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Conference Program

Interactive Schedule

Click on the sessions below to create a digital e-learning conference schedule

Time PISB Auditorium PISB 104 PISB 106 PISB 108
8:00am to 12:00pm Registration (Atrium)
9:00am to 10:00am Keynote - Bobbe Baggio (PISB Auditorium)
10:15am to 11:00am Use of Asynchronous Video to Engage Students and Create Instructor Presence Large Course Collaborations: Writing a History of Technology Book using BbLearn Wiki and Discussion Boards, and Office 365. Form Follows Function: Linking Pedagogy, Space, and Construction Real-World Learning Technology Trends: A Current Overview
11:15am to 12:00pm Teaching with Virtual Reality: A Case on Students' Observations Personalized Learning in a Future Ready School District The Virtual Tutoring Center: DeVryTutors Across A Region Creating A Low-Residency MFA Program Focusing on Community & Art Making
12:00pm – 1:30pm Lunch
1:30pm to 2:15pm Development of Online Learning and The Flipped Classroom Fostering peer interaction in large classes using VoiceThread subgroups: Breaking it down Multi-Player Virtual Reality Used to Introduce High School Seniors to Medical Technology Penn Dental Medicine Online Learning Initiative
2:15pm - 2:30pm Break with snack
2:30pm to 3:15pm How to Make the Grade for Accessibility: A Deep Dive into Blackboard Ally WCU's Strategy for Standardizing IT in Support of BYOD Mapping the Digital Archive: eLearning in the Humanities The Team Treatment: Redesigning a Series of Online Nursing Courses
3:30pm to 4:15pm Gaming College: Should Minecrafting Rule, Dude? LMS and Library Partnership Enhances Class Reading Experience Using e-portfolios to Evaluate Student Writing Proficiency The Development of Two Online Pedagogy Courses: Process, Pitfalls and Recommendations
4:15pm to 4:30pm Closing Remarks and Door Prize Drawing (Atrium)

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Use of Asynchronous Video to Engage Students and Create Instructor Presence

Eric Hagan, Christopher Hewatt

PISB Auditorium - 10:15am to 11:00am

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Participants in this interactive presentation will see examples of research-based tools and methods for successfully incorporating asynchronous video elements in fully online undergraduate and graduate courses. Participants will be encouraged to share their perspectives, tools, and tips.

The presenters will show examples of effective use of asynchronous video to engage students, build community, and create strong instructor presence. Topics addressed will include: when to use asynchronous (pre-recorded) vs. synchronous (live) video, when to use various styles of asynchronous video (on-screen instructor vs. voiced-over slides), and potential technological challenges for instructors and students. Session participants will be encouraged to share their perspectives, tools, and tips.

The material for this session arises out of the presenters’ experiences developing and teaching online undergraduate and graduate courses at DeSales University. The presenters have worked on fully online and hybrid courses for both non-traditional and traditional-age student populations. DeSales University has offered adult undergraduate and graduate programs for many years. In recent years, demand has grown for online and hybrid courses due to the convenience factor as well as increased acceptance of online learning. The presenters will describe how DeSales has met this demand for convenience while maintaining rigor and sense of community.

In addition to developing online courses for the adult and part-time student populations, the university’s new strategic plan calls for each traditional day undergraduate student to have to opportunity to experience up to two fully online courses as part of their regular course schedule in order to prepare students for online graduate work or workplace training. This strategic objective has resulted in a project to develop online courses specifically for the traditional day (traditional age) student. The project has surfaced interesting instructional design questions about the best way to develop online courses for different populations. The presenters will share their lessons learned working on this project, now in its third semester.

Large Course Collaborations: Writing a History of Technology Book using BbLearn Wiki and Discussion Boards, and Office 365.

