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6 minutes | Jan 25, 2022
#34 Learning Literacies (Footnotes)
In Episode 30 - Ocean Onliners, our guest Elizabeth Sanli offered perspectives from both sides of the virtual podium – she teaches online courses for Memorial University - Newfoundland and Labrador's University and she's currently an online student, pursuing a Bachelor of Education to go along with her PhD in Kinesiology. Returning to class as a student has raised Elizabeth's awareness of the ways in which instructor expectations may not align with learner preparedness, and she offered an idea for how to address this.
6 minutes | Jan 11, 2022
#33 Sharing Screens & Skills (Footnotes)
The classic structure of formal education is built on a one-way flow of information, from teacher to student. Since most educators' experiences as learners followed this conventional format, from K through 12 and beyond, it’s no wonder we often fall back on habit, stuck in that same transmit-only configuration even after we’ve transitioned from a traditional to a virtual classroom. In Episode 18 - Virtual Speaks Volumes, our guest Rebecca Hutchinson of UMass Dartmouth shared a wonderfully multi-directional approach to teaching and screen sharing in her synchronous online sculpture classes. Both Dan and Kieran found her example inspiring.
7 minutes | Dec 28, 2021
#32 Virtual Versus Non-Virtual (Footnotes)
Welcome to Wired Ivy Footnotes! Clippings from a previous episode, mulched with commentary from Dan and Kieran, to help your online course design and delivery skills grow. Now that the majority of higher education faculty have had at least some experience with virtual instruction, returning to a physical campus has caused many academics to ponder how to apply the lessons we learned online to our non-virtual courses – in other words, are there benefits to using some combination of synchronous and asynchronous content and, if so, how do you decide what needs to be done in real-time?Carey Borkoski, our guest from Episode 29 – Activist Educators, shared some insights on this dilemma.
39 minutes | Nov 30, 2021
#31 Teaching in a Time Warp
Time is the raw material of our days. On the one hand it is precise and predictable. The clock chimes hours into equal measures. But on the other hand it is pliable and easily warped. We write the syllabi, we schedule assignments, we set grading schemes. If we are careless, time can unravel and spin out of control. In online education we have intentionally loosened some of the time threads. We empower faculty and learners with greater control over their schedules. But there is a wrinkle in online learning that anytime, anywhere easily slips into all-the-time, everywhere. As educators, we need to manage our time commitments and create effective experiences for learners. This is even more important in the covid pandemic, when work and life schedules for many of us became fully unstrung. Kieran and Dan have been discussing the importance of efficient use of time and energy in online education. If we are Teaching in a Time Warp, how can we be sure to optimize our own time and effort -- and improve the efficiency and efficacy of activities for learners? This is a question we will return to periodically on Wired Ivy, starting with this episode's guests, professors Sarah Heath and Beau Shine of Indiana University Kokomo.
38 minutes | Oct 26, 2021
#30 Ocean Onliners
As universities attempt to turn away from the remote emergency instruction of 2020 and return to seat-based classes, here at Wired Ivy we’re taking a decidedly contrarian approach. Since everyone else seems to be talking about a return to campus, we’re trading the Ivory Tower and for the deep blue sea.The Marine Institute at Memorial University - Newfoundland and Labrador’s University offers undergraduate and graduate Maritime Studies programs intentionally designed to serve working adults who are far from any of the institution’s five land-based campuses. Online courses don’t get much more remote than a ship in the middle of an ocean. But as our guest, Dr. Elizabeth Sanli, explains, geographically distant doesn’t have to mean students are learning in isolation. Liz is more than qualified to make that claim… she’s a self-identified learning geek who has experienced both sides of the online education experience, as an instructor AND as a student.
45 minutes | Sep 28, 2021
#29 Activist Educators
September is a great time to look at our syllabi, course designs, our delivery strategies, and our degree programs with fresh eyes. Often, when we undertake this kind of review, we tend to focus on what’s missing, what doesn’t work.Carey Borkoski of Johns Hopkins University and Brianne Roos of Loyola University - Maryland make the case for a different approach in a recent paper, published in Impacting Education, entitled “Listening to and Crafting Stories: Cultivating Activism in Online Doctoral Students.” By using what Carey and Brianne call “deficit-free language,” teachers can see what is actually happening in their classroom, school or college, campus or district, rather than focusing on lack. As a result, these educators can advocate for change.In this episode, conversation, Dan and Kieran learn how their guests have applied this strategic lens to academic advocacy as a key component of the online Doctor of Education program at Johns Hopkins, how it has been received by their students and colleagues, and how they plan to build on what they’ve learned along the way.We also want to learn from our listeners! If you have an innovative online program, or a creative approach to teaching in a virtual classroom, we'd love to hear about it. And if you have questions about teaching online we want to hear those, too. Leave a voice message at speakpipe.com/wiredivyor send an email to firstname.lastname@example.org.
