2018 Conference Presentations

Location: Auditorium

9:15a-10:15a: PANEL DISCUSSION with real-world experts discussing the successes & challenges they faced when "Designing Active Learning/Collaborative Environments" from: 

  • Higher Ed: Jeffrey Ashley, Director Center for Teaching Innovation & Nexus Learning from Jefferson University

Jeffrey (PhD Environmental Chemistry from University of Maryland at College Park) began his teaching career at Philadelphia University in 2000 as a Visiting Assistant Professor of Chemistry. Jeff is now in his 18th year at Philadelphia University as a full professor. He values incorporating meaningful scientific research into his courses as an authentic, high impact learning experience for his students. Jeff has published over 25 peer-reviewed articles in his interdisciplinary area of environmental chemistry as well as in science pedagogy. Jeff received the Lindback Distinguished Teaching Award in 2012 recognizing his innovative approaches to teaching and learning.  Most recently, Jeff was designated the Coordinator of Philadelphia University’s Active Learning Space Initiative, which aims to optimize faculty members’ active, real-world, and collaborative pedagogies by designing mindful learning spaces to optimize those teaching and learning strategies. In 2015, he became the Director of the Center for Teaching Innovation and Nexus Learning with the mission of supporting and nurturing faculty members’ experimentation and innovation in teaching approaches that deepen student learning.  He is an adamant believer that innovative learning spaces can optimize learner-centered approaches to teaching and continues to lead his campus’ goal of overhauling traditional learning spaces. 

    • Architecture & Interior Design: Ray Maggi, Principal Architect from Norr Architects

    Ray is an architect with a keen sense of the way his profession can transform and influence education. He brings a wealth of knowledge about the changing nature of generations, their motivations, their desire for collaboration, and how that influences architectural design. For the past 20 years, his focus has been on higher education, with more than 20 highly successful projects that include designing student centers, residence halls and student dining facilities. Prior to joining NORR, Ray was both principal and project designer respectively on Penn State Brandywine’s new student union building, Carthage College’s Campbell Student Union, and the University of Wisconsin Eau Claire’s W.R. Davies Student Center. He now leads NORR’s education sector, a global architecture and engineering firm with exceptional education projects in the US, Canada and the UK. Specializing in the planning, design and development of student life facilities, Ray is a sought after speaker at national conferences on education.

    John is the District Supervisor of Mathematics at Winslow Township Schools and an adjunct professor for the Education Department at LaSalle University. He began his teaching career in 1991 and has served as Supervisor of Mathematics for the last 10 years. John is currently responsible for the curriculum and instruction of mathematics in eight buildings ranging from PreK-12. Part of his job entails procuring as well as administering professional development opportunities as it relates to best practices for nearly 500 staff members from all disciplines, not just mathematics. More recently a strong focus has been placed on the integrating of technology. Additionally, John was responsible for phase one of the iPad implementation in 2011 with 500 devices. Winslow now houses over 3000 iPads and 3400 Chromebooks. He initiated the District’s relationship with Google Apps for Education and created over 5000 accounts for students and staff. John also took a hands-on role in developing the now highly accredited STEM program at Winslow Middle School. He has also worked with the Greater Philadelphia Instructional Coaching Program by going out to local schools to provide professional development on how to integrate technology into the classroom.

      ·         Furniture: Scott Montemerlo, National Program Manager Education from Teknion

      Scott has always been passionate about education.  As the son of two teachers, he grew up with a unique exposure to the relationship between student and teacher.  Nowadays he gets to witness first-hand the evolution of learning as he observes his 9-year-old daughters educational experiences and compares them to the experiences he sees at colleges and universities throughout the country.  Scott has spent the last four years working with schools like Cornell, UVM, WPI, Brown, UConn and MIT as well as leading A&D firms on a variety of classroom, office, and social space projects in New England.  Most recently, Scott was promoted to National Program Manager, Education at Teknion.   In this role, Scott will be working with a team to develop and expand Teknion’s brand and role in the education market.  In addition, Scott will be developing tools and exercises that can be used by college and university leaders as well as designers to strategize about their current spaces as well as how to execute projects effectively and efficiently. Scott has also developed and facilitates a design charrette about the Classroom of the Future as well as a soon to be certified CEU about the impact of design in creating a happy and healthy campus.  He is currently working on his next CEU about the importance of social spaces on college and university campuses.

      10:30a-11:a: "Active Learning Spaces: An Overview" Presented by Bob Hivner, Mid-Atlantic Regional Solutions and Consultants Manager @ Legrand AV Division 

      Once there were teaching spaces. Now we have active learning spaces. This new generation of active learning spaces is enabled by technology that is accessible to all students. This presentation will examine the types of active learning spaces and the latest technologies that enable these new learning methods.

      BLENDED LEARNING: An approach that blends face-to-face instruction with online learning and is sometimes called “Hybrid Learning.” Typically, anywhere from 30-70% of the course is delivered online - through videos, recorded lectures, interactive modules, discussion boards, polling, peer feedback, etc... This online portion is delivered through the institution’s course management system (e.g. Blackboard or Canvas).

      FLIPPED CLASSROOM: A common approach for blended learning in which the course content is delivered outside of class time to provide more in-class discussion and enrichment activities. This is a MAIN DRIVER for why learning spaces are being redesigned. Flipped learning provides opportunities for students to develop critical thinking, creativity, communications and collaboration - skills that higher education is keenly focused on.

