What is Digital Flagship? (webinar recording)

Last week we were excited to host Cory Tressler from ODEE for a webinar discussion about Digital Flagship.  He explained what it is and how it will impact the university and paused for Q/A throughout.  If you were unable to attend the webinar live, below is a link to the webinar recording.  (Please pardon the abrupt start of the recording as the preliminary introductions were inadvertently cut off.)

If you have any questions about Digital Flagship, please email digitalflagship@osu.edu.

Webinar recording: http://carmenconnect.osu.edu/p85i2euixuw/

AccessEDU Episode 5 – Anna Voelker

AccessEDU logo

Find all AccessEDU episodes

Subscribe to AccessEDU on iTunes

Subscribe to AccessEDU on Google Play

Subscribe to AccessEDU on Stitcher

Episode 5 – Anna Voelker

“[Astronomy] is just completely full of mystery that scientists get to constantly investigate. In terms of accessibility, what really kickstarted it was a class here at Ohio State, called Shakespeare and Autism.”

In this fifth episode of AccessEDU, Megan interviews Anna Voelker, a senior at OSU who was recently awarded the President’s Prize to complete a project at the intersection of astronomy and accessibility.

Referenced in this episode:

Read a transcript of episode 5

Webinar Recording: Metacognition Online (10/17/2017)

Webinar recording available at: http://carmenconnect.osu.edu/p5517xb3ik4/

To update the old adage: teaching a person to fish is great and all — certainly better than giving them fish — but what if we could do better?  What do you call it if you teach them how to get constantly better at fishing?  How to judge their own fishing skills honestly and make intelligent choices about where to focus their efforts?  How to make use of research about the feeding patterns of fish populations to avoid wasting effort and maximizing returns?

Ok, that’s probably enough with that metaphor. 🙂

In the DELTA webinar hosted on October 17, 2017, Dr. Matthew Stoltzfus (Chemistry) described the cutting-edge practices he has adapted from research-driven guides (like Saundra McGuire’s Teach Students How to Learn) and developed to intervene effectively with the mostly-lower-level students in his Introduction to Chemistry courses.  Beginning with the simple (but oft-overlooked) recognition that there are different levels of understanding and proceeding through an array of proven strategies, Dr. Fus helps students understand precisely what new ways of thinking college will demand of them (that high school did not) and how they can take concrete steps to grow those new wings.*


*The growing of wings being the ultimate goal of learning, according to Plato’s Allegory of the Chariot.

Webinar Recording: A Beginner’s Guide to the Ohio State eLearning Toolset (8/31/2017)

View the recording at http://carmenconnect.osu.edu/p458d5horg7/

You know the old saying, “When all you have’s a hammer, the whole world looks like a nail”?  Back when I started with ODEE (before it was ODEE), that was nearly true of the tools available to instructors at Ohio State: there was Carmen and there was CarmenWiki.  Since then the toolset has grown like the pit crew for a NASCAR team, and there is no longer just a single way to do most things.  To help sort through the options and provide a high-level map of what-all systems are available for free to every instructor at Ohio State, our colleague Valerie Rake stopped by the studios at Mount Hall on August 31, 2017 to present a basic explanation and illustration for each system, as well as details about how to get help getting started.

Accessible Teaching: Start Now

Another semester has rolled right up to your door and started knocking. You’ve thrown on a robe (whipped up a course plan) and opened the door. But every semester is a bit different and our goal here at ODEE is to make sure you’re fully dressed before the knock sounds. But before you consider yourself fully dressed, it’s time to talk about accessibility, the hat to top it all off.

Accessibility is the assurance that all students, no matter their ability, will have access to your educational materials and learning experiences. There are many things to consider when making a course accessible, and many issues are eliminated by using an accessible learning management system (Carmen). But for the remaining considerations, when should you get started?


David Gooblar writes that now is the time to think about accessibility. And I agree. We have always desired to empower people to be proactive about accessibility rather than reactive. Any preparation you can do to accommodate your diverse student body will save you time in the end and make students feel more welcome across the board. Gooblar argues that thinking about accessibility isn’t much different than thinking about how you will deliver a lecture powerpoint, notes, or give a review session before an exam. These are all accommodations you make as educators – to help students learn. Therefore, modifying assignments to make them more flexible for diverse learners, is no different than going out of your way to produce a study guide.

“We’re wrong to think of accommodations as exceptions that detract from our normal way of doing things. Accommodating students is our normal way of doing things.”