8 minutes | Sep 1, 2021
#28 Slicing the Creative Pie (Summer Shorts)
Teaching is fundamental in academic life, and faculty put a lot of work into creating original lessons and courses. U.S. copyright law generally states that employers owns the rights to work produced by employees while on the job, but in higher ed, there are categories of intellectual property that are typical exempted from this work-for-hire doctrine -- textbooks are a classic example. This practice, which has served both institutions and faculty well, is more custom than contract, though, and technology has a way of disrupting business as usual. The culture and customs of the university are now bumping against the culture and power of the Internet. This issue of control and access to course content is imminently important to online education and broadly important to all higher education in the 21st century. At Wired Ivy, we're working on a series of upcoming episodes exploring this issue and the impact on faculty, and we're asking listeners to share their experiences and perspectives on intellectual property policies!
6 minutes | Aug 24, 2021
#27 Everything Old is New Again (Summer Shorts)
When students take their first online class they usually don't know what to expect. It can come as quite a surprise to find out that learning at a distance isn't all that different from learning on campus. That's because faculty tend to choose from the same basic menu options -- lectures, readings, discussion, homework, papers, and exams -- when designing their courses, regardless of whether they'll be teaching from campus or from the cloud, and whether the content will be delivered live, pre-recorded, or some combination of the two. In this Summer Shorts episode, Kieran thinks the new academic year seems like an opportune time to ask… are online, asynchronous, and hybrid really strange new teaching strategies, or are we simply using new terminology to describe familiar techniques?What do you think? Send us your comments, questions, and suggestions! You can record a voice message at speakpipe.com/wiredivy or sending an email to email@example.com. And help Wired Ivy grow by sharing, subscribing, rating, and reviewing us on your favorite podcast app. .
5 minutes | Jul 27, 2021
#26 No Teacher is an Island (Summer Shorts)
Sometimes you just want to get away. And if you’re teaching online you can! Bouvet Island in the Southern Ocean is the place to go. It’s the most remote land on Earth, with the closest neighbor being the Princess Astrid Coast of Antarctica, 1100 miles to the south. Your company will be elephant seals and macaroni penguins -- and the occasional passing scientist. But even here, bivouacked in a shipping container station, with your satellite-connected laptop, you don’t have to work by yourself.Dan offers 7 tricks for helping online higher ed academics stay connected to the community and resources they need.
4 minutes | Jun 29, 2021
#25 Time Is On My Side (Summer Shorts)
There’s a new showdown brewing on campus: Team Sync, Team Async, and running as an Independent candidate, Team Self-Paced. Fans of each are sorting themselves out on the sidelines and, I gotta be honest with ya, if Self-Paced wins it will be a Cinderella story for the ages.Like so many conflicts, the adversaries are more similar than different. Look past the uniforms and the grudges and you’ll find the line drawn between them is about as solid as chalk on a playing field.Comparisons of real-time and pre-recorded course delivery options are framed in binary terms, like we do: all together or all on your own. But that’s a false dichotomy. Because, seriously, when was the last time you attended, or taught, a 100% synchronous course, if ever?
38 minutes | May 25, 2021
#24 Chart a Course to Everywhere
There are many reasons to create academic programs that can reach students who are unable to travel to campus. Maybe you'd like to expand the audience for an existing in-person degree, or create an entirely new online offering. But before you begin this journey there's something you need to know — when geography is no longer a barrier to access it changes the map.So how does an program director chart a course from in-person to online? In this episode, Dan and Kieran discuss what needs to be on the packing list before you set sail. Mixing our travel metaphors, we kept the altitude of this conversation at about 10,000 feet, soaring over 5 broad topics — goals, audience, faculty, marketing, and institutional support. But if you'd like to hear an in-depth exploration of any of these topics, please let us know so we can plan future episodes!Even better, if you have an online learning project you'd like to workshop with us on air, we would love to have you on Wired Ivy. Leave a voice message at speakpipe.com/wiredivyor by sending an email to firstname.lastname@example.org.