Lloyd Ackert, James Bergey

PISB 104 - 10:15am to 11:00am

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Based on two quarters of experimenting with various in-class and online class software platforms and applications I will discuss the pros and cons of organizing collaborations for large classes. These included BbLearn Discussion Board and WIKI, and Office 365. I will present the approach I use to in my large (100 to 200 students) HIST 285 "Technology in Historical Perspective" courses to develop collaborative projects. The students are asked to write a book on the History of Technology. Students volunteer to serve on an Editorial Board for the complete book, smaller groups serve as Chapter Editors, and individual students write chapter sections on topics related to the chapter theme. These projects address a number of Drexel Student Learning Priorities (DSLPs) especially "information literacy."

Form Follows Function: Linking Pedagogy, Space, Construction & IT

Chris Burke, Jeff Covey

PISB 106 - 10:15am to 11:00am

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Authentic learning happens when inquisitive people get together in dynamic spaces where ideas are shared, debated, and tested. Pedagogies, curriculum, and technology continue to evolve and change at a rapid pace. Many schools struggle to manage long and short term capital costs, replacement capital costs, and operational costs while creating and maintaining vibrant educational facilities. The curriculum must meet the fundamental mission of educating students. IT & AV supply critical, mission driven infrastructure that is interconnected with the goals of the organization. The physical space must be nimble enough to embrace and manage change throughout the life-cycle of the building. This program focuses on technology enabled active learning spaces and how to manage technology & utility integration from planning through occupancy, and into an unknown future. Building responsive, modern functionality into educational facilities is essential to educators, student, and administrators to achieve new levels of success. We will discuss an “open architecture” approach to classroom design and construction and how this supports changing pedagogical, technological, and demographic requirements in an efficient manner. Learning objectives include; 1. What is an “open architecture approach”? 2. How to use technology to provide fast, flexible, and sustainable construction. 3. How does this respond to change throughout the life-cycle of the facility? 4. What is the impact on capital and operational costs? 5. Review of a case study based on a 55,000 square foot learning commons built in Philadelphia using this approach.

Real-World Learning Technology Trends: A Current Overview

Louis Stricoff

PISB 108 - 10:15am to 11:00am

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Rapid advances in Learning Technologies pose challenges to both academic education and corporate training decision-makers. Keeping up with these advances and separating the hype from attainable real-world applications suited your objectives and environment can be a daunting task. This presentation will take a deeper look into current trends that will shape the future of learning. Technologies explored will include: Virtual & Augmented Reality, Collaborations Tools, the Effects of Technology on the Physical Design of the Learning Environment, and more. Also introduced will be the community of learning professionals that comprise the PA/DE/NJ Distance Learning Association and how this organization can be an invaluable resource for keeping up with Learning Technology Trends.

Teaching with Virtual Reality: A Case on Students' Observations

Gulbin Ozcan-Deniz, Andrew Hart

PISB Auditorium - 11:15am to 12:00pm

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Virtual Realty (VR) in design applications allows users to interact with the 3D model of the building before even it is built. Students from Construction Management (CM) and Architecture (Arch) will evaluate building use and the performance of real-world 3D models through virtual walk-throughs. The presentation will share the best practices on involving and training students in VR, as well as their interactions with the VR equipment and software. Learning outcomes of design and modeling courses will be examined to see improvements in the learning curve. Results of student testing and experiences on VR will be shared with the presenters. The broader usage of VR in teaching and training of other disciplines will be discussed.

Personalized Learning in a Future Ready School District

Anthony Gabriele, Sam Mormando

PISB 104 - 11:15am to 12:00pm

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Garnet Valley as taken a leadership role in its development and implementation of personalized learning for its students and staff. We will share how our overarching district professional learning, curriculum, instruction, assessment and technology plans are serving as the foundation for both teacher centered and student centered work. Personalized student learning and teacher professional learning will focus on a number of interconnected areas such as giving participants voice and choice in curriculum, instruction & assessment (including the move to #GoOpen to use Open Education Resources to personalize learning), using our project based Creative Problem Solving Academy to redefine summer remediation, implementing a comprehensive, choice based balanced literacy & research curricula across K-12 classrooms, redesigning learning spaces for creativity, collaboration and innovation, and providing blended and online learning opportunities in our eSchool@GarnetValley