        COLLABORATIVE CLASSROOMS: Widespread adoption of flipped classroom learning.Inclusion of digital content to improve learning experience and academic performance

        DISTANCE & ONLINE LEARNING ROOMS: Beyond static webcam shots and pre-recorded lectures:

        HUDDLE SPACES: Beyond the classroom to continue collaboration

        11:15a-Noon: "It's Okay to Be Human: The Impact of Social Spaces as Learning Environments" Presented by Scott Montemerlo, Director of Higher Education @ Teknion & Greg Dekker, VP of Sales @ Effectiveness

        Where do students learn best?  In today’s academic environment the answer to this question has many responses and often the classroom is not at the top of the list.  Can classrooms be social spaces? On its face, the idea of allowing people to freely mill about and socialize in a learning environment sounds like the opposite of productivity.  But is it?  If we understand that every interior space evokes a response among those who interact with it then an interior space, a classroom or learning environment, derives its true meaning from its inhabitants.  To design the most effective learning environment, we need to understand what user needs are, and the behaviors that drive them. This interactive seminar will review key factors affecting student performance on college campus, review the science of happiness and begin the discussion on how social spaces can be used to enhance or alleviate some of these factors.

        1:15p-1:45p: AFTER LUNCH KEYNOTE: "Neuro-Andragogy: Science & Art of Changing the Brain" Presented by Dr. Kristen Betts, Clinical Professor @ the Drexel University's School of Education

        Advancements in technology and research are providing new insight into how the brain learns. Therefore, it is critical for educators to be aware of evidence-based practices from neuroscience, psychology and education that provide a transdisciplinary framework to support instructional design, teaching, and assessment. This presentation will address functional fixedness and debunk common neuromyths as potential barriers to learning. Research related to neuroplasticity will show how learning physically changes the brain. The presentation will also discuss and demonstrate how metacognitive strategies and technology can transform our classrooms (online, blended, onsite) through Universal Design for Learning, differentiated instruction, and high touch strategies to support deeper learning, critical thinking, and real-world transfer. 

        Kristen is a Clinical Professor in the School of Education at Drexel University. Dr. Betts has over 20 years of experience in higher education serving in key leadership positions within private, public, and for-profit institutions as a program director, Senior Director for e-Learning (90+ online/blended programs), Director of Online & Blended Learning, and Chief Academic Officer. Dr. Betts’ expertise is in higher education, online and blended learning, curriculum development, instructional design, and faculty development. Dr. Betts publishes and presents on online and blended learning; Mind, Brain & Education Science; Online Human Touch/high touch; online pedagogy; accreditation; student/faculty recruitment and retention; and transfer of learning. Dr. Betts is a peer evaluator with the Middle States Commission for Higher Education, a Quality Matters certified peer reviewer, and an instructor for the Online Learning Consortium Advanced Certificate program. Dr. Betts serves as a National Faculty Academy Coordinator for an Urban Special Education Leaders of Tomorrow (USELT) grant, and a grant reviewer for the Research Grants Council in Hong Kong. Dr. Betts is a conference reviewer for numerous national and international associations. She has been a reviewer for 12 journals/publishers and been a guest editor for two special issues of a refereed journal. Dr. Betts has received distinguished national awards for her work in higher education and online learning. Dr. Betts has been a keynote speaker at conferences and government-supported events in Sweden, South Korea, Canada, and across the United States. 

        2:p-2:30p: "Susceptibility & Awareness: Neuromyths & Evidence-Based Practics in Higher Education" Presented by Dr. Kristen Betts, Dr. Trish Shewokis, Tamara Galoyan, Brian Delaney @ Drexel University

        Previous studies indicate that a learner’s epistemological beliefs and learning can be influenced by an educator’s conceptualization of knowledge reflected in pedagogy (Johnston, Woodside-Jiron, & Day, 2001; Brownlee, Ferguson & Ryan, 2017). This session provides an overview of an international study that was conducted in 2018 to investigate the prevalence and predictors of neuromyths and examine awareness of evidence-based practices in higher education among instructors, instructional designers, and professional development administrators across onsite, online, and blended environments at four-year and two-year institutions. This session will provide an overview of the study design, data collection, and analyses. Predictors of susceptibility of neuromyths and awareness of evidence-base practices will be shared.

        Kristen is a Clinical Professor in the School of Education at Drexel University. Dr. Betts has over 20 years of experience in higher education serving in key leadership positions within private, public, and for-profit institutions as a program director, Senior Director for e-Learning, Director of Online & Blended Learning, and Chief Academic Officer. Dr. Betts’ expertise is in higher education, online and blended learning, curriculum development, instructional design, and faculty development. Dr. Betts publishes and presents on online and blended learning, student/faculty recruitment and retention, Online Human Touch/high touch, online neuropedagogy, accessibility, transfer of learning, Brain-Targeted Teaching, accreditation, eStudent Affairs, and eAdvising. Dr. Betts is a peer evaluator with the Middle States Commission for Higher Education, a Quality Matters certified peer reviewer, and an instructor for the Online Learning Consortium Advanced Certificate program. Dr. Betts has received distinguished national awards for her work in higher education and online learning. Dr. Betts has been a keynote speaker at conferences and government-supported events in Sweden, South Korea, Canada, and across the United States.

        Patricia is a tenured Associate Professor, Movement Scientist and Biostatistician in the College of Nursing and Health Professions at Drexel University and she has a joint appointment in the School of Biomedical Engineering, Science and Health Systems (BIOMED). Her PhD is in the Psychology of Motor Behavior which she earned from the University of Georgia with cognates in Biomechanics; Research Design/Statistics. Dr. Shewokis is part of the College's Interdisciplinary Research Unit and is a Graduate Research Support Faculty member. She has extensive training and experience in research design and statistics and serves a biostatistician and methodologist for the College.

        Tamara is a doctoral candidate enrolled in the Educational Leadership Development and Learning Technologies program in the School of Education at Drexel University. Tamara holds a Master's degree in TEFL (Teaching English as a Foreign Language) from the American University of Armenia and a Master's degree in linguistics from the Yerevan State Linguistic University, Armenia. Her broader research interests focus on the neurocognitive, behavioral, and social factors affecting acquisition, retention, and transfer of learning across different instructional modalities, including onsite, online and blended learning environments. 

