Promoting online department PLCs can increase a sense of community for faculty in addition to providing an avenue for sharing UDL strategies. This session will share results and approaches of PLC research in two different universities focusing on community and online UDL teaching practices.

As faculty members continue to move to open educational practices (OEP) with the integration of open educational resources (OER) and other digital content into their online and blended classrooms to ensure a high-quality and transformative educational experience for students, it is important to have a foundation in copyright and intellectual property issues. To prepare faculty for the changing educational landscape, a community college library offered a 12-week copyright and intellectual property learning community. This professional development opportunity was designed with an understanding of the demands on faculty over the course of a semester and utilized a mixture of self-paced learning, online discussions, and synchronous opportunities to connect all members in the discussion. This presentation will discuss the design of this program, the digital tools used to deliver the content, and overall reflections of the learning community with attention to the results from pre- and post-learning community surveys of participants. Attendees of this presentation will have an understanding of how to offer a similar copyright and intellectual property learning community.

Culturally-relevant pedagogies have been shown to help students from marginalized communities succeed in a variety of fields including STEM-related areas. Culturally-relevant computing values explicit connections between students’ home cultures and the concepts and practices of Computer Science (CS). This presentation will provide an overview of a three-day professional development workshop focused on culturally-relevant computing delivered by the College of Education, University of Hawaiʻi at Mānoa in partnership with the Hawaiʻi State Department of Education to upper elementary educators in Hawaiʻi in June 2022. The professional development workshop is part of a National Science Foundation grant project to prepare elementary teachers to effectively integrate CS education into their teaching through culturally-relevant computing. This three-day, face-to-face workshop introduced educators to the concept of culturally-relevant computing (CRC). The goal was to promote instruction that values CS outcomes while simultaneously valuing culture-based outcomes. The workshop used dialogue and concrete examples to model how to integrate CS into teaching while promoting Hawaii's unique place, culture, and language.

The workshop was designed to be as relevant and hands-on as possible. After a brief introduction to a few key concepts (e.g., culture, cultural relevance, cultural responsiveness), the majority of the workshop focused on experiencing, as learners and instructors, CRC modules designed by the grant team. These concrete examples were used to create shared experiences that will facilitate dialogue around the “what, why, and how” of designing culturally-relevant computing lessons and resources. Presenters will provide reflections about the implementation and on the effectiveness of the CRC professional development workshop. Finally, implications for the design of CRC modules are provided.

COVID-19 changed teaching practices in the Philippines at all levels. It created a stressful situation for educators, given the demands of new teaching and learning modalities and the persistent worry of getting sick, triggering psycho-social and physiological health issues. Most needed to prepare on how to respond and found themselves struggling in engaging students.

In late fall 2021, the presenter conversed with university administrators in preparing faculty to meet the demands of shifting teaching practices. After several zoom meetings, the university contracted with the presenter to deliver a 10-week online faculty development program focusing on designing online, blended, and hyflex learning experiences.

Two batches of faculty participants completed the program in 2022: March to June and September to December. The university recruited twenty faculty members for each set across the colleges and external campuses. The program curriculum covered design models involving learner analysis and mapping content, tasks, and schedule. Several participants from the second batch had opportunities to create prototype modules using a learning management system.

The presentation will describe and discuss the program curriculum, including activities. The presenter will summarize key points from the data collected during the program implementation and discuss them in alignment with the essential elements and principles from Kirkpatrick's Evaluation Model.

The presenter will also discuss challenges in designing the program and the responses received from the participants. Also, further discussions will cover decisions made on teaching formats, tools, and applications to support the changing practices, interactive strategies, synchronous and asynchronous activities, and assessment strategies. Finally, the presenter will share insights and recommendations for future program design.

Diverse voices from different ethnicities and backgrounds can make learning, training, and marketing more effective for a number of reasons. According to research, exposure to diverse perspectives can lead to increased creativity and problem-solving ability. In addition, using diverse voices in learning materials can increase the perceived inclusivity and relevance of the content, leading to greater engagement and retention among learners. However, there are also potential drawbacks to using diverse voices in learning, training, marketing, and presentations. For example, if not done thoughtfully, using diverse voices can risk tokenization or stereotype reinforcement. It is important to ensure that diverse voices are included in a meaningful and respectful way, rather than simply as a superficial display of diversity.

Post-pandemic days are defined by the word DROP. Musicians drop songs, publishers drop books, economists drop financial forecasts, and the Nobel Prize Committee drops honors upon physicists, economists, literati, and others. This interactive presentation reveals that a DROP is a new acronym in education, uniting administrators, teachers, and learners in ways that may not have been considered before. A basis is proposed for the educational DROP and participants are invited to add to it. The presentation is interactive and uses mind-mapping techniques to engage.