39 minutes | Apr 20, 2021
#23 Anatomy of a Lesson
It’s summertime, and the living is… well, easier than last year, at least. With the start of a new academic year on the horizon, a mere two months and change away, we decided this is the perfect season for an episode that begins to explore the choreography of moving from learning objectives to lessons to assignments that will resonate with an online audience. And since our very own Dan Marcucci consistently garners standing ovations from students for his innovative approach to online course design and delivery, I convinced him to sit for an interview with me about his creative process. It’s one thing to encourage faculty to stretch out and take full advantage of the virtual classroom, and another thing entirely to actually waltz on the walls, cha-cha on the ceiling, and boogie in the balcony. So Dan’s going to help us trip the light fantastic. In no time at all you’ll be dancing like everyone is watching their smartphone!But before you buckle up your tap shoes, please take a moment to share your online teaching stories with us. Leave a voice message at speakpipe.com/wiredivyor by sending an email to email@example.com.
39 minutes | Mar 23, 2021
#22 Math Snippets & Stories
One would have to assume that if ever there were academic subjects, and student audiences, that lend themselves to at least a flipped classroom approach to teaching, that list would have to include mathematics and computer science. After all, math and computer science provide the infrastructure that make virtual classrooms feasible. And yet, as we learned during a lively conversation with Gunes Ercal of Southern Illinois University - Edwardsville and Stacey Levine of Duquesne University, both of whom teach these subjects, the pivot to online hasn’t always led to a slam dunk.
38 minutes | Feb 23, 2021
#21 Missing the Table
As higher learning moved into the Fall 2020 academic term, it became clear the Covid-19 pandemic would continue to impact all professors, whether they were seasoned veterans or newly minted. Educators who had honed classroom techniques over decades had no choice but to adapt to new techniques and technology at the start of the school year, even those in disciplines with highly specialized learning environments — the creative writing workshop, for example. One experienced classroom professor whom we followed over the year was Liza Wieland of East Carolina University, who not only shared details of her own online experience after decades of teaching creative writing in a physical classroom, but also offered her perspective as Associate Dean for Faculty Affairs and Development. Kieran and Dan first sat down with Liza in September 2020 to learn about Liza's classroom experiences — online and in-person — to that point. Then we dove deep into adjusting to synchronous Zoom classes, student Internet access issues, and making the best of available technology to serve ECU students from a distance. We also got a picture of how the pandemic impacted the other faculty in Liza's college.As you’ll hear, the job got done but it wasn’t always sunshine and flowers.
50 minutes | Jan 26, 2021
#20 Innovative Learners (Alumni Panel)
In keeping with a tradition started in Season One, Dan spoke with a panel of alums from programs featured in some of our Fall 2020 episodes -- North Carolina A&T’s Online Master of Science in Agricultural Education from Episode 17, Growth Edge; Virginia Tech’s Online Master of Natural Resources from Episode 15, Field & Screen, and the Online Program in Digital Content Strategy at University of Kansas, from Episode 14, Role Rehearsal. As educators, we try to create a learning environment that is inspiring, efficient, and above all meets a course’s stated learning objectives. Online learning is, by its very nature, conducive to innovative techniques. But, as with any creative endeavor, there will be hits and misses. So… how are we doing? What can we do to make learning outcomes even better? Following Dan’s conversation with our guests, I’ll join him for a debrief and a preview of Season Three’s topics.
43 minutes | Dec 1, 2020
#19 De-Tooling BIO Lab
Look past the equipment in an academic wet lab classroom -- pipettes, test tubes and flasks, microscopes, DNA sequencer, gel and blot imaging station -- and what’s left? When the University of California system moved to all-remote instruction, in response to the COVID-19 pandemic, UC Irvine Associate Teaching Professor Pavan Kadandale had to ask himself that very question. Pavan shifted the focus of his upper-level undergraduate molecular biology lab away from development of hands-on skills Instead, he asked students to design laboratory experiments based on the computational techniques that have become such an important component of modern biology research. Pavan has strong ties to his institution’s first-gen student programs, and his research centers on how to get students excited about Biology and improve learning outcomes, so equity and inclusion were top-of-mind as he set out to design an online lab course. His take on re-calibrating the standard approach to biology laboratory experiences is a breath of fresh air, and we found his ambition to live up to his students’ expectations inspiring. We’re betting you will, too.