        Brian is a doctoral student in Educational Leadership and Learning Technologies and a Research Assistant in Drexel University’s School of Education. He earned a bachelor’s degree in Journalism from Ithaca College in 2004, and a Master’s degree in Higher Education Administration with a concentration in e-Learning Technologies and Instructional Design from Drexel in 2016. He spent five years as an adjunct lecturer at the Ithaca College Park School of Communications, teaching journalism courses, and was an award-winning journalist in newspapers and radio over a career of 16 years. His research foci include: journalism and mass communication education, e-learning, online and blended learning, educational technologies, experiential learning, instructional design, and Mind Brain Education sciences. In February 2018, he was selected Co-Editor of the Emerging Voices in Education Journal for a two-year term.

        2:45p-3:15p: "Learning Design Myths and Facts: Building Courses Based on Evidence, Not False Beliefs" Presented by Ulises Musseb, Senior Education Technology Specialist @ NYU Langone Health System

        There are thoughts, ideas and believes behind the design of every education, training, and learning program. Some learning programs are successful, some are not. There is a direct relationship between learning experience design success or failure, and the approaches and philosophies used to build them. As technology continues to advance, the shift towards learning and development initiatives that require elements of user interface design, visual communication and engineering support is growing at an ever-increasing speed. Designer, content owners, and every stakeholder in any learning initiative should be aware of how to avoid common project pitfalls, mostly coming from misguided believes and outdated information. This workshop explores the challenges that we face in the Learning and Development landscape when decisions are made based on believes instead of research and evidence-based practices. We confront several common learning experience design myths and misconceptions, and provide research based information that can help confront and debunk them, with the purpose of avoiding such common believes that can translate into less than ideal learning experiences.

        Ulises is an Education Technology professional with over 20 years’ experience, who specializes in administering solutions for learning projects of high complexity. He also has expertise in developing self-paced eLearning, training and curricula for a wide range of adult learners. His professional background includes Engineering, Project Management, Information Technology, Professional Training, Adult Education and Literacy, Computer Education for Adults with Lower Literacy Level, and Web Design. His training and instruction career includes professional corporate computer training on both commercial and customized software, ABE, GED, and ESL education, and implementation of technologies for GED education. Additionally, Ulises Musseb has created customized curricula for Workforce, Career and Professional Development for several private and nonprofit organizations in Philadelphia, New Jersey and New York. He has provided education and his education technology expertise as a volunteer for several nonprofit organizations. Currently, he works for the Organizational Development, Change and Learning Department at NYU Langone Health System. He also works as a private Education Technology Consultant.


        3:30p-4:p: "Learning Experience Design: A Blended Approach for the Digital Age" Presented by Catherine Lombardozzi Ed.D, Consultant & Founder @ Learning 4 Learning Professionals

        We are living an interesting paradox when it comes to learning: people certainly have an abundance of available resources, and (yet) they also struggle to persist with learning so that they develop deep knowledge and competence. With all the distractions of day-to-day work, it can be hard for people to stay on track in pursuing longer-term development goals. One way to counter these difficulties is to pay particular attention to creating a recommended path that maximizes the learning journey from the learners’ perspective – an approach that is referred to as “learning experience design.”  In this interactive session, you’ll learn the principles that guide learning experience design. You’ll explore how this approach addresses some of the challenges of learning and teaching in the digital age – and how this design framework can help you to meet learners’ demands for relevance, active learning, flexibility, and integration in the flow of work, and yet still take advantage of resources and activities that are rigorous and deep.

        Catherine is a lifelong learning and development practitioner and founder of Learning 4 Learning Professionals. Her work focuses on supporting the professional development of designers, facilitators, faculty, learning and performance consultants, and learning leaders.  As an active workplace learning professional with nearly 35 years’ experience in both corporate and academic contexts,  Catherine often contributes to professional conferences and journals, and she teaches graduate-level courses in adult learning, instructional design, emerging technologies and consulting.  She is author of Learning Environments by Design (2015) and Creativity Boost (2017). She maintains deep interest in modern workplace learning strategies, social learning, self-directed learning, online course design, enhancing creativity, and scholarly practice. Catherine holds a doctoral degree in Human and Organizational Learning from The George Washington University. You can learn more about her background at

        4:15p-4:45p: "Google Drive to the Rescue: Teaching Online Public Speaking Without a Publisher's Platform" Presented by Tracy Kaiser-Goebel, Director of Educational Effectiveness @ Montgomery County Community College

        Have you ever found that the instructional resource you selected for your students is not only overpriced, but also drops the ball on a specific topic? Do you want to design an engaging, accessible assignment or instructional unit, using free, cloud-based resources?  This presentation provides an overview of an instructional unit, that replaces the use of an expensive publisher's platform with superior free resources, that improve student engagement.  A major stumbling block for Public Speaking students is audience analysis, but effective speaking must be audience-centered.   This Audience Analysis instructional unit relies upon the resources in Google Drive  to teach audience analysis.  Students are familiar with Google Drive, so they are comfortable using the tools to develop surveys (Forms), post to social media, upload videos and perform peer reviews.  Using these free, cloud-based resources, has proven to be a fun and rewarding approach to teaching the importance of Audience Analysis.  

        Tracy is the Director of Educational Effectiveness and a Communication Studies Instructor at Montgomery County Community College.  A 1988 graduate of Kutztown University, with a degree in Secondary Education: Communications, Tracy went on to earn a graduate certificate (1992), and two Master's degrees: one in Communication Studies (2001), and the other in Instructional Leadership (2015).  She began her career in higher education in 1997, as an adjunct instructor at Manor College.  Over the course of the next 21 years, Tracy also served as an Academic Advisor at Manor and Montco, and taught speech communication and college readiness courses at Bucks County Community College and Montco. This experience helped her develop a strong connection with the needs of today's college students, and a broad view of best practices.  

