Cathy Barnes' work included in Humanizing Online Instruction by Whitney Kilgore.
2015 - Melanie Bauer - Apple Distinguished Educator Award
2016 - Tavari Keel - Outstanding Student Award
There is a creativity gap in the U.S. because creative thinking is in a decline for all ages and creative thinking is in demand by future-oriented organizations. Our economic growth and job opportunities are increasingly based on our imagination, creativity, and ability to innovate. To address the creativity gap, an online creativity competency module will be demonstrated that has the potential to improve the creative-thinking knowledge, skills, and attitudes of college students.
This project was done with the goal of improving the alignment of learning goals within the University of Cincinnati’s Children’s Literature course. This online course was enhanced to assess outcomes through flexible methods to more effectively measure students’ growth. The new curriculum was developed around the situated cognition theory, providing in-service teachers with a more authentic experience, such as the creation of dialogic reading videos and literacy-based lesson plans.
The Onboarding program at American Modern Insurance Group is a comprehensive curriculum designed to introduce the company to new employees during their first 2 1/2 days. The program design and development was a collaborative effort that included representatives from several areas of the company. The program is offered biweekly to new employees, as well as existing ones interested in learning more about the company.
Subnetting is a strategy to give devices a unique identity, when there are a limited number of IP addresses available. This can be a difficult concept for students to master. Many students learn shortcuts or tricks to finding answers for exams and class assignments, but never fully understand how the address space is divided and what logic is being used to make the shortcuts work. This module is designed to help students look under the hood, to better understand the logic behind the calculations they will need to perform in class, on the job, and during certification exams.
This product is for the third year graduate students in the Doctorate of Physical Therapy program. When this course begins, the students will have just returned from a clinical rotation and will likely be more engaged with application-based activities. During the semester conversion, this course was re-imagined as a shortened, intensive course that would be held over 4 weeks at the end of the fall semester. Any additional course material would be presented online. This product will be used to introduce the course and present the foundational framework needed for problem-based learning during the face-to-face portion of the course.
This presentation will review a design-based research (DBR) process to develop an online interprofessional course for healthcare students. It will highlight the DBR exploration and analysis phase using a participatory action methodology. The theoretical support, selection, and description of the participatory methods (n=39) and analysis of the results will be included. The DBR design and construction phase will be noted along with the empirical study plans to assess this course when piloted in spring 2015.
Zach Warner and John Lee
Motivational interviewing (MI) is a collaborative, goal-oriented style of communication founded on the belief that how one interacts with people has a significant effect on their motivations for change. As the use of MI becomes more prevalent in school settings, training designed specifically for school personnel will be important. This web-based training is being constructed to supplement traditional face-to-face training using the principles of the cognitive apprenticeship instructional model. Through the use of text, graphics, interactive components, and video, users will be able to proceed through a situated training aligned with their given careers.
In today's higher education environment, mobile technology is quickly being integrated into most aspects of our students’ lives. This presentation will feature a short video sharing the authentic learning experiences of two faculty members who used the TPACK and SAMR models, in conjunction with AppleTVs to untether themselves from the podium and create opportunities for active learning. It will also include an overview of the pedagogical benefits of being untethered in the classroom.
Higher education institutions continue to offer more and more online courses and programs. According to the most current statistics available, nearly one third of college students have taken at least one online course (Allan & Seaman, 2013). Just as these students must adapt their learning and studying skills to a new environment, faculty must adapt their teaching methods to meet the needs of online education. In this learning environment, faculty will learn more about best practices for teaching online. Faculty will also begin to form a professional learning community where they can share with one another tips, ideas, and experiences related to online teaching.