39 minutes | Nov 17, 2020
#18 Virtual Speaks Volumes
Artists are trained to look, to examine the world from different perspectives, to notice the smallest detail and appreciate the big picture. Maybe that’s why sculptor, installation artist, and Professor of Art and Design, Rebecca Hutchinson, saw that it was entirely possible to teach studio arts, including ceramics, in a virtual classroom… and to recognize this opportunity for expanding her learner audience a decade before a global pandemic demanded higher ed faculty see online instruction through a different lens. Rebecca teaches using a collage of instructional formats and technologies that allow her to connect with learners, and facilitates their connection to each other. By combining asynchronous communication and sharing, real-time activities to build observation and resourcefulness skills, virtual co-working periods for project development, and one-on-one weekly mentoring sessions, students in Rebecca’s class may be geographically distributed but they’re not creating in isolation.
44 minutes | Nov 3, 2020
#17 Growth Edge
Our guest this week, Chastity Warren-English of North Carolina A&T State University, is uniquely qualified to cultivate an online graduate program. That’s partly due to her training in agricultural education, a career she chose early in life. Shortly after the germination of her own graduate studies, she was chosen for an internship that helped her to blossom as an online instructor. Ag Ed has historically been an early adopters of educational technologies, including virtual instruction in its many forms. Online learning is particularly well-suited to an Ag Ed audience at both the undergraduate and graduate levels.Drawing on her own experiences as a student, and a teacher, Chastity is always looking for new ways to meet her students’ needs while also encouraging them to suggest solutions to the obstacles they face as adult learners juggling family responsibilities, the demands of travel-dependent jobs, financial hurdles, equipment limitations, and spotty access to broadband. It’s this talent for collaborative problem solving, and nurturing the same in her students, that allows Chastity to provide them with the professional edge they need to grow their careers.
39 minutes | Oct 20, 2020
#16 Community Composition
Whether the subject matter is undergraduate poetry or graduate creative nonfiction, a writing class would appear, at first glance, to be almost perfectly suited to the virtual classroom. We’ve all read the novel and seen the film adaptation’s opening scene of an author, a libation for company, the muse for inspiration, and a laptop to capture the experience. Everyone knows writing is a reclusive endeavor, right? Yes, because at some point it’s just you and the pen and the page… or perhaps you and pixels on a screen. And also no. Few writers always take their solitude neat. In most cases they’ll add at least a shot or two of social now and again... over coffee, or at happy hour, maybe while attending a weekend workshop. But in the real virtual world of higher ed, how can an educator compose a course that allows both full-time students, right out of high school, and part-time adult learners, juggling work and family, to partake in the benefits of a creative community? Our guest, Daniel Stanford, will share the abridged story of his life as Composition Coordinator at Pitt Community College in North Carolina. Dan’s taught hybrid and asynchronous online courses since pre-LMS days, and he continues to try new tools and strategies for meeting learning objectives, engaging students, and encouraging collaboration. Listeners, this one’s sure to be a page-turner!
40 minutes | Oct 6, 2020
#15 Field & Screen
Imagine a traditional college class. Chances are, you'll picture an instructor standing in front of a chalkboard, whiteboard, or projection screen in a room or auditorium of seated students taking notes. At the same time, you know from your own educational experiences that learning isn't limited to to lectures, discussion, lab, or field trips during the scheduled meeting time. For example, readings and homework assignments completed outside of the classroom are included in the time-based calculation of credit hours. Depending on the subject, instructors may also include independent activities designed to move students out into the world as a way of deepening their understanding of the topic at hand.Understandably, faculty teaching for-credit distance education courses have tended to follow the familiar format, with the primary difference being how the instruction time activities are delivered — live-streaming or pre-recorded. Yet, educators often struggle with how to include fieldwork, broadly defined, when the course is delivered in the virtual classroom, if they even recognize this type of assignment as an option.With video conferencing fatigue taking a toll on students and faculty alike, what better time to consider adding some physically active learning assignments to your syllabus? Our guest for this week's episode, Jim Egenrieder of Virginia Tech, provides inspiration and tips for integrating Field & Screen.
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