        Location: Room #137

        10:30a-11:a: "Driving Program Success with an Online Program Manager: A View from the Business Side" Presented by John Farrell, MBA Program Director @ La Salle University

        Implementing an academic program with an Online Program Manager can drive you quickly toward academic and financial success, while presenting challenges at every turn from contract, through launch to achieving a steady.  Understanding the OPM’s value proposition and the ways to lever its experience and expertise to support your team (Faculty, Enrollment, Financial Aid, Program Administration and Instructional Technology) can help you implement change, quickly. Through a discussion the ten things you absolutely need to understand about working with an OPM and the lessons that have been learned along the way, this seminar will cover some new and old program management ideas and business practices to support your initiative.

        John is the Part Time MBA Program Director at La Salle University and was most recently part of the team that implemented an online MBA program with an OPM.  Prior to joining La Salle University, he was the Assistant Dean for Graduate Studies at an AACSB-accredited university responsible the MBA and Master of Accountancy programs as well the Director of its nationally-ranked Center for the Development of Leadership Skills. John has taught classes at both at the Graduate and Undergraduate levels on international business, managerial decision-making and personal finance. He received his MBA from The Wharton School, University of Pennsylvania and his undergraduate degree in Economics from the University of Notre Dame. He brings to the university and classroom over 30 years as a management consultant and firm executive primarily with Ernst & Young (EY) in the United States and Europe focusing on business strategy and operations. He has worked with a range of clients including Lincoln Financial, Xerox, Eaton Corporation, Associated Press, Bank of Greece, Fidelity Funds, EMI Music Publishing, Merrill Lynch, MetLife, Whirlpool Corporation, the Library of Congress and several US government agencies.

        11:15a-Noon: "Improving Professional Development Attendance" Presented by Valerie Green & Tori Waskiewicz, Instructional Designers @ Arcadia University

        Tips for increasing your professional development attendance using these strategies. Over the past year and a half Academic Technology Services (ATS) has offered trainings, workshops and One-on-One sessions for Arcadia University faculty and staff.  We utilized data as well as input from our faculty lead technology committee to increase attendance. We assessed information obtained from attendees and the committee and identified possible changes to implement. Data was gathered through surveys, email and informal conversations.  All information was considered to develop scheduled offerings and a detailed communication plan.

        Valerie has an MA in Humanities and my M.Ed in Instructional Technology from Arcadia University. For the past 7 years, I have worked as a Senior Instructional Designer at Arcadia. My job focuses on assisting faculty with technology in their courses. I am also an adjunct, teaching both face to face and online courses.

        Tori has an MS in Instructional Technology from Bloomsburg University and the Institute for Interactive Technology. I have been working in Higher Ed for over 10 years as an Instructional Technologist/Designer.  My job focuses on assisting faculty with technology integration in their courses. I also worked as an Instructional Designer creating face to face, online synchronous and asynchronous courses for Realtors in the Real Estate industry. 

        2:p-2:30p: "Limitless Collaboration: The Solstice Experience" Presented by Burt Feldman, NE Sales Director & Rodger Wagner, Regional Sales Engineer @ Mersive Technologies

        Experience the award-winning Mersive Solstice software live! Solstice transforms ordinary meeting spaces and classrooms by placing content at the center of the user experience to drive better collaboration and decision-making. Solstice removes technical barriers to better collaboration by allowing any number of connected users to share unlimited content. In this seminar, we will cover the basics of the Solstice user experience as well as our management platform which enables endless end points to be managed centrally making this a true enterprise delivery platform. We will also demonstrate new features such as our Digital Signage Integration, Kepler -Room Monitoring & Analytics.

        Burt is an AV/IT sales professional with over thirty years of sales, and sales management experience. Burt has been successfully advising and selling technology products and services in the Video Streaming and Wireless Collaboration space. Burt is currently the Northeast Sales Director for Mersive Technologies where he is responsible for all sales related activities for NY, NJ & PA.


        Rodger joined Mersive in 2016 as the Regional Sales Engineer and has over twenty-five years of experience in pre-sales, engineering, implementation and training in the fields of Pro-AV and Computer Networking. He currently supports Mersive’ s Sales Team in a technical capacity for the NJ, NY, PA area.

        2:45p-3:15p: "Advancing Student Engagement in Online Courses with Instructor-Generated Multimedia" Presented by Christina Asroff, Media Technologist @ Wilmington University

        This is a workshop on the importance of synchronous and asynchronous multimedia tool use in online courses to promote student engagement. The pedagogical theories in relation to social presence, instructor presence, and cognitive presence will be discussed to validate the importance of integrating instructor-generated multimedia in online courses. I am also conducting a dissertation study that will be completed by that date. The workshop will also include data from the study.

        Christina is a Media Technologist in the Online Learning and Educational Technology Department at Wilmington University. Christina is also an instructor at Wilmington University in the College of Technology. Christina has taught multimedia and engineering at several higher education institutions. Previously, she was employed in the broadcast field as an audio engineer. Christina is currently pursuing her doctorate in Higher Education Leadership and Innovation. Her dissertation topic is the effect of instructor-generated multimedia on student engagement in online graduate courses.

        3:30p-4:p: "Ally - Making Course Content and Websites More Accessible" Presented by Dan DePuy, Senior Director of Accessibility @ Blackboard

        Having course content accessible to everyone is critical to student success. Blackboard Ally automatically creates accessible versions of content loaded into your LMS. It currently works in Canvas, Moodle and Blackboard Learn. It also provides faculty feedback and guidance on the importance of accessibility and how to address barriers along with institutional reports to show progress and improvement. Recently Blackboard has made Ally available to report on public-facing websites as well. Please join us to learn about this powerful tool and services that Blackboard offers to help clients overcome challenges with digital accessibility.

        Dan is a Senior Director of Accessibility Solutions at Blackboard. He has held a variety of roles in the technology industry, including a stint as IT director for a K-12 institution. He has supported higher education clients for the past seven years at Blackboard and currently lives in Charleston, SC.

