Instructor Resources: Webinar Archive

Presenters: Veronica Koehn, Stephanie Wickman, Amanda Hardman
The Healthy Course Checklist (HCC) is a growth-oriented tool for online course design and review that is based on the Quality Matters Plus (QM+) standards recommended for Colorado Online @. The Learning Design subcommittee has created a series of on-demand videos that explain the checklist and its criteria. In this session, members of the Learning Design team will host a Q&A session with virtual attendees who watched the videos and answer any questions that the attendees have about the HCC.
Runtime: 47:52

Presenters: Judy Waddell, Cecilia Gowdy-Wygant
Women in World History (HIS 2005) lacked comprehensive textbooks that were affordable and provided diverse content. Instructors Cecilia Gowdy-Wygant, Ph.D, and Judy Waddell, MA gathered and reviewed HIS 2005 open educational resources (OER) during Spring 2021 Semester in order to maintain high standards and resource quality. OER were selected based on their ability to improve access and student success, while enabling faculty to maintain high quality standards in delivering instruction that aligned with current Student Learning Outcomes (SLOs). The OER chosen gave voice to those who previously have been marginalized in content creation.
Runtime: 49:39

Presenters: LaQuilla Phillips, Jackson Culpepper, Amanda Cruz, Joelle Milholm, Scott Guenthner
As ACC continues its work of fostering an equitable and inclusive learning environment that supports our students, we realized one of the biggest ways to impact student experience is to work with the adjunct instructor population. In our presentation we will cover our approach to working with the instructor population, the content covered in the 9 session course, the purpose of the work in each of those sessions, and share instructor takeaways on each task they were asked to complete. If time permits, we will have a question and answer period.
Runtime: 52:21

Presenters: Kae Novak, Dolly Rosenbrook, Kate Hagerty, Debra Throgmorton
Current trends in online education often focus on representational diversity without actually considering the intersectionality and lived experience of students in specific career fields. The two main factors to consider for our adult students are relevance and activation of prior knowledge. As career and technical education (CTE) professionals, we are cognizant of gender and racial dominance in our disciplines; however, we may overlook other equity gaps when designing classes for traditional students. The Adult Learning and Design Academy developed and tested a course activities map and used the analogy of a restaurant menu to focus on how to compress learning that fits into the lives of adult students.
Runtime: 48:21

Presenter: Jessica George
In the asynchronous online classroom, providing students with activities to support self-directed learning is extremely important. These often include types of written self-reflection, which encourage students to monitor and evaluate their learning through processes of metacognition (Ambrose et al, 2010). However, beyond self-reflection, there are other classroom activities that support metacognition, including different kinds of information retrieval (Agarwal and Bain, 2019). This conversational presentation begins with the premise that talking to students about the science of learning is the first step to more effectively designing for metacognition in the asynchronous online classroom. We will then brainstorm other kinds of metacognitive activities that participants can bring into their own online classrooms.
Runtime: 50:35