Sessions

Discover the transformative influence of HTML in shaping accessible online course design within the Canvas Learning Management System. Delve into the fundamentals of HTML, exploring its role in crafting engaging, inclusive course content. Uncover the benefits of integrating HTML elements, fostering interactive learning experiences and promoting equitable access for all students, including those reliant on assistive technologies. Join us for an exploration of how HTML can revolutionize the way we design online courses, ensuring a more inclusive educational environment for diverse learners

Students bring different levels of English proficiency to our colleges and classes. While we offer classes in ESL and expect that we can teach subjects like student success and introduction to online learning in English, students will also benefit from learning in the language they prefer. This is especially true for subjects where students can immediately apply what they’ve learned in their other classes, elsewhere in the college, or in their everyday lives.At Imperial Valley College, we have made creative use of Canvas to help students learn how to be successful online learners, using the language they prefer. We are also working on a class to help students achieve the mindset that will make them excel in any class. By letting each student choose the language of their instruction, we help them learn these foundational skills in an environment that is comfortable, accessible to them, and opens the possibilities to achieve everything they want to in life.In this session, you’ll learn a unique way to help students achieve the learning outcomes of a particular course in the language they prefer. We’ll share the process of creating the first course and demonstrate the techniques within Canvas that make this teaching and learning experience possible.

Explore the critical role of immediate feedback in the digital classroom. This presentation will examine the pedagogical foundations of prompt responsiveness to student work and discuss how it boosts engagement, comprehension, and academic performance. Attendees will be introduced to an array of tools and strategies that facilitate quick and effective feedback mechanisms. Practical insights will be offered on integrating these methods into online teaching practices to foster a more dynamic and responsive learning environment.

The Open for Anti-Racism Program (OFAR) supports California Community College faculty aiming to leverage Open Education to make their teaching antiracist. Now in its fourth year, OFAR emerged as a response to institutional statements decrying racism but often lacking practical faculty support to transform teaching practices.The one-year fully remote program entails a fall online 6-week course where program participants learn about Antiracist Pedagogy, Open Educational Resources, and Open Pedagogy, and the connections between these. The capstone project is an action plan for implementing a concrete change the following semester by integrating OER or open pedagogy as a way to make the class antiracist.In the spring, participants implement their action plans to engage students in curating and creating knowledge. Examples include collaborating on syllabus expectations, researching public health issues, and sharing their own family stories, all of which engage students to co-create course content. Participants receive on-going support through monthly webinars featuring speakers on anti-racism, regular meetings with coaches, and dedicated OER support.During this session, hear from program leaders and former participants about their experience in the program. Learn about research on faculty perceptions and student outcomes, as well as administrative support and institutional impact.The audience will participate in a dialogue on how their institution can effectively engage with anti-racist pedagogy. Participants at all levels of knowledge are welcome!

We are always looking for our online students to engage with us and trying to figure out how to connect with them. Teaching online as an effective teacher is hard work if you’re doing it well! In this session we will look in the mirror and get to know ourselves better so that we can be our best selves as online teachers.The society we live in is full of distractions. Do you find yourself unable to get work done “at work”? I know I do. We will discuss why we are not able to stay focused, why it is not our fault, and what we can do about it.It’s a simple concept when you really think about it, grade in the best mood possible and you will be a more equitable grader. So how do we know when we will be our best selves? Let’s look at circadian science and study how we can use it to grade equitably.Have you ever felt like you were walking up an escalator that’s going down? Post-pandemic, many instructors have experienced overwhelming workloads, an inability to disconnect, and challenges in setting boundaries. It’s turned into a burnout epidemic! We will discuss burnout and why it is at an all-time high. How can we avoid sizzling out when teaching online? Let’s discover together in this session.

This session will provide information on the Solano College Canvas Cleanup project. After 10 years of Canvas usage for online instruction (and a pandemic), thousands of shells sit dormant and slow down our operations. The DE Coordinator created a plan to archive shells, organize terms, and establish guidelines for record retention and faculty preparation. The results of this year long project have yielded a faster learning management system, organized terms, and a smooth transition to ILP-Banner/Saas.

The primary goal of this panel discussion is to explore and discuss strategies for enhancing the effectiveness of distance education, and in particular the role of a local Distance Education Handbook. We aim to bring together key stakeholders (DE coordinators, instructional designers, etc.) from different CCCs to talk about the processes they follow to construct and maintain their DE handbooks. We will highlight successes, challenges, and recommendations to higher education institutions on how they can develop and maintain a DE handbook. Many considerations go into a large project such as the DE handbook, including identifying stakeholders, developing content and emphasis, selecting a platform for publication, determining organization and design, setting the visibility, etc. DE coordinators also should consider how to ensure that a DE Handbook becomes an integral resource regularly used by stakeholders. We hope that our perspectives shared, and a broader discussion will help other colleges to develop and enhance their own local DE handbooks.