        4:15p-4:45p: "Designing Distance Learning That Goes the Distance: Using Universal Design Principles and Assistive Tech to Accommodate All Learners" Presented by John Thygeson, IT Manager @ Drexel University & Kallie Ziltz @ Lehigh University

        In today’s educational scene, e-Learning provides an attractive opportunity for distance education programs to reach a multitude of students, regardless of geographic location. Just as with traditional face-to-face classrooms, it is important for instructors to make accommodations for the diverse learning styles of these distance students. In this presentation, John and Kallie will draw upon their instructional design experiences to provide instructors with concrete opportunities to incorporate universal design for learning as well as manage assistive technologies to promote a more equitable e-Learning experience.

        John is an IT Manager at Drexel University and is a PhD student in Lehigh University’s Teaching, Learning, and Technology program. John’s current research interests are focused on the impact of augmented reality use in educating students with learning differences.

        Kallie is a full-time PhD student in Lehigh’s Teaching, Learning and Technology program. Her research interests are related to K-20 computer science education, with a special focus on diversity and equity issues across the STEM/CS pipeline.

        Location: Room #275

        10:30a-11:a: "Flipping Online Discussions from Text to Video" Presented by Jackie Murphy & Joanne Farley Serembus @ Drexel University

        Online learning can be isolating for students who often state that they prefer interacting with classmates and faculty. Using the Community of Inquiry (CoI) model developed by Garrison, Anderson, and Archer (2000) faculty searched for a way to engage students and faculty as “real” people. In lieu of one-dimensional text-based discussion boards, FlipGrid was initiated. Flip Grid is a web-based video discussion platform that allows meaningful collaboration in an online environment. Students respond to a text-based or video question posed by faculty. Brief videos to which students respond can also be uploaded to FlipGrid.  Students can use their computer or smart phones to respond to faculty and peers through video messages. Online students have commented that by using FlipGrid they feel more connected to their peers. Outcomes resulting from the use of this tool will be shared. Additionally, participants will engage in a discussion about different uses for this tool and be able to test it out.

        Jackie graduated from Drexel University with her MSN in Nursing Education and Faculty Role and is a Certified Nurse Educator. She is a doctoral student in the EdD in Educational Leadership and management Program at Drexel University. Jackie has been in nursing education for the past 12 years, both in teaching and leadership roles. Jackie is an experienced online educator. Jackie’s clinical area of expertise is pediatric nursing. She is a Certified Pediatric Nurse and a Certified School Nurse.

        Joanne graduated from Widener University with an EdD in Higher Education and Leadership. She has been an educator for 28 years and has been faculty for Undergraduate, MSN, and Doctoral Programs. Dr. Serembus has performed in several administrative roles during her tenure. She has been involved with online learning since 2004 and currently teaches full-time in the online environment. Dr. Serembus is certified as a Critical Care Nurse by the American Association of Critical-Care Nurses and is Certified as a Nurse Educator through the National League for Nursing.

        11:15a-Noon: "VR Initiative for Online Learning: An Instructional Design Perspective" Presented by Bill Egan, Sr Instructional Designer @ Penn State World Campus  

        Does virtual reality (VR) have a place in online learning? Instructional Designers at Penn State World Campus have taken an exploratory approach to a VR initiative for an online learning context. It began with the basic exploration of VR and Google Cardboard. It soon evolved into the production and delivery of immersive 360° video content into online courses. With 360° video being seen as a viable stepping stone towards virtual reality, 360° video content has served as an engaging way to support instructional objectives. Recently, VR Headsets were provided to students as part of a pilot to gauge interest and feedback into the usability of VR hardware in an online learning environment. As we work towards evaluating what the role of “true Virtual Reality” is in online education, the exploration has moved to the production of interactive immersive content through platforms such as WebVR.  Through iterative design and piloting, we developed a framework with best practices and considerations that can be used to scale the integration of immersive video content across online programs. In this session, we will review the evolution of the VR exploration with use cases and technology being demonstrated.  Collected IRB approved data and student feedback used to inform the direction of the VR initiative will also be shared and discussed. The goal of this presentation will be to share experiences with VR and to generate a conversation with attendees about the practical application of VR in online learning.

        As a Senior Instructional Designer with Penn State University’s World Campus, Bill specializes in designing and developing effective instruction for online and blended learning environments for a variety of graduate and undergraduate disciplines. Bill has over eight years of instructional design and educational technology experience in both K-12 and higher education. Prior to joining World Campus, Bill worked as the educational technology and design specialist for a grade 6-12 cyber charter school in Pennsylvania. Bill received his bachelor’s degree in Marketing from the University of Pittsburgh and his M.Ed. in Business Education from Bloomsburg University.

        2:p-2:30p: "Increase Engagement and Interactivity Without Breaking the Bank" Presented by Gautam Saha, Manager of Educational Technology & Instructional Design @ Georgetown University's School of Foreign Service in Qatar & Brenda Snider, Instructional Technology Specialist @ Lincoln University

        Are your students dormant?  Help make learning come alive by engaging them. Immersing students in interactive content creates active constructors of knowledge, encourages self-learning, and prepares students for how we work and live.  The presenters will discuss their pilot program conducted at Lincoln University, Lincoln University, PA about engaging students through a LMS and a free interactive cloud based software. Attendees will participate in a short interactive activity as an example of how integrated immersive content can help students.

        Gautam is the Manager of Educational Technology and Instructional Design at Georgetown University in Qatar. He holds graduate degrees in Chemistry and Instructional Technology. He also holds professional certifications in Learning Management System and Customer Relationship Management software. Prior to Georgetown University, Gautam was the Instructional Designer at Georgia Institute of Technology in Atlanta, Georgia. At Georgia Tech he developed new courses, consulted with faculty on teaching and learning pedagogy, implemented new enterprise learning technology and was a key member of the team to launch Georgia Tech’s first innovative graduate online Computer Science degree program. Gautam’s career has spanned higher education, K-12, software and telecommunications in private sector/Fortune 100, banking, Federal and State agencies. Gautam has authored and presented in multiple academic publications in journals and professional conferences. His area of expertise and interest spans eLearning Tools, Learning Management Systems (LMS), ePortfolios, Web 2.0 technologies, Open Source software implementation/customization, Course Development, Classroom Instruction, Technical Training, Learning Pedagogies, and complex technical implementing/customizations/integrations, working in a higher education setting in support of faculty to design courses and integrate technology into a classroom-based, blended, or online course through consultative iterative evaluation cycles.