The Virtual Tutoring Center: DeVryTutors Across A Region

Jonathan Agresta, Collin Takita, Lamar Crawford

PISB 106 - 11:15am to 12:00pm

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Faced with the challenge of coordinating tutoring support across four states, with limited personnel and physical locations, DeVry University Professor Jonathan Agresta created a virtual tutoring network entitled DeVryTutors. This network connects students with faculty and tutors who are both geographically and demographically diverse. Making use of Google’s suite of products and virtual conference technologies, as well as traditional telephone and email connectivity, every student in the Mid-Atlantic region of DeVry University can now synchronously connect with a specialist in their field, without a third-party tutoring vendor. Early results show that both engagement and student satisfaction are high, faculty and colleague buy-in has been achieved, and national university recognition has occurred.

In this presentation, you will hear how Professor Agresta created and implemented DeVryTutors, and learn from two professional tutors who use the technology on a daily basis to connect with students.

Creating A Low-Residency MFA Program Focusing on Community & Art Making

Liesl Wuest

PISB 108 - 1:30pm to 2:15pm

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In the summer of 2015 The Pennsylvania Academy of the Fine Arts launched its low-residency MFA program with a strong focus on community and art making. To do this we integrated a variety of technology tools and strategies including implementing a new LMS (Canvas), providing iPads for sharing images and discussing student work, integrating the use of Google Docs, and building engaging online courses taught by experts in the field. In their first summer in residence students attend a 1-credit course in which they use and learn the technologies they will be using throughout the program. This talk will focus on the use and integration of these different technology tools and teaching strategies to meet the learning needs of the students and the goals of the MFA program.

Development of Online Learning and The Flipped Classroom

Laura Gremmel, Kathleen Deegan

PISB Auditorium - 1:30pm to 2:15pm

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The Online and Digital Learning team at Temple University consists of instructional designers, technical support specialists, and video and production specialists who support the Fox School of Business. We would like to share our course development strategies that incorporate evidence-based strategies and educational technology in supporting the #1 Online MBA program in the Nation.

Fostering peer interaction in large classes using VoiceThread subgroups: Breaking it down

Dana Kemery

PISB 104 - 1:30pm to 2:15pm

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In larger online classes, interaction and feedback between students can become unwieldy. By using VoiceThread subgroups, students can give meaningful feedback and share that feedback with the larger group without being overwhelmed by the volume of VoiceThreads. In this presentation, attendees will:

Learn about the flexibility of VT subgroups

Learn how to create subgroups

Learn how to share the VTs within the subgroup for peer feedback

Learn how to share the subgroup VTs to the larger group after subgroup feedback for total group learning and exchange

Multi-Player Virtual Reality Used to Introduce High School Seniors to Medical Technology

Virginia Cooney, Kerri Green, Jason Paden, Matthew Kastner

PISB 106 - 1:30pm to 2:15pm

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Through Lehigh Valley Health Network’s partnership with Lehigh Career and Technical Institute’s Emerging Health Professionals Program (EHP), we had the unique opportunity to expose high-achieving students planning to pursue careers in healthcare to our Virtual Simulation Center (VSC). The VSC is a replication of our hospital and outpatient offices, including three inpatient and three outpatient rooms. Upon entering the environment, users can interact both with each other and patients, and perform functions such as checking blood pressure, temperature, blood sugar, CPR, and many other functions.

When the EHP students visited the Department of Education (DOE), they completed an orientation to the VSC and then were split into smaller group sizes. They were given a worksheet asking questions such as: What is important to note about the patient’s condition? What is the patient’s temperature, blood pressure, and pulse oxygen? What would your diagnosis be? What do you think the treatment should be?

The patient they observed had a severe case of hypoglycemia. The students recognized the signs and symptoms, and identified quickly what the treatment should be. They were able to draw upon their existing knowledge, pair it with the information presented to them during the simulation, and virtually administer medical treatment. Students then worked together and completed their worksheets. This was followed by a debriefing session allowing students to evaluate their overall experience in the VSC and synthesize innovative suggestions for future cases.

