing informed policies on copyright and computer use|
|•||Recognizing and closing gaps in risk management strategies|
|•||Designing contracts to protect investments in faculty-developed materials|
|•||Analyzing websites for potential copyright violations|
|•||Informing faculty and staff on copyright regulations|
|•||Avoiding defamation or harassment issues online|
|•||Online education and disability legislation|
Communications expert, Professor Kerry Ramsay introduces faculty neophytes to the many ways that Twitter can be adapted to improve college teaching.
This 90-minute audio online seminar covers:
|•||Getting started with Twitter|
|•||Identifying relevant people and organizations to follow on Twitter|
|•||Professional versus personal Twitter uses|
|•||“140 character” ways to get your students focused on key material|
|•||Essential social media lingo|
|•||How Tweetdeck simplifies Twitter use|
|•||Developing a loyal Twitter following|
|•||Creative ways to use Twitter for research and assignments|
|•||How Twitter can improve classroom participation levels|
|•||Social media adaptations for both large and small classroom settings|
In this 60-minute audio online seminar aimed at creating efficient, effective, and manageable online group projects. Topics explore every element of the process–from inception, implementation, and evaluation to resource management and student-to-student interactions.
In just 60 minutes, learn how to:
|•||Create dynamic assignments that align with existing online framework|
|•||Attack and change negative student perception of group projects|
|•||Structure assignments for maximum efficiency|
|•||Increase student satisfaction and engagement|
|•||Take advantage of new Web 2.0 tools|
|•||Implement instructor and peer support systems|
|•||Teach students how to work in groups through more efficient use of cognitive energy|
In this 90-minute seminar, you’ll learn about the AOF and how it can be used to empower instructors and enhance online learning. You’ll leave this seminar knowing:
|•||The key criteria that influence student satisfaction and learning.|
|•||How to meet these criteria in an online (as opposed to face-to-face) environment.|
|•||The different roles of an online facilitator: pedagogical, social, managerial and technical.|
|•||Specific techniques that improve online teaching effectiveness.|
|•||The value of a Facilitation Activity Record in structuring successful repeated facilitation.|
|•||How to guide peer evaluation of facilitator performance in the online classroom.|
In The New (And Old) Ways Students Cheat: What You Can Do About It, Dr. Howell, of BYU’s continuing-education department, looks at the ways students cheat and the tools institutions can use to thwart them. In a content-rich, 75-minute presentation, he surveys both high-tech and low-tech cheating methods. Then, you’ll learn about the latest intervention methods (as well as “old faithful” techniques). (description)
Students think that “everyone” cheats at colleges and universities, which is one reason cheating is a difficult problem to address. In addition, students have easy access to cheating technologies, and the legal issues involved with enforcing cheating penalties are not widely known or understood.
As an educator, you can take comfort in the fact that knowledge is power. You have the opportunity to discover solutions to the cheating epidemic in the video seminar Cheating: A Legal Primer Toolkit for Faculty and Administrators.
Led by two experts in the field of academic cheating, the seminar will help you:
|•||Create a culture of academic integrity on your own campus.|
|•||Avoid legal issues that result from commonly-used confrontation methods.|
|•||Combat the social norm that condones cheating by using five proven techniques in your classroom.|
|•||Understand how to handle students involved in a cheating investigation.|
How can I Clarify Fuzzy Learning Goals? (20 minutes)
To effectively teach and assess student performance, as well as to help students learn at an optimal level, it is important that learning goals be as clear as possible.
During this seminar, Linda Suskie will discuss a variety of ways to clarify learning goals that may be vague or unclear. In this 20 minute program, you will learn:
|•||The impact of fuzzy learning goals on students’ ability to learn.|
|•||How to clarify goals that are vague or unclear.|
|•||How to use rubrics, describe successful behaviors or ask “Why?” to help clarifying fuzzy learning goals.|
Suskie recommends that you:
|•||Use action words that describe what graduates should be able to do.|
|•||Brainstorm how successful and unsuccessful alumni would differ.|
|•||Use rubrics or rating scales to help define broad goals.|
The program also includes supplemental materials that feature examples of fuzzy learning goals, checklists, and recommended resources.
A properly crafted question can engage students’ interest, foster ideas and contributions from other students, and in little time at all help transform what may have been an uninspired or “flat” classroom into a hotbed of learning in which the ideas and comments of one student are quickly built on by another.
During this 20 minute program, you will learn:
|•||The difference between good and bad discussion questions.|
|•||Why questions written for a test or essay do not work in an online environment.|
|•||How to tease out a good question from different subject matter.|
|•||Key do’s and don’ts to consider in writing good online discussion questions.|
The program also includes supplemental materials that feature discussion questions to avoid, discussion questions to use, managing discussion and a sample discussion rubric.
Free Web 2.0 Tools to Use Inside your LMS (90 minutes)
Presenter Barry Dahl will demonstrate how to find and use high quality Web 2.0 applications in college classes. The best news is: everything he will recommend is available to your institution at absolutely no charge!
This audio online seminar will discuss helpful ways to combine these online applications with a course’s virtual learning environment–seamlessly and effectively. This topic has consistently been Dahl’s most heavily attended workshop, demonstrating the growing interest in adopting these tools.
This seminar will cover:
|•||Which free web tools to use and which to avoid|
|•||Seamlessly integrating web tools with your Learning Management System|
|•||Student authoring tools for your online component|
|•||Adding web content to an online course with two button clicks|
|•||Creating screencast demonstrations to explain tools to students|
|•||Collaborative group research projects for online sharing|
|•||“Poking holes” in your LMS to allow communication with the outside world|
|•||Specific examples of outcomes for faculty tasks and student assignments|
This demonstration will be conducted using Desire2Learn, but the same principles would apply to any other LMS, including Blackboard, Angel, Moodle, etc.
A longstanding weakness of online courses has been that discussion typically has been separated from the lecture. As a result, students have been forced to view online presentations in their entirety before posting discussion questions.
However, with the availability of VoiceThread, a new technology that allows educators to host secure conversations using media that include videos, images or presentations, students can now post comments within a lecture itself. In this program, Dr. John Orlando, an expert in distance education program development, will discuss how VoiceThread can add a whole new element of interaction to an online course.
During this 20 minute program, you will:
|•||Understand how VoiceThread helps teachers overcome a major handicap of online education and greatly increase student involvement in online learning.|
|•||Learn how to develop and deliver an online presentation that allows students to embed comments within the lecture.|
|•||Learn about the experiences of a teacher who is currently using VoiceThread in her class.|