        Brenda is an Instructional Support Specialist for Academic Technology Support at Lincoln University, Lincoln University, PA. She develops and creates Moodle workshops and individualized Moodle and other software training for faculty. She was instrumental in implementing the Moodle learning management system at Lincoln and implemented the current audio-visual reservation system, Cheqroom. This is her second year participating in the Penn State/ EDUCAUSE Learning Initiative ID2ID Program. She graduated with a B.S. in Instructional Design and Technology from Walden University.

        2:45p-3:15p "Get Moving!: Tips for Technology Adoption" Presented by Karen Pinto & Chontel Delaney, Learner Experience Designers @ Saint Joseph's University

        In 7 short months, we packed our bags and moved from Blackboard to Canvas! In this session, we will discuss how we helped our faculty and students transition from our learning management system (LMS) of 20 years, Blackboard, to Canvas. We understand that change is not always easy, so we will share our adoption and training strategy for implementing new technologies. This strategy can be applied to any technology adoption and includes getting visual, getting human, and getting social to make the transition as seamless as possible.

        Karen describes herself as a wife, a mom of two crazy toddlers, and an ever-evolving designer. In 2003, she graduated from Philadelphia University, where she received a Bachelors of Science degree in Graphic Design Communications. Additionally, Karen holds a Masters Degree in Organization Development and Leadership with a concentration in Adult Learning and Training from Saint Joseph's University. Karen has been working at Saint Joseph's University for over ten years. Her Learner Experience Designer role at SJU combines her talents, skills, and love for design and training by collaborating with faculty, staff, and students through the learning design process. Yes, she is a geek!

        Chontel is a Learner Experience Designer. She has been at Saint Joseph’s University for over ten years. Her areas of expertise are Instructional Design and Universal Design for Learning (UDL) and Accessibility. She is also a Quality Matters (QM) peer reviewer. Chontel earned a B.S. in Elementary Education with a concentration in the education of the Deaf/Hard of Hearing and an M.S. in Instructional Technology, both from Bloomsburg University of Pennsylvania. 

        3:30p-4:p: "#Social Media in Education" Presented by Emily Wood, Adjunct Professor @ Rutgers University

        Social media sites, such as Twitter and Instagram, can be used to engage students and encourage them to see how the topics discussed in class are relevant to the world outside the classroom. They can also enable otherwise quiet students to voice their thoughts and ask questions. Assignments using social media can hone critical thinking skills needed for future careers. This presentation considers how to decide if a class could benefit from social media use, how to assess student learning through a social media assignment, and how to overcome obstacles to using social media to enhance student engagement.

        Emily has been involved in teaching adolescents and adults in middle school, high school, and college environments for over 10 years. Currently, she is an adjunct psychology professor at Rutgers University - Camden and La Salle University, Philadelphia where she teaches a variety of classes, such as Adolescent Psychology, Psychology of Religion and Spirituality, Health Psychology, and Psychology of Gender. Emily has a BA in English and a Master’s in Psychology from Rutgers University - Camden. 

        4:15p-4:45p: "Do It Live: Building Video-Enabled Classrooms on a Budget" Presented by Russ Lichterman, Directorof Educational Technology and Multimedia @ Wilmington University

        Adding video conferencing capabilities to classrooms can be a cost-prohibitive, technological nightmare. By incorporating interactive whiteboards, web conferencing platforms, and inexpensive AV equipment we have created a simple, budget friendly solution to synchronous classroom collaboration. Wilmington University is now able to offer courses with live, synchronous interaction between students at a distance and students attending face-to-face, allowing for students to enroll in courses that are not offered in the traditional online format. Unlike asynchronous online delivery, this format puts the student live in a face-to-face classroom with the ability to see and interact with their instructor as well as everything shown on the whiteboard. The remote attendees can also interact with each other as well as the face-to-face students, present work to the instructor and other students, and simulate an experience that is as close to "in-person" as possible. This real-time remote interaction can be used to serve multiple needs for both the student and the institution. We can bring learning opportunities to students who would otherwise not be able to attend in-person and allow us to increase average course size by combining students into a single section of a course. This solution is affordable and easy to implement and expand across multiple classrooms and locations, and can allow students to virtually participate in a classroom from anywhere in the world.

        Russ, a Philadelphia-area native, began studying film and television technology at Temple University earning a bachelor's degree in Film and Media Arts. Russ also holds a master's degree in Applied Educational Technology from Wilmington University and has worked as an adjunct instructor of film, television, and multimedia at Wilmington University and the Art Institute of Philadelphia. Russ spent more than thirteen years working in Philadelphia television production for Comcast and NBC Universal, and in 2012 left the television industry to work full-time in higher education for Wilmington University. Russ has produced 2 feature films, a feature length documentary and several short films, and has won two “Best Feature Film” awards. Russ has also served on the judging panel for multiple film festivals including the Philadelphia Film and Animation Festival in October 2012.  In 2017 and 2018 Russ led the Multimedia Team to win 5 Telly Awards for video content produced at Wilmington University and a Blackboard Catalyst Award for Teaching and Learning.  Russ regularly presents on Educational Technology and Multimedia topics at industry conferences related to higher education and technology.  Russ is currently Director of Educational Technology and Multimedia at Wilmington University in New Castle, DE. 

        Location: Room #284

        10:30a-11:a: "Reimaging the Ordinary: How to Breathe Life into Compliance Training" Presented by Maria Mejia, LaShondra Cherry, Frederik Kruger-Ross, Jasmine Evans from the Instructional Design Team @ Thomas Jefferson University Health 

        Annual Mandatory Education modules aren’t like TV shows: no one likes a rerun. So every year our training department looks for new ways to present the same, mandated content. Content that includes wording and imagery we cannot change, as required by our HR department, as well as local, state and federal guidelines. Learn how we re-envisioned 7 annual compliance trainings by adding evocative videos, interactive Articulate Storyline features, and a consistent color scheme throughout, resulting in more engaging, more tailored experiences for our 30,000+ learners.

