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NSU educators will design effective learning experiences that support learner success.

NSU educators will:

• Create measurable learning objectives that align with course goals and program outcomes.

• Design and implement authentic low-stakes (formative) and high-stakes (summative) assessments that measure acquisition of learning objectives and reflect a holistic view of learners’ achievements.

• Create and curate course content and develop instructional strategies that support learners in the achievement of course objectives.

• Use feedback such as learner evaluations, peer review, self-reflection, and other resources to promote continuous quality improvement of one’s teaching practices and materials.

• Incorporate strategies for learning transfer.

The following sessions are intended to support NSU educators in designing effective learning experiences that support learner success.

INTG – Acting with Integrity 
BEDI – Embracing BEDI 
LCTR – Creating Learner-Centered Environments
DSGN – Designing Effective Learning Experiences 
TECH – Using Innovative Teaching Strategies and Technology

Preparing Your Online Course a Canvas Summer Road Trip Session 1: Where Are We Going? Identifying Desired Results (DSGN)
When we go on a road trip, one of the first decisions we need to make is where we want to go. Similarly, when designing a course, we need to be clear on our course goals and objectives. In this session, we will review our course goals and objectives to ensure they have enduring value and align with broader program goals. We will also discuss strategies for presenting the course objectives in Canvas so that students can see how they align with course content.  Finally, we will introduce the Canvas Course Roadmap, a visual tool for organizing all of your course components, which we will use throughout the Summer Road Trip series.

Foundations of Teaching Online: Foundations of Instructional Design (DSGN)

Active Learning and the Measurement of Learning Outcomes in Higher Education (DSGN, LCRT, BEDI)
Active learning modalities of teaching are instructional undertakings involving students participating in an engaged manner in their education. Approaches that promote active learning focus more on developing students’ skills instead of transmitting information through a traditional didactic lecture setup which can be relatively, a more passive level of participation for the student. Active learning sessions require students to indulge actively (read, discuss, write, analyze) that requires higher-order and critical thinking, and emphasis is placed on the students’ explorations of their own attitudes and values. This presentation explores the different modalities which practice an active learning format, insights into the facilitation of these sessions and measurement of student outcomes of these sessions.

Designing Courses for Impact Using Backwards and Integrated Course Design (DSGN)

Teaching During a Pandemic or How I Learned to Stop Worrying and Love Teaching Online (DSGN, LCTR, TECH, BEDI)
Everyone’s lives were turned upside down during quarantine in 2020. Traditional face-to-face lectures were out of the question and teachers everywhere were forced to adapt to provide for their students. This presentation will review some of the skills and technologies that help to enhance student learning while socially distanced and as we transition back to the classroom for our “new normal.” Tutorials will also be provided for free resources to help incorporate more technology into your lectures including livestreaming to YouTube and using virtual sticky notes.

Using Non-CRN Canvas “Courses” to Provide Targeted Academic Content to Students (DSGN, LCTR, TECH, BEDI) 
People most often use Canvas as a home for formal course content, but it has an even broader capacity to support students' learning when we think outside of the box. In this presentation, Susan Landrum will demonstrate how non-CRN Canvas "courses" can be used to create targeted academic content for students, such as supplemental modules that can be assigned to multiple courses; orientation mini-courses introducing students to the basic academic skills they will need for their program; and other types of academic skills instruction.

Reflection Activities & Assessments (DSGN, LCTR) 
In this one-hour session, we will define reflection, why it is important, and how it can be used in the classroom to facilitate transformational learning experiences in face-to-face, online, and blended learning environments.

ChatGPT, Caktus, and Other AI Essay Generators: How Should We Respond? (DSGN, LCTR, TECH) 
This panel provided participants with an overview of AI essay generators, specifically ChatGPT and Caktus, and how they might affect the teaching of writing across the university. Panelists from a variety of disciplines shared their perspectives on AI essay generators, including discussions they are having with students about essay generators, adjustments they have made to writing assignments, and how they might use essay generators as pedagogical tools. A discussion period followed the presentation.

Intuitive Course Flow Using Canvas Modules (DSGN, TECH) 
A module-based structure can be beneficial to students by establishing a logical sequence of tasks and emphasizing the connections between course components. In this workshop you will learn how to use module organization and scaffolded instruction to create an intuitive flow in your Canvas course.