Discover how Chaffey College is transforming education with Instructure’s Custom Development team through a project that connects Canvas Outcomes and Canvas Credentials at the root account LMS level for the institution. This session will showcase the custom-built Outcomes/Credential Alignment Tool and how it has been used to scale competency-based education, assess employability skills across the curriculum, and grant nearly 30,000 digital microcredentials to over 9,000 students. Presenters will provide participants with a comprehensive view of outcomes alignment and student progress, thereby empowering students with real-time insights beyond conventional grading systems. Engage in a detailed exploration of the development and practical implementation of this technological innovation at Chaffey College and learn strategies for leveraging the technology at other educational institutions.

This session will explore Chaffey College’s use of Canvas Outcomes and Credentials to chart Academic, Community and Employability Skills (ACES) and bridge existing curriculum with transferable skills crucial to career readiness. Through the integration of Canvas Outcomes, Chaffey has developed a robust framework to assess and track key competencies that are aligned with institutional learning outcomes (ILOs) and employer demands. Discover how embedded outcomes within Canvas rubrics facilitate the evaluation of student learning, allowing instructors to assess skills such as critical thinking, innovation, and empathy. Through a Canvas Outcomes/Credential Dashboard, faculty gain real-time insights into students’ progress, empowering both educators and learners to transcend conventional grading systems and focus on tangible, skills-based learning.

But what happens when we don’t have a good discussion board prompt? Similar responses, if not exactly the same responses; no original thought; the threat or hint of plagiarism; stagnant conversations; students and faculty not wanting to engage. And that’s probably just the tip of the iceberg. So let’s do something about that! This presentation will discuss the elements of crafting motivating, invigorating, and engaging discussion board questions that POP, provide examples of revised discussion board questions from boring to extraordinary, and allow participants to share discussion board question to create extraordinary prompts using guided principles and feedback. So come to the table with your discussion board questions and let’s get engaged!

As of Fall 2023, I removed penalties surrounding submitted late work. Join me in this interactive session where we explore the untapped potential by challenging the conventional approach surrounding late penalties. I will share the inspiration, strategy, the data from 8 classes, and the research. Participants are invited to share theirs and discuss benefits, and challenges to removing penalties. Discover the outcomes of prioritizing learning over punitive measures unveiling a path towards equity in online learning.

This presentation explores learning that took place during the pandemic for science lab courses that were changed from on-campus and face-to-face to online delivery. Science lab classes were not traditionally considered amenable to online teaching and thus presented a challenge to both teaching and learning during the 2020-2022 pandemic shut down. Because most science labs are the “hands-on” portion of the course, science lab instructors typically did not teach this part of the course online before the pandemic. Thus, during the forced move to distance education, we explored a new paradigm of teaching and expected our students to adapt to the new structure to learn. We, like many other science lab instructors developed a “home kit” approach to provide the necessary instruction as dictated by the SLOs and accreditation requirements. During the pandemic we investigated our approach to science lab teaching and learning delivered through distance education. While there are some severe limitations to teaching a hands-on course remotely, we made several observations suggesting this approach might have applications in the future that should be investigate more thoroughly. Some student needs were addressed, but more significantly some student learning was enhanced through learning options that were not anticipated. The home lab kit approach requires more preparation work by the students, thus enhancing their familiarity with the material and scientific experimentation and provides an opportunity to build self-reliance. Because of the need for home-preparation, instructors spent more time discussing procedures, preparation and experimental design. We, propose a model for science labs going forward from the pandemic that considers the construct that the students are hybrid, rather than the course being hybrid. The limitations to this model will be discussed as well as the home lab kit contents, objectives addressed and student impressions collected through surveys.

Are you looking to enhance both student success and grading efficiency? PlayPosit stands out as the premier instructional design studio, providing instructors with the simplicity and flexibility needed to create an active learning experience. This involves layering a wide variety of interactions, resources, customizable feedback, and more onto video, audio, or text. PlayPosit seamlessly integrates with Canvas, offering a smooth experience for learners and impressive learning analytics to elevate instructional quality and student outcomes.In this session, we will delve into how colleges and universities are leveraging PlayPosit to amplify instructional impact and elevate the learning experience. We’ll examine practical applications and provide instructions on getting started.

This session will examine best practices in online instruction in higher education and highlight the important role that the instructor plays in facilitating student learning and engagement. I will also provide strategies for student engagement in the online classroom. (Based on research I conducted for a book I wrote published by Rowman and Littlefield titled Instructor Social Presence: An Essential Tool for Online Student Engagement and Persistence in Higher Education)

This presentation begins with a 5-minute introduction providing an overview of the key topics: the art of influencing mindset changes, effective professional development strategies, and innovative approaches in distance education. The subsequent 15-minute segment delves into the realm of behavioral neuroscience, highlighting key principles related to decision-making and change. Emphasizing the importance of targeting individuals already open to conversion, the presentation suggests tactics such as asking for small commitments and offering participants free incentives.The next 15-minute section explores the efficacy of professional development through Communities of Practice (CoP) and introduces the concept of 30-minute “firehose” sessions. The discussion encompasses the structure, benefits, and challenges associated with CoPs, as well as the unique attributes of firehose sessions.The final segment, also spanning 15 minutes, addresses the challenges in encouraging faculty to adopt new teaching methods in distance education. Presenters and attendees will brainstorm strategies for motivating faculty to experiment with novel techniques to ensure ongoing faculty training for distance education. The presentation concludes by providing additional resources for further exploration of the discussed topics and with a Q&A.