        Maria is Senior Instructional Designer & Team Lead at Jefferson Health. Her diverse background in the healthcare and IT industries led to the field of instructional design and e-learning development. Her projects run the gamut of organizational training needs. Her current areas of interest include VR for behavior change and xAPI integration for next-gen learning. She is a graduate of Barnard College and University of Pennsylvania.

        LaShondra is an Instructional Designer at Thomas Jefferson University Hospital, where she specializes in designing and developing digital learning experiences. When she’s not building trainings, LaShondra documents her cancer recovery journey on her blog “From Radio to Radiation” and cohosts of a popular hip-hop podcast. LaShondra is a graduate of East Stroudsburg University of Pennsylvania.

        Frederik lives and works in Toronto, Ontario and specializes in designing interactive eLearning specifically designed for the unique constraints of residents, providers and clinical staff at Thomas Jefferson University Hospital. In addition to his work at TJUH, he is working on his doctorate at Boise State University in Educational Technology. Frederik’s research interests lie in 21st century education, specifically how the successful implementation of educational technology can assist and ultimately transform how adult learners engage with eLearning, specifically in regard to addressing the unique learning challenges faced by providers in healthcare environments.

        Jasmine is an Instructional Designer at Jefferson Health. She passionate about the client experience and enjoy bringing their vision to life. When it comes to building online learning experiences, she brings harmony from chaos. Jasmine is a graduate of from East Stroudsburg University and is currently pursuing her PMP.

        11:15a-11:45a: "Compliance Training That Improves Performance: Making the right content available at the right time, in the right format, for the right person..." Presented by Dr. Peter J. Rizza, Jr., President & CEO, Princeton Center 

        In regulated industries it is a challenge providing the right training and support material to improve human performance in highly technical custom processes while containing the associated training and operational costs. This session will examine how custom content can be structured into knowledge objects in a single source repository. Once captured in a database, the content can be used to automatically generate Training, Performance Support material and Task Qualifications for operators and quality specialists. Real corporate examples will be used to show a way to automatically generate technical training from the content in minutes, resulting in live internet access to an index of materials, including: Work Instructions, Job Aids, Checklists, PowerPoint Slides, eLearning Modules and online Quizzes.

        Peter has over 30 years of experience in technology-mediated instruction, with special focus on learning models and knowledge transfer strategies. He served as manager of Courseware Design for the Control Data PLATO project, where he contributed to many of the interactive design standards used today. In 1985, Dr. Rizza formed the

        Princeton Center for Education Services, Inc. to help companies design performance support systems, training management systems, and create rapid development tools. He has personally authored hundreds of computer-mediated courses and has presented professional papers on instructional design strategies throughout the world. Dr. Rizza holds a B.S. and M.Ed. in Mathematics/Education from Boston University and a Ph.D. in Curriculum & Instructional Systems from The Pennsylvania State University. Dr. Rizza is currently the Past-President and V.P. of Technology for the MidNJ-ATD Chapter1097, the CEO of Princeton Center for Education Services, Inc., and President of the Training Factory, Inc., as well as the Author of the Mathematics Curriculum for New Century Education Corporation, and Author of “A Models Based Approach to Computer Based Training Design and Development".

        2:p-2:30p: "Lab in a Box!: Lab Kits for Online Science Courses" Presented by Stephanie Songer & Heather Stuart @ Carolina Biological Supply Company

        Lab kits enable online science students to experience hands-on experimentation outside of a traditional, on-campus laboratory setting. The focus of this workshop will be on planning and implementation of lab kits.  Attendees will have the opportunity to participate in a hands-on lab activity! How can online students learn about science outside of a traditional, on-campus laboratory? Alternatives such as videos and simulations do not fully capture the experience of engaging with a physical experimental setup. Lab kits can provide quality instructional materials to support active, engaged learning. Ideally, a kit is comprised of multiple investigations, each with its own set of measurable student learning outcomes. This workshop will cover the process of planning and implementing a lab kit for online science students, including such concerns as safety, selection, cost, and rigor.

        Stephanie has been developing lab investigations and helping faculty design lab kits for their distance learning courses for the past 4.5 years in the Distance Learning Department at Carolina Biological Supply Company. She previously taught biology courses at the University of North Georgia and Concord University. She earned a Ph.D. in Neuroscience from Emory University, and an M.Ed. in Instructional Technology from Georgia Southern University.

        Heather is a champion for higher education, and brings a unique combination of insight, education, and experience to her position as Distance Learning Regional Sales Manager. Heather’s positive energy and keen eye for detail are assets in her ability to customize actionable strategies and communicate clear success outcomes for faculty leaders, team members, and students. Heather received her B.S. in Business Administration from Elon University, and continued on to work in Elon Admissions as Senior Associate Director of Admissions and as Assistant Director of Graduate Admissions. She has her M.A. in Conflict Resolution from The University of North Carolina at Greensboro.

        2:45p-3:15p: "Be Your Own Bill Nye!" Presented by Kelsey Styles, Media Technologist @ Wilmington University

        Converting a biology course typically taught face-to-face into an online course presents one major challenge: how can you ensure your students understand the hands-on content they might not have access to? Using a two-camera studio setup and Articulate Storyline, we were able to mimic the traditional lab setting.

        Kelsey is a Media Technologist at Wilmington University. She gained a Bachelor of Arts degree in Communications Studies and Creative Writing from Widener University, and during her time as an undergraduate, created videos for TMNA Services and WHYY Philadelphia. As a Media Technologist currently, Kelsey has won a Bronze Telly Award in the General Education Institution category.