Allowing students at the senior level of high school to interact with emerging healthcare technology had benefits for both the students and DOE. Many of the students were not aware that such technology existed or that careers existed in this field. The impact of this experience will allow the students to contemplate adding a technology component to their future medical career path, and allow the DOE to integrate their innovative feedback into future iterations of the VSC.

Penn Dental Medicine Online Learning Initiative

Chia-Wei Wu, Shirley Yang, Kathryn Kamowski

PISB 108 - 11:15am to 12:00pm

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Designing a successful and innovative initiative in the field of learning and development is one of the most important projects for schools and organizations in the era of digital learning. It is imperative to create well-designed course materials and plan an engaging infrastructure to ensure an effective and evaluable learning experience. In this session, the speaker will showcase PDM’s Online Learning Initiative and present how PDM’s learning technology team (LTT) successfully developed and implemented blended learning solutions by utilizing cutting-edge learning technology tools. Moreover, you will learn how PDM LTT has harnessed the power of gamification, mobile learning, and social learning to “œflip”? the classroom since 2013 at the oldest Ivy League dental school. Lastly, through an efficacy study, the speaker will introduce the online learning methodologies both in synchronous and asynchronous learning scenarios with PDM’s current projects. This session will be of excellent value to instructional designers, online curriculum planners, or any e-learning developers whose professional focus is on finding the best use case for tomorrow’s learner.

How to Make the Grade for Accessibility: A Deep Dive into Blackboard Ally

Krista Martin, Lisa Andion, Matt Palladinetti

PISB Auditorium - 2:30pm to 3:15pm

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Accessibility is everyone’s problem. Accessibility within the online learning environment is front of mind within higher education and creates issues that impact students, instructors, and the institution, alike. It’s not enough to show that a system is accessible when the content shared within the system is not. This presentation will showcase and demonstrate the power of Ally for the LMS. Ally runs content within the LMS through an accessibility checklist based on WCAG 2.0 AA and additional Machine Learning Algorithms to determine the content’s fitness for screen readers. After identifying the accessibility gaps, Ally then generates alternative, accessible versions of the content for students to consume. In addition, the instructor and the institution receive feedback on problem areas and what to target. The result is greater awareness and greater access for all.

Representatives from Blackboard and Temple University will lead this presentation. The presenters will (1) provide context for how accessibility issues play out and affect all roles within an institution and (2) explain what accessibility means for the LMS with a focus on Blackboard Learn. We will then (3) perform a deep dive into how Ally works and (4) provide you with actionable next steps.

WCU's Strategy for Standardizing IT in Support of BYOD

JT Singh, Kevin Partridge, Theresa Friedman

PISB 104 - 2:30pm to 3:15pm

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The evolution and rapid growth of educational technologies in higher education has spawned a diverse community of learners, devices, operating systems and instructional modalities. West Chester University viewed this as an opportunity to reexamine its comprehensive service catalog, and adapt its application delivery for a rapidly changing user base.

From constructing redundant data-centers and installing dense wireless access points, to virtualizing applications and transforming classrooms into active learning spaces, WCU has implemented a strategy that embraces BYOD and provides users with access to software applications that would otherwise be limited to specific on-campus locations.

Presenters will summarize how the expectation of technology as a utility impacted key decisions of WCU’s IT strategy, and will also discuss how branding these services played a key marketing role for a successful implementation.

