Open SUNY Fellow Chats
The Open SUNY Fellow Chat series is a program offered monthly with the aim of featuring Open SUNY Fellows from our Community of Online Practitioners and their work to support our mission of networking, interaction, and excellence in online teaching and learning practices.
You can access 2014-2016 recorded Fellow Chat sessions here. Fellow Chats hosted after 2016 can be found on our YouTube Channel. Click on the titles below to expand the description and view chat resources.
We are continuously accepting proposals. If you would like to share something you know with the Open SUNY Community, please submit a Fellow Chat proposal!
2018-2019 Fellow Chat Season:
Exploring Emerging Technologies for Lifelong Learning and Success - Roberta (Robin) Sullivan, University at Buffalo and Cherie van Putten, SUNY Binghamton
May 1, 2019
Overview: Exploring Emerging Technologies for Lifelong Learning and Success (#EmTechMOOC) is a Coursera Massive Open Online Course available to learners across the globe. Participants acquire lifelong learning strategies and 21st-century skills in this discovery-based learning opportunity focused on the value and implications of using emerging technologies for communication, collaboration, creativity, and critical thinking. Join the #EmTechMOOC director and assistant director for this Fellow Chat that will highlight and explore more about this unique learning opportunity!
Roberta (Robin) Sullivan, Head of Media Services, University at Buffalo Libraries, and Director of EmTechMOOC.
Cherie van Putten, Instructional Designer, Binghamton University, and Assistant Director of EmTechMOOC.
Chat Recap: http://bit.ly/MayFellowChatRecap
Metacognitive Café: Improving Student Metacognition Through Online Discussions - Judith Littlejohn, Genesee Community College and John Kane, SUNY Oswego
December 10, 2018
Overview: Students in online history and economics classes participate in metacognition-building activities through a low-stakes weekly discussion forum called “The Metacognitive Café.” These discussion forums are designed to encourage students to reflect on their learning practices, and to develop a more accurate understanding of their comprehension of course concepts. Embedded in the discussion prompts are readings and short videos that present information concerning evidence-based learning practices. Students are invited to reflect on how their learning practices compare with those grounded in learning science.
These discussions provide students with an interesting discovery process in which together they learn that many of their habits are not effective in encouraging long-term learning. This is reinforced by sharing their successes and struggles with their peers, resulting in increased community building and engagement.
Judith Littlejohn, Instructional Designer at SUNY Genesee Community College in Batavia, NY, and online history instructor.
John Kane, Professor of Economics and the Director of the Center for Excellence in Learning and Teaching at SUNY-Oswego.
Chat Recap: http://bit.ly/2EosUGG
Excelsior Online Writing Lab (OWL) and Online Reading Comprehension Lab (ORC) - Francesco Crocco, Excelsior College and Elizabeth Johnston, Monroe Community College
October 17, 2018
Overview: The Excelsior Online Writing Lab (OWL) is a unique multimedia resource designed to provide support for writers as they begin the process of writing for college and as they transition to writing outside of their introductory writing classes or programs. It offers a wide variety of interactive multimedia activities, quizzes, videos, interactive PDFs, and games – all designed to help writers understand important concepts about writing.
The Excelsior Online Reading Comprehension Lab (ORC) is the first completely free, comprehensive, online open education resource for college-level reading. It offers a variety of multimedia materials—instructional videos, online exercises, and handouts—that can be used alone or in a course. The Online Reading Comprehension Lab provides more than two dozen interactive, multimedia modules to help develop college-level reading skills and support student success.
Francesco Crocco, OWL Director, Excelsior College
Elizabeth Johnston, English Professor, Monroe Community College
Chat Recap: http://bit.ly/Oct2018FellowChatRecap
2017-2018 Fellow Chat Season:
I Hate Group Work! - Theresa Gilliard-Cook, SUNY Oswego
Description: Are your faculty interested in incorporating online group work into your course? Not sure where to start? Have any of your faculty already incorporated online group work and encountered challenges?
In this interactive session, we will discuss the current research regarding groups in online courses and what kinds of things you can suggest to your faculty when considering online group work. Based on the research, our experiences, ideas and challenges, we can add to these suggestions that may help your faculty and their students have a more positive and productive group work experience!