Build accessibility and UDL into your teaching, allow the possibility of a diverse student body to inform the way you plan activities. Slowly but surely, embracing the language of accessibility and inclusivity will not only make you a better educator, but will also set you up to learn the technical ins and outs to practice what you preach.

Add language to your syllabus that reflects your approach to accessibility and accommodation. Inside Higher Ed recently highlighted an OSU English professor, Jessie Male, who added the following language to her syllabus:

“I assume that all of us learn in different ways, and that the organization of any course will accommodate each student differently. For example, you may prefer to process information by speaking and listening, or you might prefer to articulate ideas via email or discussion board. Please talk to me as soon as you can about your individual learning needs and how this course can best accommodate them.”

Male made an effort to bring personalization and empathy to the boiler plate language we copy and paste into our syllabi. Read through our introduction to universal design for learning to plan how you will incorporate accessibility into your teaching. Begin to familiarize yourself with the language of accessibility, both in the physical world and the online environment. Gooblar’s article links to an excellent resource developed by Anne-Marie Womack called Accessible Syllabus. It gives a general overview of everything an instructor should consider about their teaching practice as it relates to accessibility. Read up, attend our accessibility workshops, and tackle every semester fully dressed.

Webinar Recording: Make and Use Open Resources with Tools and Support from the Affordable Learning Exchange (8/17/2017)

View the recording at http://carmenconnect.osu.edu/p855az27160/

“The [textbook] rent is too damn high!”  Learn what you can do to help your students avoid unpleasant dilemmas, such as needing to choose between textbooks and food.  ODEE colleagues from the Affordable Learning Exchange initiative stopped by the DELTA studios to discuss how elearning tools and collaboratives can enable you to reduce this burden on your students’ learning.

Webinar Recording: Teaching Large Courses Online (7/25/2017)

View the webinar recording at http://carmenconnect.osu.edu/p5p8lcegg1n/

In this webinar, Dr. Brian Lower  and his team, Kylienne Shaul and Ella Weaver, talked about some of the steps they have taken to develop a deeply engaging large online course, ENR2100: Introduction to Environmental Sciences. They will especially describe how they have used writing-based assessments and peer-review processes to enable students to think more deeply about the material and extend their understanding through interaction (in both on-ground and online versions of the course).

2013 in-person ENR Poster Session, the inspiration for a virtual poster session assignment that helps drive student engagement in the large course.  For more information and examples of student work, visit https://u.osu.edu/environmentalsciencesymposium/

AccessEDU Episode 3 – Tara Koger


Find all AccessEDU episodes

Subscribe to AccessEDU on iTunes

Episode 3 – Tara Koger

“It’s important to remember that visual experiences in looking at contrast is not a binary of normal vision and impaired vision. It’s really a continuum…”

In the third episode of AccessEDU, your host interviews an OSU educational technologist, Tara Koger about her tips for designing visually appealing AND accessible content and webpages.

Referenced in this episode:

Read a transcript of Episode 3

Ten Online Teaching Tips

Faculty working on laptops outside.As an online instructor who has been teaching in this mode since 2009, I am always keeping an eye out for strategies other online instructors use in their courses to make the learning experience more engaging for students while also maintaining the instructors sanity.  Preservation of our mental faculties is important if we are to be effective instructors.  To this end, I thought I would share a short article I came across the other day that highlights ten strategies you may or may not be using in your online classes to help manage the grading load and communicate with students: Ten Online Teaching Tips You May Not Have Heard.  While I admit that some of the tips given I am skeptical about jumping on board with immediately, others are strategies I’ve used that have helped out tremendously (creating a forum, rubrics, etc…).  Take a look through the article and see if you notice a strategy you might like to try out the next time you teach an online course.  After all, we don’t know how a strategy will work until we try it, right?


ODEE DELTA Webinar Recording: eXperiencing Play: An Introduction to Game Design (4/24/2017)

The potential for games to engage students and deepen learning is well-established by research, as well as intuition: play is part of the way most animal species teach their young, and we can observe games and competition playing a role in most areas of human culture as we walk through the world. The challenge for educators, especially online educators, has been to tap into the power of games and play without breaking the bank.  It can seem daunting to compete with commercial video game developers.  The good news is that you don’t have to.  There are several powerful ways to build game-based learning activities for students using tools that are easy to learn and efficient to use.

In this webinar recording, Ben Scragg, Manager of Learning Technology at ODEE, introduces you to some of these design tools, as well as deeper understanding of how games can enhance learning and situations where they can do so most effectively in “eXperiencing Play: An Introduction to Game Design,” originally presented on April 24, 2017.