First, an outline of the acronym DROP will be proposed as a groundwork for brainstorming. D will be seen to mean diversity, disruption, discovery, and other things, as participants may suggest; R indicates reflection, recapitulation, re-examination; O opportunity, observation, openness, and more; P means participation, perspective, problem-solving, etc.

Mind-maps will be deployed to show conceptual and practicable connections among participants’ suggestions.
Sharing and discussion of mind-maps will stimulate new, different, or enhanced ideas to add to the presenter-proposed DROP elements. As each DROP letter is set aside to consider the next, participants will propose how the DROP may be included in curricula in their own disciplines. Finally, a group-produced mind map will be born to serve as a template for curriculum development across disciplines.

Participants will see tangibly that D is no longer just disruption; it is diversity and discovery and other things, not necessarily dependent upon any single interest. For its part, R is not just remediation for the community college; it indicates reflection and re-examination too. O stands for opportunities arising from the acquisition of new observational skills, and P implies participation for problem-solving. Community college personnel will learn new ways to stimulate learning and achieve progress by sharing "drops" across the curriculum.

Today's online instructor is accustomed to using rubrics to assess student work with the assumption that uniformity will translate to fairness; it can also reduce grading time. There are also perks for the student, including access to the grading parameters while working on an assignment to guide in the chunking of large projects into manageable parts, reinforcement of instructions, a way to proofread for completeness, and practice with self-assessment for future work. A completed rubric in the grade book can obviously also highlight strengths and weaknesses that will need to be addressed as a student progresses through their program. That being said, confusing or inconsistent structure, insufficient detail within the grid, poorly chosen point values, and lack of individualized commentary diminish rubric worth; if a student feels like asking, "did you actually read my paper?" it is clear that grading via that rubric did not provide pedagogical purpose. Lost in the shuffle too often between course developers, limitations of Learning Management Systems, instructors, and students is a need for "humanized" development and use of rubrics. This session will present a short history of the rubric, followed by descriptions and benefits/shortcomings of several kinds, including holistic, analytical, single-point, developmental, and checklist matrices. Both good and "bad" examples will be shared, and online development tools will be investigated to help attendees learn how to develop strong, academically-sound rubrics.

During the summer of 2021, UH Mānoa's (UHM) esports program partnered with Activision-Blizzard, one of the largest video games companies in the world, to produce a series of tournaments during a time when COVID-19 had prevented a return to full-scale global events. Through the 20 internships created, UHM students shadowed the OWL crew, learning the skills required to run a league that included setting up the competition spaces for professional teams to play, running through the games’ integrity checks to keep competitions fair, and taking part in helping create content for the global broadcast of the league.

Implementing the High Impact Practice (HIP) of virtual Live Learning can increase a sense of belonging in the Higher Ed classroom and benefit both professors and students.

My presentation will cover the University of Arizona Global Campus’s (UAGC) Live Learning project for First Year Learners and focus on how it was implemented in mathematics courses.

In this interactive presentation, I’ll share about our successful live learning project at UAGC, and using multimedia, polls, real student quotes and success stories, I’ll relate how we went from a pilot to full implementation using examples that relate to those in attendance.

• Who Benefits: Student Success Stories
• Why this High Impact Practice (HIP) is especially beneficial in STEM courses.
• A belonging approach: The Three C’s of Live Learning
• The power of connections: Connect with learners & Connect course material to real life. Next, students are primed to be receptive to Clear Concise explanations (delivered with enthusiasm).
• Quality Matters: How to Expand Successfully
• Multiply Student Success: How More Learners can Benefit

Throughout the presentation, there will be polls and collaborative moments including these: why connecting with students initially pays off, best practices to connect online, and how to collect data and share it to enlist University support. I’ll address how to select a topic for required live learning and how to fully prepare other professors to host live learning. Interacting with students live has intrinsic rewards for professors; I’ll share ideas on how to mine that gold to address and eliminate student pain points.

Participants will leave inspired by student stories and equipped with a toolkit of supplies and insider know-how on implementing required and optional live learning in their classes.

Computer-mediated Communication (CMC) indicates any type of communication that utilizes computer programs or networked services such as social media. Many studies were conducted to show the effectiveness of these CMC technologies on collaborative writing for L2 students. This review paper identifies benefits and issues of computer-mediated collaborative writing for L2 learners and provides some useful guidelines for L2 instructors and instructional designers. With the benefits of latest technologies and social interaction, many studies revealed that collaborative writing using CMC improved L2 students’ writing skills and had a positive impact on their motivation. It could also automatically enhance students’ critical thinking skills when they read and critique other students’ writing works. However, there were also studies which showed no significant effects on students’ performance. The negative results were due to some technological limitations and people issues inherent in collaborative learning which demands constant interaction among people with diverse backgrounds and characteristics. Therefore, more careful instructional design and instructors’ facilitation are required to overcome both technology and people issues. The findings and implication from this study on L2 learners can be applied to any online courses which utilize CMC tools for collaborative writing projects.