Speaker: Theresa Gilliard-Cook, Senior Instructional Designer, SUNY Oswego
Chat Recap: http://bit.ly/Feb2018chatrecap
Best Practices for BYOD and Mobile Phones in the Web-enhanced Classroom - Gina Sipley, Nassau Community College
Description: BYOD (Bring Your Own Device) policies that encourage students to use their mobile phones in the classroom can offer a new level of curricular interactivity and engagement. This webinar will introduce the philosophical framework for inviting mobile phones into the classroom and offer strategies for developing an effective web enhanced class.
Speaker: Gina Sipley, Instructor of Reading, Basic Education, and Women's Studies
Chat Recap: http://bit.ly/January2018ChatRecap
Reducing Student Isolation: The Development of a Campus Life Model to Improve Retention Rates of Students in Online Degree Programs (A SUNY IITG Project) - SUNY Canton
Description: With more traditional students taking online degrees, the needs of online students are changing. Students are now looking for a fuller college experience beyond the usual links to campus resources and services. At the same time, institutions are struggling with the challenge to retain students in their online programs. Both traditional and nontraditional online students are more likely to drop out of their programs than their classroom counterparts due to feelings of isolation. To reduce isolation, campuses must use strategies that strengthen the connection online students have with their peers and their institution. The Campus Life Model for Reducing Student Isolation is an innovative, cross-campus retention effort to increase the success and retention rate of online students by creating community and connectedness in a virtual environment. SUNY Canton seeks to increase the retention rates of fully online students through a campus life model that will transform their online learning experience. Engagement strategies grounded in technology, innovation, and pedagogy, and mapped to the different dimensions of campus life (academic, social, and co-curricular) will be shared.Speakers:
Molly A. Mott, Ph.D., Associate Provost and Dean of Academic Support Services and Instructional Technologies
Courtney Battista Bish, Vice President for Student Affairs & Dean of Students at SUNY Canton
Chat Recap: http://bit.ly/OctoberChatRecap
2015-2016 Fellow Chat Season:
The Development and Implementation of an Enterprise Assessment Service - Thomas Slomka, University at Buffalo
Description: Thomas Slomka presents on the development and implementation of the University at Buffalo’s Annual Academic Program Assessment; a web application designed to help programs provide assessment reports, program assessment coordinators to share best practices and resources, faculty and staff to compare assessment efforts and administration to track and report on program learning outcomes and assessment based program planning.
Universally Designing Online for All Students - Thomas Rosati, Stony Brook University
Description: Thomas Rosati, Professor at Stony Brook University, will be featured in the next COTE Fellow Chat. Thomas will share what he knows about "Universally Designing Online for All Students." This chat, in our Learning Effectiveness theme, is intended to showcase and share effective practices from members of our community, and to support networking, interaction, and excellence in online teaching and learning practices.
Collaboration in a Virtual Learning Environment for Nursing Simulation - Tara Zacharzuk-Marciano, Ulster County Community College
Description: Tara Zacharzuk-Marciano, Instructor at Ulster County Community College, will be featured in the next COTE Fellow Chat. Tara will share what she knows about "Collaboration in a Virtual Learning Environment for Nursing Simulation." This chat, in our Research & Innovation theme, is intended to showcase and share innovative research from members of our community, and to support networking, interaction, and excellence in online teaching and learning practices.
Designing an Optimal Online Learning Experience Meeting the Needs of All Students - Russell Kahn, SUNY Poly
Description: Russell Kahn, Associate Professor at SUNY Polytechnic Institute, will be featured in the next COTE Fellow Chat. Russell will share what he knows about "Designing an Optimal Online Learning Experience Meeting the Needs of All Students." This chat, in our Learning Effectiveness theme, is intended to showcase and share effective practices from members of our community, and to support networking, interaction, and excellence in online teaching and learning practices.
Motivation in Online Teaching: ARCS Model - Tonka Jokelova, Empire State College
Description: According to research, motivation is one of the key factors that influence course completion rates. In this chat, Tonka Jokelova, Ph.D., Coordinator of Curriculum and Instructional design at the SUNY Empire State College's Center for Distance Learning, will introduce the ARCS motivational model and some practical ways how it can be used in online education. ARCS motivational model is a course design and teaching approach that proposes incorporating motivational strategies into learning environments in order to stimulate and sustain students' motivation to learn. The ARCS acronym stands for attention, relevance, confidence, and satisfaction. According to the model, for a student to become and stay motivated, all these four categories have to be addressed in the instruction. In Part 1 of the chat series, the participants will be introduced to the first two components of the model (Attention and Relevance) and their use in the online course design and instruction. Practical examples and ideas will be proposed and discussed in both parts of the series.