Mapping the Digital Archive: eLearning in the Humanities

Deirdre H. McMahon

PISB 106 - 2:30pm to 3:15pm

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According to Niels Brügger’s “Digital Humanities in the 21st Century: Digital Materials as a Driving Force”? (2016), “ a major and irreversible shift has taken place at the very heart of the humanities, since the sources and the data that are studied in many of the humanistic disciplines have changed from analogue to digital”? (5). A few figures illustrate this point: In 2000, 75% of all stored data was analog (paper, film, photographic prints, vinyl, magnetic cassette tapes, etc.), but in 2007 this had shrunk to 7%, and in 2012, to 2% (Mayer-Schönberger and Cukier). For Valerie Burton and Robert C. H. Sweeny, the digital revolution represents a seismic shift in humanistic teaching and scholarship:

"Material that was until recently only available to hundreds or at best thousands of people at select, often unique, repositories is now virtually available to potentially millions of people. Historical sources are an important part of this completely unprecedented and radical reorientation of archival practice." (i777)

I stress the explosion of digital materials in the humanities in large part because students are not necessarily being trained in the research skills necessary to navigate our increasingly rich online archives. Burton and Sweeny concur; their research suggests that students examine primary documents (for example, a late 19th-century British crew contract) for specific information (names, dates, places) rather than as important sources for cultural analysis.

As a Victorianist, one who studies the literature and culture of nineteenth-century Britain and its empire, my work centers on the past. I want students to encounter literary works in a deeper cultural context, so I include maps, photos, first-person accounts, shipping and factory records, ads and other digitized archival materials as well as links to library collections and online archives in my LMS course shells, whether f2f, hybrid or fully online. However, archives are not neutral, impartial collections, but instead reflect rapidly changing and culturally contingent understandings of what and how information should be gathered, stored, managed and accessed.

Through a sample exercise with maps, my presentation demonstrates how, in keeping with the Records Continuum Model out of Monash University, I ask students to consider the creation of knowledge as a function of official record-keeping, while they also look for supplemental histories and narratives that might also be accessed from the same records.

The Team Treatment: Redesigning a Series of Online Nursing Courses

Joe Schaffner, Becky Moulder

PISB 108 - 2:30pm to 3:15pm

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Redesigning an online course can be easier than starting from scratch, but there are still many challenges to work through. In this presentation, Joe Schaffner, Courseware Support Librarian at the University of Pennsylvania, and Becky Moulder, Courseware Instructional Designer, will detail their experience reconceptualizing and designing a series of online courses for the Oncology minor in the School of Nursing. What they learned and will share is that an online course can be effectively redesigned using purposeful planning and a collaborative, team-based approach.

The course redesign project began in the summer of 2016 with NURS 664. While the course directors were devoted faculty with excellent intentions, they also had to balance professional nursing responsibilities in addition to teaching, which left them little time to build their own Canvas site. Joe and Becky will discuss how the course’s initial structure made student navigation difficult and how they maximized the video and discussion features of Canvas and 3rd-party tools to create an online learning environment that was both pedagogically effective and community building. They will also share how they utilized a weekly planning schedule for project management and opportunities to teach the instructors best practices for site organization and using the LMS.

The approach to the next course in the series, NURS 666, was patterned after the first redesign and the course is currently being taught this term. Using the lessons and tips they learned in NURS 664, Joe and Becky were able to seamlessly transfer course management responsibilities to a new set of instructors and a newly hired instructional designer.

Geared for instructional designers, support staff, and faculty, this presentation will focus on lessons learned and specific ways to successfully redesign an existing online course using a team-based approach.

Gaming College: Should Minecrafting Rule, Dude?

Dr. G. Mick Smith

PISB Auditorium - 3:30pm to 4:15pm

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Gaming pedagogy demonstrates how students can take advantage of how well designed games function. Gaming design assists students to self-determine their learning framework. Self-determination theory describes how intrinsic motivation works to build motivating course experiences.

Self-determination theory (Ryan & Deci, 2000) implies that students may feel intrinsically motivated since people need to be able to make meaningful choices over what they are doing (autonomy), be challenged by a task but feel like they can succeed (competency), and feel connected to those around them (belongingness). Students begin with zero points and earn up to 100% as they complete modules and demonstrate content mastery.

The learning objectives employ backward design (McTighe and Thomas, 2003) before creating assignments. Once the assignments are determined the identity of the learning objectives are designed in a backward fashion to match the desired instructional outcomes. The outcomes relate to the research about intrinsic motivation which demonstrates that the motivation for students is to understand the value of the work that they are performing and the tangible result they are achieving, and why the instructor designated the objective as an important objective. The assessments ensure that the instructor and the students is able to track progress towards accomplishing the learning objectives.