Media Variety in Asynchronous Online Discussions (DSGN, TECH) 
In this session, we discussed ways to engage students in online discussions using a variety of media including text, photos, audio, and video. Examples of instructor-created and student-created media content will be presented.  

Foundations of Teaching Online: Foundations of Canvas (DSGN, TECH) 
In this session, participants gained an overall understanding of how the Canvas LMS is used at NSU, what Canvas components should be included in academic courses, and where to find help and support.

Foundations of Teaching Online: Begin with an End in Mind: Designing Your Online Course (DSGN)
In this session, we will discuss how to use instructional design and backward design to create an online course.

Preparing Your Online Course a Canvas Summer Road Trip Session 2: How Will We Know We’ve Arrived? Determining Acceptable Evidence (DSGN, LCTR)
Today’s plan is to discuss some strategies for aligning assessments to course objectives. That is, how do we create an assessment that actually assesses what’s stated in the objective? How do we select the most appropriate assessment? What choices do we have? We will also identify some formative and summative assessments. We will also determine the criteria for authentic assessment. First, what is authentic assessment? We’ll define it. Then, we’ll talk about what we need to make our assessments authentic. Finally, we will look at Canvas and see how we might integrate an assessment and associated rubric using our Canvas tools. Throughout the session, I will also be sharing links to resources that you might also be interested in exploring.

Preparing Your Online Course a Canvas Summer Road Trip Session 4: What Do We Need Along the Way? Planning Learning Experiences & Instruction Part 2 (Organizing Your Content) (DSGN, LCTR)
In this session, we will discuss why course structure matters by identifying some of the benefits and outcomes, identify various ways we can structure and sequence course content, and explore at different ways we can use Canvas Modules to organize course content and activities.

Creating Engaging Video Paths in Shark Media (DSGN, LCTR)
Lights, Camera, Action! Would you like to create an interactive video? Sharkmedia has been enhanced with an exciting feature from Kaltura called Interactive Video Paths. Interactive Videos enables you to create a more personalized, "choose your own adventure" learning experience by adding choice-based learning paths to your videos. Interactive videos are well known for their ability to increase viewer’s participation, reduce cognitive overload, maximize retention, and provide real world learning experiences. This workshop will explore pedagogical tips and technology tools for assembling an engaging interactive video path through a step-by-step process that will help you to make your own interactive video learning experience for students.  

Canvas Mastery Paths Quick Take (DSGN, LCTR, TECH) 
Canvas Mastery paths allows you to deliver specific pieces of course content to students based on performance on a graded assignment, discussion, or quiz. It is particularly useful for asynchronous courses where you want to restrict access to content until a student can master prior content. Mastery Paths can also allow you to present remedial content to students who did not perform well on a graded item and can also be used to provide students with a choice of assignments as they pursue course learning objectives. Join us as we guide you through Mastery Paths for Canvas.

AI-Based Heutagogy: Teaching Problem-Solving in a Time of Technological Disruption (DSGN, TECH)
Innovation is disrupting the economy at an unprecedented pace. Emerging technologies increasingly compete with traditional skill sets. Consequently, both students and educators can feel the effects of a changing career landscape. Within the education system, two important questions arise: 1) how can we inspire our students to proactively overcome novel challenges? and 2) how, as educators, can we stay current on emerging literacies? A relatively young research field frames these inquiries as heutagogy, which is also known as self-determined learning. Heutagogy describes a proactive and self-sufficient approach to problem-solving. This presentation explores heutagogy in the context of recent AI developments. Specifically, the presentation explores an ethical yet competitive use of AI technology in education. The first part provides a theoretical overview of heutagogy and its application areas. The second part introduces AI for educational use and provides several concrete examples of AI-based problem-solving. Attendees are welcome to participate in several reflective activities.

Technical Consideration of Artificial Intelligence, Learning Design, and Cognition (INTG, LCTR, DSGN, TECH)
This session will cover the potential/current impact of artificial intelligence on cognitive load, learning design, and student development. We will explore the intersection of how students learn, the capabilities of AI in mitigating and minimizing unnecessary cognitive load which can foster student development and achievement while highlighting the ethical and academic implications of the future of education and machine learning.