Learn practical techniques to ensure students not only write more effectively with the support of AI but also approach its capabilities with a discerning and thoughtful lens. Equip your students with the tools and knowledge they need to thrive in the rapidly evolving landscape of academia and beyond.

Good online teaching requires a delicate balance of following laws and adhering to best practices, while also embracing your individual academic voice and freedom. This session will explore the boundaries of all three and how they can work together to create an exceptional learning experience for your students. Join two distance education coordinators as they share how they support instructors in navigating the tension between what they need to do and what they want to do.

Cañada College started its OER/ZTC journey in Spring 2019, when the ASCCC OERI Liaison being named. Soon afterwards, the College and its District (San Mateo County CCD) delved into equity and anti-racism work, which included the expansion of OER/ZTC. Reliable accounting of ZTC and LTC courses started in Spring 2021. So much has changed in the world and in education since then—so what trends can be seen?Cañada has collected enrollment, success, retention and persistence data on ZTC and LTC courses since Spring 2021; this presentation will discuss those findings, including demographic data, cohort data, and more. They also showcase disproportionately impacted groups, which is allowing the College to address known needs and gaps. What has Cañada already done to address some of these gaps, and what are some ideas for the future?This presentation has several aims. For those colleges who are still early in their OER/ZTC journey, these data may bring insight and give them ideas to include in creating their pathways. For colleges who have travelled down the OER/ZTC path for quite some time, these data may give them a comparison to their own institutions.

With the disruption of higher education due to Covid-19 starting to fade in the rearview mirror, it is time to reflect: what have we learned from the sudden shift from teaching in the classroom to teaching online? How do the mistakes and the successes inform our teaching practices, particularly when teaching live synchronous sessions? What can we do to leverage the strengths of the synchronous modality while mitigating the challenges instructors typically struggle with?

When Irvine Valley College was challenged with how to increase faculty awareness and engagement in adopting OER and creating ZTC courses and degree pathways under California’s OER Initiative, a faculty community of practice proved to be a successful method of launching the campus into a new era. This session will explain how to promote, create, and conduct a successful OER community of practice, plus address sticking points, faculty concerns, and ways to overcome them.

It’s not always easy to know what copyright laws allow academic institutions to use for instruction. Fair Use, the TEACH Act, the Classroom Use Exemption, and public domain all give provisions for some limited use of copyrighted materials in certain circumstances. In addition, there are Open Educational Resources (OER’s) that are free to use with minimal restrictions if you know how to find them. In this presentation, participants will learn what they are legally allowed to do with copyrighted materials, when they may NOT use copyrighted materials without permission, and where to go to find quality Open Educational Resources for the subject area.

The dog barks, the text message sounds off, and social media notifications are popping up on their phone screens every few minutes. Students who are learning remotely have a barrage of distractions that are competing for their attention and often times your pre-recorded lectures are not getting the facetime they deserve. In this presentation we’re going to discuss how limited our attention has become, how difficult it is for students to consolidate new information from their working memory to their long-term memory and ways that we can better edit our pre-recorded video lectures so we can maintain attention spans for longer and increase the absorption of lecture material.

First, we need to get our students’ attention to properly engage them in any format- online, hybrid, and face-to-face. Then, we need to keep their attention! Students today have SO many distractions, so it’s up to us as professors to seek and gain their attention for true engagement. Based on a series of articles from Harvard Business Review, you will learn the top three techniques to engage your students online. You will learn how to use physical movement (yes, even online!) as a form of engagement, how to engage your students mentally to break past their desire for multi-tasking or zoning out, and how to use linguistic engagement techniques to capture and keep the attention of your students online. Lastly, you will learn how to combine all three techniques for the best engagement effect for all your classes- online, hybrid, and face-to-face.

This session goes beyond theory, offering concrete takeaways for attendees seeking to leverage AI in their classrooms. Through live demonstrations, attendees will witness the direct impact of AI on students’ critical thinking and research capabilities. Examples from our study will illuminate successful AI assessment use cases, ensuring participants can evaluate and integrate AI effectively within their own courses. Attendees will leave with a roadmap to create assignments, projects, and assessments that empower students to apply AI tools in real-world academic scenarios.

In this session, faculty from Saddleback College will explore effective strategies and tools for addressing challenging topics within the classroom setting. From fostering inclusivity to managing differing perspectives, this panel aims to provide valuable insights into creating a respectful and open learning environment. Gain practical tips on facilitating constructive discussions that promote understanding and engagement among students, while navigating sensitive subjects with empathy and skill.

Etienne Wenger, author of Cultivating Communities of Practice: A Guide to Managing Knowledge, stated, “We need others to complement and develop our own expertise. This collective character of knowledge does not mean that individuals don’t count. In fact, the best communities welcome strong personalities and encourage disagreements and debates. Controversy is part of what makes a community vital, effective, and productive.” At Coastline College, we must have one of those “Best Communities” because our faculty includes strong personalities, ongoing disagreements, and endless debates. Despite these self-inflicted challenges, a constituent of faculty tempered their personalities, set aside disagreements, and curtailed the academic freedom debate to develop shared instructional resources to improve our students’ educational experience. This presentation will highlight the successes, failures, and future direction of our communities of practice.