        Stephen is an Instructional Designer and Adjunct Instructor at Wilmington University. In his previous career, Stephen taught high school science for many years. He earned his Bachelor of Science at the University of Delaware in Agricultural and Technology Education and his Master of Education from Wilmington University in Instruction: Teaching and Learning. He regularly teaches courses at Wilmington University, including Astronomy, Biology, Training & Development, and the award-winning Universal Design in E-Learning. 

        3:30p-4:p: "Teaching Laboratory Science Courses Totally Online" Presented by Dr. James W. Brown, Pioneer in Online Science Course Development & Dr. Stan Racis, Online Professor @ Gwynedd Mercy University 

        This presentation will review the current state of online laboratory science course delivery and suggest future directions in the rapidly changing environment. Lessons learned and best practices will be explored, reaching beyond the traditional student to promote and celebrate diverse communities.  Students who may have previously been excluded by the constraints of time, distance, family or work obligations can now be a vital part of the classroom and contribute rich, robust life experience and cultural perspectives to courses while widening their career options. Key lessons learned and best practices identified during the first Sloan C/Online Learning Consortium Online Science Learning Mastery Series designed and moderated by Dr. Jim Brown, a pioneer in developing online science courses, will be discussed. State-of-the-art methodology for teaching science totally online, including the laboratory component, will be detailed. The pros and cons of providing laboratory experiences through virtual laboratories versus through "wet labs" will be highlighted. Dr. Brown will discuss approaches to transform current or future online science laboratory courses into creative, engaging, and highly motivated learning communities that attract new online learners.

        James is a pioneer in online course development in science. He has been dubbed the “Godfather of Online Science” and recently has been designated One of the Top 40 Innovators in Education by the Center for Digital Education. He received his M.S. and Ph.D. in microbiology from the Waksman Institute of Microbiology at Rutgers University and an additional M.S. in Health Sciences from New Jersey City University. He is a former director of microbiology for Roche and an Assistant Commissioner of Health for New Jersey overseeing the Division of Public Health and Environmental Laboratories. He is a former Assistant Dean of the College of Professional Studies at New Jersey City University and the Dean of Science, Engineering, Health Sciences (Nursing) and Human Performance for Ocean County College that became an East-coast powerhouse for online health science and science course development with over 14 unique online science courses. He developed the Online Science Laboratory Series for the Sloan Consortium (now named the Online Learning Consortium) in the Spring of 2014 which helps train science faculty and instructional designers in how to develop online courses in science. Dr. Brown teaches health science and pre-nursing science courses totally online at California University of Alaska Fairbanks, Colorado Christian University, Tarrant County College, University of New England, City University of New York and Gwynedd Mercy University. Dr. Brown presented “Opening Online Laboratory Science Courses to the World Community 2017 International Higher Education Teaching and Learning Conference at the University of the West of Scotland held in Paisley Scotland, June 28 – 30, 2017. On May 1, 2018, Dr. Brown presented “Placing Prerequisite Nursing Lab Science Courses Totally Online” at the United States Distance Learning Association 2018 National Conference in Indianapolis, Indiana.

        Stan earned a BS & MS in Physics from Fairleigh Dickinson Univ.  and then a dual PhD degree in Microbiology from Waksman Institute of Microbiology (Rutgers University) and the University of Medicine and Dentistry of NJ (UMDNJ). Following graduate school, Stan spent years doing academic, clinical and corporate research primarily in Immunology.  In addition, Stan has held teaching / lecture positions at various institutions including being a Course Director/Chairman in Microbiology for the NYCOM Medical school.  More recently (the past 8-10 yrs) Stan has been a guest lecturer for various immunodiagnostic, clinical and basic science topics but is focused towards on-line lecturing and teaching, primarily for Gwynedd Mercy University.  Experience in online science courses and labs include General Biology ,Microbiology, and Chemistry (General, Organic & Biochem) more or less aimed at students pursuing advanced degrees certification in the healthcare fields.

        4:15p-4:45p:"Math Can Be As Easy As Pi: Reducing the Effects of Math Anxiety" Presented by Jill Winnington, Assistant Dean and Business Program Director @ Gwynedd Mercy University

        Many students suffer from math anxiety, which may impact their performance in online quantitative business coursework at the undergraduate level. This presentation identifies possible causes of math anxiety and offers support to reduce math anxiety in the online classroom with supplemental instruction while encouraging positive math association. 

        Jill has been Assistant Dean and Business Program Director at Gwynedd Mercy University since June 2015. She previously served as Director of Academic Affairs at University of Phoenix and as a Business Instructor at Wesley College. She earned her BA in Economics from the University of Delaware- Lerner College of Business and Economics, her MM in Management and MBA in Finance from Goldey-Beacom College, and her DBA in Operations Management from Wilmington University.

        "How Building a Custom LMS in WordPress Should Go" Presented by Kevin C. Taylor, Principal Analyst @ Argyle Analytics

        Most learning professionals I've encountered think the LMS industry has saturated the market with products that just don't meet their needs. If your organization is considering building a custom LMS on WordPress (or any other open source content management system), then you need to attend this presentation. You will learn: whether a custom LMS built on an open-source platform is right for you, what a successful web development project looks like in terms of a project life cycle, why you should hire an agency to help you build it, how to work effectively with that agency, how to avoid getting the wool pulled over your eyes by shady web developers, considering the total-cost-of-ownership of your new LMS, and how your organization's content creation processes might change as a result of switching to an LMS built on WordPress.

        Kevin graduated summa cum laude with a Masters of Science in Organizational Performance Improvement and Workplace Learning from Boise State University. Kevin is a Certified Scrum Master and certified in Google Analytics. Kevin has over 10 years of consulting experience helping organizations improve their workforce performance. Before founding Argyle Analytics, Kevin served a number of organizations including The United States Coast Guard, Temple University, Siemens Engineering, and various nonprofit organizations as a learning and development expert. Kevin has also led several successful website developments projects giving him unique insight into how companies can leverage Content Management Systems -- like WordPress -- to solve their learning and development needs. 

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