That’s Debatable! How to Create Better Writers Using Micro-Debates (LCTR, DSGN)
That's Debatable! is a student-centered approach to academic literacy, discourse, and writing. Using the Claim Evidence Reasoning (CER) Framework, participants will explore a topic by examining a research article, preparing arguments both in support of and opposed to a proposed claim, and engage in academic discourse during the presentation phase by engaging in a micro debate. In this session, I will guide participants through the CER Framework and the micro-debate format. Participants will leave this session with the knowledge and resources required to engage their own students in micro-debates related to the topics currently being pursued in their courses.

Learning in Motion: Incorporating Movement to Facilitate Learning and Engagement (LCTR, DSGN)
Traditional classrooms often confine students to desks, promoting sedentary behaviors that can harm health and hinder focus. However, integrating movement into learning offers numerous advantages beyond academic achievement, spanning neurological, physiological, and mental health benefits. This session explores dynamic learning experiences at the intersection of movement and collaborative learning, demonstrating practical and fun strategies for both educators and learners. Participants will learn strategies to incorporate movement into the classroom through collaborative learning strategies. The presenter will showcase three different strategies used in college courses: concentric circles, jigsaw, and speed “dating.” Specific assignments used with each strategy will be discussed, providing practical insights for implementation. Participants are encouraged to bring a current assignment from their course to discuss opportunities to integrate movement. The session will culminate in an interactive Q&A and discussion, enabling participants to address questions and share their experiences. The session aims to empower educators to foster physical activity and engaging learning environments.

Packing our Bags for Inclusive Classroom Engagement: Strategies for Actively Engaging Students to Explore Diversity (BEDI, LCTR, DSGN)
Today’s college students are on a journey to grow knowledge, skills, and competence in the profession of their dreams. The landscape of the learning environment requires faculty to adjust their teaching styles as students respond to changes in societal norms. Creating a curriculum to meet the needs of multiple learning styles and a diverse student population must include various teaching methods. In addition to developing new teaching methods, it is essential to consider the growing cultural profile of our nation. As future professionals serving diverse populations, students benefit from a robust curriculum that exposes them to various populations and promotes cultural competence. Many strategies enhance learning about diversity, equity, and inclusion. Active learning is an instructional method that engages students with the curriculum through discussions, classroom activities, problem-solving, and other methods. Creating activities and discussions around diversity can foster an inclusive classroom environment while providing opportunities for students to relate to real-life problems. Encouraging students to work together to provide feedback to faculty regarding course content can promote a sense of belonging. The proposed presentation addresses how faculty can engage students using active learning methods in physical and virtual classrooms. Faculty can benefit from packing a bag of ideas, activities, and creative strategies that include topics, terminology, and principles of diversity in their course content. How faculty might consider inclusivity when creating course assessments and activities will be discussed. Attendees will engage with learning content and activities exemplifying diversity, inclusion, and belonging principles.

GenAI for Educators: A Practical Approach to Enhancing Your Professional Practice (DSGN, TECH)
There has been a lot of discussion about how generative AI has impacted higher education’s teaching and learning, research, and professional practices. There are many ways faculty can apply generative AI to support their daily work activities such as writing and research, course design, and personal learning. In this session, we will identify some commonly used generative AI tools, explore how they can be used to support professional practice, and discuss issues related to responsible and ethical use.

Developing a Podcast Assignment Workshop (LCTR, DSGN, TECH)
Podcasts are a creative and fun way to engage with important concepts and course-based knowledge. They offer a different approach to foster and demonstrate learning and can engage students who may otherwise have a low level of interest. In this workshop, we will show you how to develop an assignment where your students create a podcast. We will cover the equipment and software needed (spoiler alert: it’s free and easy), podcast formats, how to guide your students through the steps, and how to publish or share the results.

Transform Students’ Video-Watching Experience with the Annoto Widget (DSGN, TECH)
If you want to increase student engagement and personalize feedback within your Shark Media videos, the Annoto Widget workshop was created just for you.
The Annoto widget is a tool that integrates with Shark Media and can be used in Canvas enabling you to add interactive elements to your videos. You can use it to create questions, quizzes, surveys, polls, and discussions that appear on the video timeline. You and your students can also use it to annotate your videos with highlights, notes, links, and images. These features can help you enhance your instructional design, foster student collaboration, and provide timely and personalized feedback.