AI is the rage in higher education. What if you could harness the good in AI, eliminate the bad, and support 24/7 tutoring in STEM courses? Learn how one tool promotes equitable access to AI tutoring and reduces the equity gap in STEM courses, with appropriate guardrails to eliminate cheating. This service has been tested successfully in California Community Colleges as well as nationally. Learn about the results of the pilots. We will conduct a live, AI-powered math tutoring session and solicit audience suggestions on how to interact and respond to the AI to test its capabilities. Participants will be able to work in small groups to test out the AI and verify just how accurate this is over ChatGPT, which has about a 30% accuracy rate in mathematics, for example, as well as test the tool for cheating capabilities.

Moving from a traditionally reactive response to accessibility to creating a proactive, inclusive learning environment involves adopting a systematic approach to curriculum design, development, and implementation approach. This session focuses on practical and concrete steps to implement the Universal Design for Learning (UDL) recommendations provided by the California Community Colleges Chancellor’s Office (CCCCO). The goal is to support programs as they enhance student access and success by transitioning from reactively retrofitting instructional materials to a proactive approach of mapping student success throughout the curriculum development process.We will discuss common accommodations and how incorporating UDL principles can drastically reduce their need. We will also explore how curriculum mapping can help programs integrate accessible, inclusive instructional materials and strategies from the start.

Generative Artificial Intelligence (AI) has emerged as a powerful tool in various domains, including content creation, design, and marketing. In the field of e-learning, generative AI offers exciting possibilities for audio narration, enabling the creation of synthetic voices that can enhance the learning experience.This session aims to discuss the benefits and drawbacks of using generative AI for e-learning audio narration. We will explore the potential of generative AI in transforming the educational landscape and reshaping the way audio content is produced for online learning platforms. Additionally, we will examine the ethical considerations and challenges associated with the use of generative AI in e-learning. Join us to gain insights into the latest advancements, case studies, and future prospects of generative AI for e-learning audio narration.

In Fall 2023, Coastline launched an innovative initiative leveraging technology to deliver a traditional method of education to one of the most disadvantaged student populations – our students who are currently incarcerated, Coastline’s Hope Scholars. Learn how we transitioned our traditional correspondence education model to delivery via the Canvas LMS within the California Department of Corrections and Rehabilitation (CDCR) prison facilities. The session will highlight the key differences between traditional asynchronous online instruction and correspondence learning, shed light on the benefits and challenges of integrating LMS delivery in this unique educational setting, and discuss how this approach increases access and equity for some of the state’s most disadvantaged students. We will share how LMS technology can play a pivotal role in promoting learning and rehabilitation within prison facilities.

With over 70 colleges having implemented Peer Online Course Review, chances are you’re either scaling up your program or still getting it off the ground. We’ve been there! In this session from San Joaquin Delta College, we’ll share how we took our process from painful to impactful!SJDC piloted POCR in 2020 and was the 13th college to earn Local POCR certification from the CVC in 2022. With over 30 badged courses to date, we’ve seen a lot and made many mistakes. We’re here to share a process we’ve fine-tuned over nearly 5 years, addressing numerous pitfalls to result in a highly streamlined, flexible, and transparent 3-phased program that bridges POCR with Zero Textbook Cost and sharable “Master Courses.”In addition to our process, we’ll discuss:
– Customizing POCR to align with campus initiatives such as ZTC, DEIA, and UDL.
– Making POCR less intimidating by establishing trust, transparency, preparation, and support.
– Determining who should be on your review team and why. Setting expectations and understanding coaching v. critiquing.
– What to put on your POCR website and in your presentations when sharing your process with stakeholders.
Come see where we’re going from here and bring your questions!

Are you getting the most out of modules? Are your students reading or watching the material in your modules? This presentation marries effective use of Canvas with leading learning theory to help you develop modules in Canvas that intentionally and explicitly walk your students through a learning process to maximize long-term learning.We’ll demonstrate how to apply learning theory to organize materials and activities in a module to maximize long-term learning by stepping your students through the three steps of learning: encoding, consolidating, and retrieving knowledge. We’ll provide examples of ways to use Canvas Pages, Discussions, and Assignments to optimize active learning and interaction to support the three steps of learning.Strategies discussed will include:
• presenting information in ways that invite students to actively engage with new material,
• crafting formative assessment to help students see where and how they are consolidating new information,
• integrating meta-cognitive activities to raise student awareness of their own learning.Participants will leave not only with solid ideas for designing learning using Canvas Modules, but also with access to templates they can import and modify for their own courses.

Join us as we explore the current landscape of instructional design in California Community Colleges. “Designing Equity” will provide insights into the traditional use of instructional designers’ skills and explore innovative approaches to maximize these resources to achieve better student outcomes and cultivate equitable learning environments.