Developed for an introductory Humanities class, this effort is in process and is only in sandbox form as a sample currently ( The plan includes leaderboards, unlocks (leveling up), rubrics, and badges or points. A grade predictor allows students to plan out the assignments they want to pursue and get a sense of how many points they might earn. Gaming is not simply fun and games but the focus is on the learning, not the product.

LMS and Library Partnership Enhances Class Reading Experience

Andy Starr, Stephanie Riley

PISB 104 - 3:30pm to 4:15pm

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This fall Saint Joseph’s University launched “Discover for Learn” an LTI tool that connects library databases with the LMS. EBSCOhost’s Curriculum Builder is a hosted solution which offers direct access to readings. Our process currently utilizes library staff to build the reading lists, but the tool is built for faculty self-service. Upon request, our staff will review reading lists for copyright clearance, assemble, and share them with faculty. Faculty and Teaching Assistants are able to create a link to Curriculum Builder and copy a master reading list to the course, assured of quality, full citations, copyright clearance, and ease of access.

This replaces an older tool that did not interact with the LMS and required faculty to add their digital readings to the LMS by hand. The benefits of such a system include: better usage statistics of paid resources, liability protection for the university against copyright violation, and smoother connection between the LMS and library resources. SJU hopes to move towards educating the faculty on copyright and self-service as the tool and LMS systems evolve.

Using e-portfolios to Evaluate Student Writing Proficiency

Paul Gargiulo, Bonnie Young, Timothy Dougherty, Shannon Mrkich

PISB 106 - 3:30pm to 4:15pm

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West Chester University’s Department of English instituted an ePortfolio requirement for their First-Year Writing Program as part of a program assessment for academic year 2016-2017. Beyond simply helping to streamline the program’s assessment process, the ePortfolio feature offers a robust opportunity to introduce more multimodal composing into their pedagogy. The objective is to use technology as a means of collecting student work and to measure the transformation of student writing proficiency. An ancillary objective is for students to develop a capstone project at the end of their academic career reflecting on their journey as a writer inside and outside the classroom.

Presenters will detail the high level strategy of using ePortfolio for collecting student work in a first year writing proficiency program. The audience will break into groups of three or more, discuss how the strategies can be applied to their own environments, and manufacture alternative methods stemming from lessons learned in the presentation or discovered in group discussion. A designated group leader will then share a summary of their findings with the rest of the audience. The audience will gain strategies for using eportfolio in their own environment, and gain a better understanding of the challenges facing writing proficiency.

The Development of Two Online Pedagogy Courses: Process, Pitfalls and Recommendations

Allen Grant, Karyn Holt, Samantha Mercanti-Anthony, Mary Jo Grdina, Jonan Donaldson

PISB 108 - 3:30pm to 4:15pm

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Although Drexel University has offered online coursework since the mid-1990’s, faculty development opportunities focusing on online pedagogy has been centered traditionally in the individual schools and colleges. The College of Nursing and Health Professions, the School of Education and the Dornsife School of Public Health, for example, each developed a series of independent pedagogy courses with varied outcomes, audience and delivery type. Recognizing the need for overall improvement of these experiences and for consolidation of resources, Drexel assembled a multi-school team of instructional designers and faculty experts in online pedagogy to create a two-course series focusing on basic and advanced online pedagogy and design. Each course contains five week-long modules and is facilitated by a Faculty Fellow. Emphasizing authentic learning experiences, these two courses offer both experienced and inexperienced faculty not only the pedagogy behind best practices demonstrated in the course, engagement with new faculty colleagues, but also an experience as a student learning in this online environment. This last point is significant because many faculty members, who began teaching in a traditional academic environment before the advent of online course delivery, have never been an online student. The purpose of this presentation is discuss the approach, process, pitfalls and recommendations for designing courses of this magnitude and scope. Both courses will be demonstrated and discussed.