May 14-18, 2018 Leeward Community College Pearl City, Hawaii
Track 1: Go Open, Go Free Using OER Capacity: 18 Facilitators: Wayde Oshiro, Junie Hayashi
In this track, participants will find and incorporate no-cost, low-cost, and creative commons resources as replacements to costly commercial course materials. By adapting and building these resources, designing a complete course project and sharing it in an online repository, participants will be active contributors to the worldwide open educational resources community.
Articulate why OER is important
Define open educational resources
Identify resources that are openly licensed, public domain, or all rights reserved copyrighted
Identify criteria for a good resource
Find Open Educational Resources
Evaluate OER resources using established criteria
Share you work in the UH OER repository
Distinguish different types of Creative Commons licenses
Combine different types of Creative Commons licenses
Good course design benefits both you and your students. In this workshop, we will guide you through using our course design process for in-person classes to help you systematically organize and structure your course to align your course outcomes with appropriate learning activities. It helps your students to navigate through the course, identify the expectations, and identify activities they need to complete to be successful in the course.
Identify student learning outcomes.
Create specific learning objectives.
Create activities to meet the learning objectives.
Build your lessons online.
Track 3: Create an Online Course Infused with Critical Thinking Capacity: 18 Facilitator: Greg Walker
Want to create an online course infused with critical thinking? In this track, you will be introduced to the primary theory in the Paulian conception of critical thinking – the Elements of Reasoning, Universal Intellectual Standards, and Intellectual Traits. In this track you will discuss learning the theory of critical thinking, and contextualizing this theory into creating online discussions. Remember, you already have a wealth of experience.
In the classroom courses you teach you should have clear student learning outcomes.
You consistently create and assemble content that supports those outcomes.
You also create activities, interactions and assessments that help your learners meet the outcomes.
When you teach online you do the same, however you need to create your entire online learning environment before the course begins. Create an Online Course is a working lab. You work on creating your online course. Collaboration occurs over the work you create
Sign up today. Seats are limited!
Track 4: Beyond Accessibility Toward Inclusivity: Making Learning Available to as Many as Possible Capacity: 18 Facilitator: Leanne Riseley
Inclusive Design benefits all learners, not just those with disabilities. Learners are not all the same. They are highly diverse in terms of their backgrounds, personalities, cognitive styles, abilities and interests. Some students learn best by listening, others by reading, and still others by doing.
When material is accessible in multiple formats, students can select the presentation that best suits their learning preferences. Similarly, some students demonstrate their learning best by writing while others may prefer sharing orally. Allowing students to demonstrate their knowledge in multiple formats gives students the freedom to select the one that best suits them.
Articulate why designing with inclusivity in mind is important for all learners.
Identify what your students are struggling with in your course
Apply Universal Design for Learning (UDL) strategies by examining Learning Goals, Materials, Methods, and Assessment
Apply basic web accessibility principles to: Text, Images, Videos, Audios, and OERs.