In 2003, James Paul Gee’s book What Video Games Have to Teach Us About Learning and Literacy was published, launching us into the modern era of games and learning research and practice in the United States. From the outset, this phase of games and learning has been closely connected with the world of Distance Education as the two grew in parallel through the ongoing development of digital and online technologies in the 21st century. As practitioners and researchers who have worked in both of these connected fields, we will use this session to share our experience of the games and learning field in the last 21 years and the lessons we’ve learned that can be applied effectively to the design and delivery of online teaching and learning experiences. We will interweave an overview of key developments in the field of games and learning in the past 21 years with an exploration of game design elements that have been effectively adopted or in some cases missed in distance education practice. We will touch on both the beneficial lessons learned for distance education, and practices that have emerged or been rebranded through games and learning that have served primarily as distractions to the design and delivery of powerful educational experiences.

As a course reviewer, you may be tasked with reviewing courses outside your expertise. This session will equip you with practical strategies for evaluating courses in unfamiliar subject areas and delivering constructive feedback.

How can we really meet students where they are? And how do we fully support them to completion? These are key tenents of Vision 2030 which can be achieved by adding a new online educational modality to our California Community College toolkit: Direct Assessment (DA) Competency-Based Education (CBE).The California Community Colleges are at an exciting inflection point in its grant-funded initiative to bring this additional learning modality to California learners. Join us to learn more about Direct Assessment (DA) Competency-Based Education (CBE), how this learning approach honors our learners’ lived experiences, and how Canvas can be leveraged to deliver in this modality.

Artificial intelligence is becoming vital to the success of business across all industry sectors. We must equip our students to compete and thrive in an AI-infused world. In this session, participants will learn the fundamental concepts of AI: perception, representation/reasoning, natural interaction, and societal impact and how to integrate those AI concepts across grades, academic disciplines, and industry sectors.

In 2016, the San Mateo Community College District’s (SMCCD) Canvas rollout and training initiative marked a pivotal moment in advancing educational practices and embracing the digital era for a new generation of online and hybrid classes. Over the years as faculty members immersed themselves in the training and attended professional development offerings a collective realization emerged—there was a need for a new level of expertise to navigate the intricate landscape of online teaching pedagogy. The evolving nature of education in the digital realm demanded a tailored approach that went beyond the initial training’s scope. Thus, the birth of Quality Online Teaching & Learning 2! Tailored for faculty already familiar with the essentials of Canvas (Learning Management System), QOTL 2 delves deeper into equitable practices, engaging instructional design strategies, and a personalized learning journey. Recognizing the diverse needs of educators teaching in the online modality, QOTL 2 begins with an opening module of critical self reflection and unfolds with three customizable modules: (1) Course Structure and Navigation, (2) Interaction and Communication, and (3) Assessment allowing faculty to choose their own adventure.In this session members of the SMCCD’s Distance Education Advisory Committee will demo the QOTL 2 training, by doing a walkthrough of the modules, sharing artifacts created by participants, and uplift the testimonials of faculty. At the conclusion of the session, we will discuss strategies on how to make this materialize at individual campuses through needs assessments, academic senate resolutions, and collaborative coalition building between administration and faculty

In 2021, the state of California authorized the largest public investment in history in open educational resources (OER) and zero-textbook cost (ZTC) degree pathways. Beginning in 2022, all California Community Colleges (CCC) were awarded funding to develop and implement Associate Degree and Certificate pathways that entail no textbook costs. As of 2024, colleges are developing hundreds of ZTC pathways to transform the student experience and to signal to other states and systems of higher education that California can dream big. A key support for colleges developing ZTC degree pathways is online professional development.In this session, learn about four online professional development courses available for no-cost to all CCC educators via the California Community Colleges Chancellor’s Office ZTC Technical Assistance Provider. Courses include (1) Making the Case for ZTC: Pathways to Equity, (2) Building a Team: Training OER Support Staff, (3) Teaching with OER and Open Pedagogy for Equity, and (4) Navigating the Future: Open Education with Generative AI. Participants will get a preview of the content covered in these courses, learn about how educators are responding to them, and learn how/where adoptable versions can be accessed. Participants will also be asked to share ideas for future online courses that will further support local ZTC degree pathway development.

The Canvas Mastery Path feature can effectively improve student success and retention. The presentation includes:
– examples of differentiated learning in online asynchronous classes
– supporting data for success and retention
– student voices/experience with differentiated learningThe attendees will learn the benefits of course design for differentiated learning from an equity standpoint.
Common technical issues with the Canvas Mastery Path feature will be discussed, and solutions will be presented.

When we teach in the online environment, many of us focus on humanizing our courses. We do this by reaching out to our students, creating a liquid syllabus, and keeping our design student-centered. One important aspect of course design is including appropriate learning content. Learning content comes in many forms, but at times we leave ourselves out of the content. In this session, we will focus on creating learning content that infuses your unique expertise (as the content expert) to create impactful learning material.