2014-2015 Fellow Chat Season:
Student-Driven Critical Thinking Discussions - Kamil Hamaoui, Westchester Community College
Student-Driven Critical Thinking Discussions
Description: Discussion forums are commonly used in online courses as a medium for students to develop critical thinking, communication, and information literacy skills. An effective way to meet these objectives is to use an explicit critical thinking framework, in which students are given specific instructions on how to structure their posts.
Approaches to Online Faculty Development - Anne Reed, University at Buffalo
Description: Faculty development is often a key component of a higher education-positioned instructional designer’s profession. This presentation offers an instructional designer’s comparison of the needs of online faculty situated in two types of SUNY institutions, a community college and a tier-one research university.
Fostering Creativity in Learning - Rhianna Rogers, Empire State College
Description: There is a growing trend among scholars and educators to see open educational resources (OER) as a cost-effective, sustainable and global approach to making high-quality digital and non-digital resources available to support learning and teaching; yet, not all educators understand how to do this effectively.
This 2-part presentation will present practical strategies for implementing OER in the design of course assignments and is intended to contribute to an ongoing discussion aimed at:
2. Effective implementation of OERs into current teaching models.
3. Assessing OER effectiveness and sustainability in course assignments.
A Virtual Infrastructure for Data Intensive Analysis (VIDIA) - James Greenberg, SUNY Oneonta
Description: The presentation will provide an overview of the establishment of a collaborative virtual community, focusing initially on data-intensive computing education in the social sciences.
Virtual Reality in Online Graduate Instruction - Eileen O'Connor, Empire State College
Virtual Reality in Online Graduate Instruction
Description: This presentation highlights seven years of integrating virtual reality into online education courses to build community, share work, create virtual conferences and poster sessions, and develop collaborative projects. A new course has students beginning to design their own complex virtual environments. Suggestions on effective virtual usage to be shared too.
"Teaching is Dead!" What's your philosophy of learning? - Bill Pelz, Herkimer County Community College
"Teaching is Dead!" What's your philosophy of learning?
Description: Adults learn what they choose to learn. The philosophy of heutagogy puts the learner in control. This chat focuses on strategies designed to engage online learners with the content, with the instructor, and with one another.
Best Practices for Incorporating an International Collaboration into Your Course - Patrice Prusko, Cornell University & Lorette Calix, Empire State College
Description: In this presentation, Patrice & Lorette discuss how international course collaborations contribute to internationalization of the curriculum and are valuable and engaging experiences for the students. Researchers share best practices for adding this type of exercise in courses. Lessons learned are helpful to any instructor connecting groups of students in different locations and/or incorporating virtual meeting tools.
Virtual Meetings and Recordings Using Zoom - Lorette Pelletiere Calix, Empire State College
Description: The virtual meeting tool, Zoom, is low-cost, easy to use and provides a high quality and stable meeting environment for synchronous class sessions or meetings. There is also a recording function which can be used to record lectures or other course resources. In this presentation we would like to demonstrate Zoom as the tool we found to be most helpful and easy-to-use for virtual class meetings. Participants will practice using the tool.
Preparing for our Future: Constructing BRIDGE Programs with K-12 Colleagues - Eric Machan Howd, SUNY Binghamton
Description: This 20-minute presentation will discuss some of the research and projects currently present that support and/or build BRIDGE networks between K-12 and Higher Education instructional designers and educators. There will be time after the presentation for sharing of current practices in this area from attendees as well as ideas for collaborating on these ideas on a greater level.
Virtual Field Trips - Deborah Raines, University at Buffalo
Description: Online technologies remove the barriers of location, cost and time from learning activities. A virtual field trip provides an opportunity for learners to experience people, places and things in different geographic locations. During this presentation the process of creating a virtual field trip will be described and demonstrated.
CornellX: What we've learned about Epistemological Beliefs, Motivation, Intent, & Achievement in a MOOC - Patrice Torcivia Prusko, Cornell University
Description: This presentation will highlight what we’ve learned about student’s epistemological beliefs, motivation, intent and achievement of goals in a MOOC. The goal of this presentation is to share and reflect with participants on what we can learn about how students learn and what truly motivates them.
Gamification in the Classroom - Jeremiah Grabowski, University at Buffalo
Description: Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom"
• To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education