By the end of this workshop, participants will be able to: 

• Define accessibility and accommodations. 

• Describe the benefits of providing accessible materials for all  learners. 

• Identify strategies to create accessible content. 

• Run an accessibility checker in a Microsoft product to remediate for accessibility. 

• Describe the process of creating closed captions for video recordings. 

By the end of this workshop, participants will be able to: 

• Define AI, Language Model, and ChatGPT 

• Practice asking ChatGPT questions and interacting with the AI 

• Explain strategies to educate students about AI and ChatGPT 

• Revise vulnerable assessments 

• Integrate ChatGPT and AI into assignments and assessments 

• Recognize how these tools can improve personal workflows 

By the end of this workshop, participants will be able to:  

• Explain how Cognitive Load impacts the creation of our course and module objectives. 

• Identify the difference between long-term memory and working memory. 

• Identify strategies to reduce cognitive load through the reduction of extraneous processing, the support of germane processing, and the reduction of intrinsic processing.  

• Explain the difference between Cognitive Load and student workload. 

• Calculate hours of student work per week using the credit hour calculation. 

y the end of this workshop, participants will be able to: 

• Define course acceleration 

• Explain how content and objectives can be optimized for course acceleration 

• Consider student and faculty workload in an accelerated course that may scale over time. 

• Apply scaffolding to larger assessments to support scalability and student retention. 

By the end of this workshop, participants will be able to: 

• Explain the workplace relevance of their course outcomes. 

• Develop a module level objective aligned with a course level outcome. 

• Describe one student output aligned to a module level objective.  

• Identify three learning content items aligned to a module level objective. 

By the end of this workshop, participants will be able to: 

• List the four possible roles an instructor uses when facilitating an engaged learning experience.  

• Summarize different ways in which you lay the groundwork for engagement before the start of class. 

• Recall activities and assessments you can use in your course to increase engagement. 

• Identify strategies you can use to increase satisfaction and student engagement around group work, scaffolded assignments, and discussions. 

• List ways in which feedback can help improve engagement and assessment performance.

By the end of this workshop, participants will be able to: 

• Describe authentic assessments 

• Explain the importance of authentic assessments 

• Identify 2 benefits of authentic assessments 

• Discuss 8 elements of authentic assessment 

• Describe the process of creating an authentic assessment.  

• Develop an authentic assessment.  

By the end of this workshop, participants will be able to: 

• Identify the learning theories behind high quality online discussions.  

• Explain the initial considerations that should reviewed before including a discussion board. 

• Revise a discussion prompt using best practices. 

• Set expectations for student interaction and responses within a discussion board. 

• Identify additional strategies for discussion improvement and engagement. 

By the end of this workshop, participants will be able to: 

• Establish their teaching presence in the online learning environment through key design concepts that set climate. 

• Revise course content for voice & tone. 

• Identify collaborative activities that will encourage students to partake in building social presence.  

• Include student-student interaction touchpoints in scaffolded assessments. 

By the end of this workshop, participants will be able to: 

• Explain the key differences between different types of rubrics. 

• Identify grading criteria and levels of performance for an assessment. 

• Write clear descriptors that state expectations for criteria and levels of performance. 

• Revise rubrics based on alignment and validation. 

• Describe how rubric expectations are best explained to students. 

By the end of this workshop, participants will be able to:  

• Complete a reflection on how person identity informs the way we teach. 

• Revise course documents and policies to include more inclusive language. 

• Collect course materials and multimedia create by and that represent people of various backgrounds and identities. 

• Explain how students can “perform” inclusion in their course interactions. 

• Utilize tools and materials that bridge cultural and socioeconomic gaps.  

By the end of this workshop, participants will be able to: 

• Provide a working definition for Open Educational Resources and Creative Commons License components. 

• Describe the challenges and benefits of using OER online classes. 

• Identify search tools for finding quality open educational resources. 

• Describe at least three aspects of an OER that should be assessed before use. 

By the end of this workshop, participants will be able to:  

• Describe their role as a facilitator in their online course. 

• Describe how the Department of Education defines  “substantive interaction” in online courses. 

• Identify high touch strategies for facilitation in an online course. 

• Draft a 7-week facilitation plan. 

• Describe strategies to engage students in discussion boards. 

By the end of this workshop, participants will be able to: 

• Discuss how timeliness, accuracy, and specific feedback serve as a learning tool. 

• Identify how technology can be used to provide timely, descriptive feedback. 

• Describe the essential characteristics of quality feedback related to course learning outcomes.  

• Explain how technology and multimodal feedback can impact feedback personalization. 

By the end of this workshop, participants will be able to: 

• Define different types of group work. 

• Identify common problems experienced in online group work. 

• Explain design strategies that improve online group work. 

• Select an assessment strategy for online group work that supports the assessment’s goals. 

• Assess a group work assignment for improvement opportunities. 

By the end of this workshop, participants will be able to: 

• Define the three assumptions of information processing. 

• Explain how multimedia can impact cognitive load. 

• Identify the twelve principles of multimedia. 

• Provide suggestions for how to integrate the twelve principles of multimedia into their online courses. 

By the end of this workshop, participants will be able to: 

• Explain the purpose of a Quality Matters Review.  

• Describe what reviewers do and do not look for during a Quality Review. 

• Complete a self review of a completed online course for the eight QM General Standards. 

• Complete a self-assessment of their online course using the course checklist. 

By the end of this workshop, participants will be able to: 

• Explain how data impacts instructor presence. 

• Identify data-driven strategies for student outreach. 

• Define student milestones and subsequent intervention strategies over a 7-week semester. 

• Navigate analytics options in their institution’s LMS. 

• Universal Design for Learning (UDL) 

By the end of this workshop, participants will be able to: 

• Describe the Course Development Process and QR Timeline 

• Navigate the Risepoint-provided LMS Template 

• List the Educational Technology tools and support available at their campus 

• Discuss Course Mapping strategy and expectations 

By the end of this workshop, participants will be able to: 

• Explain the social model of disability. 

• Define Universal Design for Learning or UDL. 

• Identify the three networks of the brain that support our ability to learn. 

• Describe strategies to implement the UDL framework in an online course. 

• Create a strategy to track UDL progress in courses semester-over-semester. 

By the end of this workshop, participants will be able to: 

• Explain the benefits of student feedback 

• Develop a question you would like answered regarding a course you currently teach.   

• Describe two methods for collecting student feedback  

• Identify one additional form of feedback 

• Discuss how to evaluate feedback gathered 

By the end of this workshop, participants will be able to: 

• Explain best practices for recording types and locations of recordings. 

• Compare and contrast video lecture recordings for quality. 

• Chunk longer recordings into manageable sections for student comprehension. 

• Explain the three stages of video production.