Faculty are well aware of the importance of information literacy, particularly in the digital realm where students must be able to find, evaluate, and ethically employ information. However, as we navigate the shift from the digital world to the AI world, the ability to understand, interact with, and critically analyze generative AI tools becomes paramount. As educators, it is our responsibility to cultivate AI literacy and impart this skill to our students.In this session, we will explore the design of generative AI tools, including LLMs and the impact of training data. We will discuss the outputs of generative AI, specifically looking at ChatGPT and image generators such as MidJourney for examples. Strategies for critical analysis of outputs will be shared, such as consideration of bias and machine hallucinations. We will also consider the ethics of generative AI, including claims of plagiarism and violation of intellectual property laws.Given our roles as educators, a pivotal aspect of our engagement with generative AI is its impact on student plagiarism. While we will explore strategies to mitigate plagiarism risks, it is essential to acknowledge the potential plagiaristic tendencies inherent in these tools. Ongoing legal deliberations will shape the application of intellectual property laws to generative AI, and staying informed about these discussions is crucial for a comprehensive understanding of when and how to responsibly incorporate generative AI into educational practices.After attending this session, educators will be able to explain the inner workings of generative AI to students and facilitate informed discussions about the technology. Educators will leave with the ability to guide students in evaluating the reliability and ethical implications of generative AI outputs.

In this interactive session, you will learn a reflective practice model for equitable grading in online courses, where students metacognitively self-assess and award points for assignments and discussions. We will explore data and student feedback and see the ways in which this strategy resonates with students’ intrinsic motivation and increases learning. By the end of the session, you will have the tools to cultivate a more equitable, reflective, and student-centered online learning environment while continuing to utilize the points-based grading system in Canvas. You will leave with everything you need to implement this transformative strategy in your courses, including practical examples of reflection prompts, and a toolkit to utilize this strategy effectively in Canvas.

The U.S. Department of Education has held rulemakings in the last few years that resulted in new regulations for institutions offering distance education. The goals of these new rules are to protect students as consumers and to ensure that federal financial aid funds are spent appropriately.Updates will include the professional licensure regulations going into effect on July 1, 2024. We will also explore the proposals currently being considered by the Department, including:
• eliminating “inclusive access” programs that include books and resources in tuition and fees,
• requiring attendance taking for all distance education courses,
• collecting additional data on the modality of student enrollments,
• categorizing all distance education programs as a “virtual location”, and
• limiting state authorization reciprocity benefits.Come prepared with your questions and your thoughts on how these might or might not work at your institution.

As student demand for online courses only continues to increase, the unique challenges posed by shifting lab courses online should no longer hold programs back if they’re looking to expand access to science education, boost enrollment, and meet the growing needs of students—near or far.In this session, you’ll hear how Chaffey College and Los Angeles City College expanded lab courses online to meet the growing demand from students for online science education. They’ll share their approach for integrating hands-on labs into online courses in order to replicate the rigor and authenticity of in-person lab experiences. They’ll discuss lessons learned as they’ve evolved their approach, how they’ve navigated concerns related to safety and cost, and how they plan to continue evolving their courses based on student feedback. At the end of this session, participants will gain a set of best practices for how to expand online offerings through science courses, while still being able to deliver a high-quality, hands-on learning experience that supports positive student outcomes.

Canvas is a course management system. It can also be utilized as a department resource. Canvas gives you a unique way to engage with your team, store important information, and can even streamline some processes. Through this session, you will learn how to you can use Canvas as a department resource. After this session you will be able to do the following:

• Rename a Module
• Add items to a module in Canvas
• Add users to department resource shell
• Share Canvas content with a colleague
• Find shared Canvas content area and manage shared content
• Edit a canvas template page
• Have access to additional resources to further grow skills in Canvas

Interested in how to create more engaging professional development opportunities for faculty while building teaching community? Find out how sister colleges Woodland CC and Yuba College created districtwide professional development opportunities for their faculty that leverage gamification and engaging scenarios. By transporting faculty to new places through a virtual hike of the Pacific Crest Trail and a virtual course “crawl,” you, too, can support the learning of accessibility and online teaching best practices at your institution. Join us!

ChatGPT isn’t just a tool, it’s a game changer. In this session, participants will learn how to transform their courses into effective, engaging and inclusive learning experiences using the capabilities of ChatGPT. Through demonstrations they will discover the potential of crafting detailed prompts that resonate with diverse student needs, cultural backgrounds, and learning styles to personalize assignments, activities and assessments. Explanation of examples provided will illustrate how incorporating ChatGPT as a course design tool increases equity, student agency, accountability and ultimately success, fostering a deeper commitment to learning.This session will demystify the process of using ChatGPT for course design, empower you with the knowledge to implement it and inspire you to try it immediately.

Get ready to sprinkle a bit of neuroscience magic into your teaching toolbox! Delve into the art of crafting learning materials that align seamlessly with the brain’s natural learning tendencies. We won’t just talk theory; we’ll cover practical, applicable techniques you can implement immediately to create content that resonates, sticks, and sparks engagement.

Video assignments are flexible and can be research based, engaging, and even collaborative. This type of assignment can help students learn and practice the skills, knowledge, and communication strategies that they may need in the career field (Martinez, 2021). This presentation will highlight research on including video assignments in the classroom. Additionally, strategies will be discussed on how to develop assignments in the classroom that give students opportunities to learn and practice needed future skills. Finally, strengths and challenges to implementing and assessing these assignments will be discussed with the audience.

In this workshop, participants will learn how to integrate Microsoft OneNote into their Canvas courses and explore the various ways to leverage the features of the OneNote Class Notebook. The session will cover step-by-step instructions on how to add the OneNote Class Notebook to a course in Canvas, including creating sections and pages for organizing content. Participants will also discover different ways to use the OneNote Class Notebook, such as facilitating student collaboration, providing interactive lessons and assignments, and delivering personalized feedback. By the end of the workshop, attendees will have the knowledge and skills to effectively incorporate Microsoft OneNote into their Canvas courses, enhancing the learning experience for both instructors and students.

How many times do you leave a conference excited to implement what you learned but never do because you just don’t have the time? “AI: My Assistant ID,” is a dynamic workshop designed to empower participants with the incredible capabilities of Artificial Intelligence in the realm of instructional design. In this session, we will delve into the transformative potential of Chat GPT, your virtual assistant in crafting engaging and effective course materials.With Chat GPT as your virtual assistant ID, the gap between inspiration and implementation narrows significantly. The intricate dance of crafting engaging lesson plans, creating compelling learning materials, and infusing innovation into the curriculum becomes more manageable. Reclaim precious time and redirect your energy towards what matters most: fostering a dynamic and enriching educational experience for students.

The Los Rios Community College District has four colleges, and we encourage the use of Canvas for non-instructional purposes like professional development, guided pathways and other support services, and student clubs. Canvas is not our first learning management system, and our experiences with prior systems informed how we set it up. We have a total of 25 Subaccounts, each serving a distinct purpose and often with different third-party tools, settings, and even users.In this session, you’ll learn how the Los Rios Community College District set up its single Canvas instance to support the students and employees at all four colleges. We’ll share our process for creating sub-accounts, managing account and sub-account settings, and the ongoing discourse that attempts to balance the interests of all our users.

Culturally Responsive Teaching (CRT) is an inclusive, reciprocal educational approach that values diverse backgrounds, promotes self-reflection, and connects classroom content to real-life experiences, fostering equity and building an engaged learning community.This presentation will explore the development and implementation of a faculty-made, faculty-led professional development course designed for educators interested in becoming culturally responsive teachers. As both designers and facilitators of the course, we will share the significant findings revealed in the research surrounding the best practices and benefits of Culturally Responsive Teaching in the synchronous and asynchronous classroom during this session.Upon sharing our findings, attendees will also self-reflect on how their own cultural backgrounds influence their teaching practices, ideologies, and perspectives in the classroom. We will then encourage attendees to assess their own courses and assignments based on a Culturally Responsive Teaching scorecard developed for the professional development course. Participants in this session will also TILT (Transparency in Learning and Teaching) one of their own assignments to integrate Culturally Responsive Teaching practices within their courses. Ultimately, this CRT session will present our faculty and institutional CRT journeys and encourage attendees to contemplate and take action at their institutions to create, collaborate, and implement their own CRT coursework.

Research shows that the way a student feels in a class positively or negatively impacts their ability to achieve their full potential and students with minoritized identities are more likely to be negatively impacted by learning conditions. Humanized online teaching is an instructional model that has been linked with high rates of belonging, particularly among students from racially minoritized groups. As helpful as that finding is, it does not provide faculty with a nuanced, real-time understanding of how different students are experiencing a class at various points in the term. Ascend is designed to fill that gap. Ascend is a research-based instrument that provides faculty with real-time disaggregated student feedback about learning measures shown to impact student success (belonging, identity safety, trust and fairness, and more). In this session, faculty from Butte College will share what they learned when they completed a 6-week Humanized Online Teaching Academy and then deployed the Ascend survey in their humanized online classes at three points in the semester. This project was funded by the California Community Colleges’ Culturally Responsive Pedagogy and Practices grant.

This presentation introduces and explores a research-based approach to increasing learner engagement based on what we know about learner motivation. The emphasis is on techniques to increase behavioral, relational, and cognitive engagement by focusing on the BAR: creating Belonging, Agency, and Relevance in instruction. The techniques and practical ideas presented in this session are applicable to any modality of instruction.

Hear from the front line about a district-wide accessibility review. The Coast Community College district launched an accessibility review of course content in Canvas for all course delivery methods (online, f2f, hybrid). Faculty worked with instructional designers and Canvas admins to generate course level accessibility reports and correct any errors and alerts. We will explain the process of developing a protocol, collaborating with the academic senates and VPIs at each college, and providing training and help resources.

What happens at the beginning of the semester, when all of your students want to know how to use the technology provided to them by your community college? How Many times will you have to respond to the same question? How long will students end up waiting for a response? Wouldn’t it be amazing if you had a well prepared Online Learning Student Support Toolbox they could explore as soon as they had some of these questions?Planning ahead is what this training is all about; however, I have done the planning for you. The plan, is a plan for robust student technology support. This support will be found in a well prepared toolbox available to students at the time they need it. This toolbox includes a variety of commonly asked questions and easy to follow steps to resolution. These questions answered for students start with familiarizing oneself with Canvas features and go all the way to how to record media for assignment submissions. So, what’s so special about these resources? They are ADA compliant, easy to follow, and include quick how to videos. This form of support speaks to all learners as it provides the answers to student questions in many engaging ways. Students can read a plain list of steps, watch a quick video showing the steps, or follow an engaging flyer with steps and images. In today’s time, community colleges are inundated with student confusion and questions that are time sensitive. This planned support helps reduce the number of confused students, assists faculty in supporting many students at a time, and assures students that we care about their success.

Join us to gain actionable insights and resources that will empower you to transform your Canvas courses into inclusive, dynamic, and enriching learning experiences for all students. In this session, we’ll delve into the essential strategies, tools, and best practices to foster inclusivity, diversity, and accessibility in online education.From understanding diverse learner needs to implementing inclusive design principles, this presentation will provide practical guidance on leveraging Canvas’s features to build courses that accommodate varied learning styles, abilities, and backgrounds. Explore innovative methods for content delivery, engagement, and assessment that prioritize inclusivity without compromising educational rigor.Learn how to integrate multimedia, artificial intelligence, adaptive technologies, and collaborative tools effectively while addressing the challenges of creating accessible content through your institution’s platform. Discover the art of cultivating a welcoming and supportive online community, fostering engagement, and promoting equity through thoughtful course design.

Although faculty members at Hartnell College began using interview exams during the pandemic as a way to improve academic integrity, we quickly discovered that interview exams are an extremely powerful teaching and learning tool with uses that go well beyond improving academic integrity. The interview format motivates students to perform at a high level, since they sit for a period of time directly with their instructor, on a high-impact assignment. We have found ways of integrating group work, tutorial services, and office hours that supercharge student preparation for interviews, leveraging the interview format as motivation for students to learn the material as deeply and personally as possible.This talk will discuss specific design elements that we used both during distance education under covid, as well as how the interview format has continued to evolve post covid. In a two-year period of experimentation, we have been documenting our efforts, and compiling a list of best-practices for interviews that we will share in this presentation, to help others who wish to implement interviews in their own classes.The interview format is high impact, but it is also flexible. It may be adopted under a wide array of syllabi, including lecture-based classes, flipped classes, standards-based grading, in online, hybrid, or fully in person modalities. Our talk will present use cases in many of these formats, and we will describe the many ways that we support students in this novel format, including student study groups, online messaging tools, in-person and online tutorial services, library services, interview scheduling, and support with digital devices. This project is supported by a grant from the California Education Learning Lab.

How can you maximize Canvas’ potential to ensure students find your course easy to navigate and accessible? How do you reduce cognitive overload for students in your online courses? Research shows that too much information can lead to overload, when “the working memory has reached full capacity and can no longer absorb information” (Piskurich, 2015). This session delves into some transformative Canvas features that allow instructors to optimize the learning experience for their students. Some strategies to be covered include the effective use of intuitive and inviting homepages, a customized menu and settings, accessible course content, Canvas accessibility tools for both teachers and students, and consistency and clarity in well-organized modules. These powerful refinements can foster accessibility, reduce the data glut, and increase student engagement and retention. Attend to explore these practical strategies to alleviate cognitive overload and ultimately elevate student satisfaction with online learning by unleashing the power of the LMS!

This presentation will be focused on the benefits and strategies of providing timely student feedback through Canvas teaching modules. We will explore best practices utilizing SpeedGrader for efficient grading and personalized feedback, utilizing rubrics to set clear expectations, and will also explore the integration of audio and video assessment. These student tools and processes aim to enhance student engagement, connection, understanding, and performance through prompt and constructive feedback

Ask any professional video producer what is the hardest thing to get right in their productions, they will say it is achieving quality audio. It would seem that the audio would be secondary to the video images. However, great audio is essential to any video production, especially if transcription and Closed Captions are a must. This workshop will explore successful, tried-and- true audio tips and tricks for the novice and professional video producer. Audio recording, editing, and compression techniques found highly effective by top-level producers will be demonstrated.  The applications used in this presentation are available for free.

his 50-minute workshop is designed for professionals and educators aiming to master online form creation and management efficiently with Microsoft and Google Forms. It emphasizes practical skills in form design, customization, and response management, making it ideal for educators, administrators, and anyone looking to enhance their digital toolset. This interactive session encourages participants to bring their devices, although not mandatory, and to have Microsoft and Google accounts ready to engage hands-on. However, demonstrations will ensure all attendees, regardless of direct participation, can grasp the application of these tools. We will include practical examples illustrating the effective use of forms for surveys, registrations, and feedback and how they can be integrated into platforms like Canvas for enhanced educational and administrative processes.

In 2021, the state of California authorized the largest public investment in history in OER and ZTC pathways. Beginning in 2022, all California Community Colleges were awarded funding to develop and implement ZTC pathways. As of 2024, colleges are developing hundreds of ZTC pathways to transform the student experience and to signal to other states and systems of higher education that California can dream big. Since OER materials are born digital, they represent a core approach to helping students navigate the digital landscape for their success.How did we get here and what will the transformation bring? In this session, hear from a panel of experienced ZTC leaders about the origins of ZTC in California, discover what supports are available to colleges, and consider what the future shape of ZTC pathways, as core elements of online student success, will look like. How are colleges addressing the question of accessibility in order to remove rather than create digital barriers? Attendees will be asked to describe the state of ZTC development at their colleges and contribute to the discussion about the future of ZTCs in the CCCs.