#MACUL18 – Changing the Narrative

Closing Keynote: Changing the Narrative Joe Sanfelippo. Superintendent, Fall Creek School District (WI)

Joe Sanfelippo is the Superintendent of the Fall Creek School District in Fall Creek, Wisconsin, home of the Crickets and an Innovative District in 2016 and 2017 by the International Center for Leadership in Education. Joe co-hosts the Hacking Leadership Podcast and co-authored The Power of Branding: Telling Your School’s Story, Principal Professional Development: Leading Learning in a Digital Age, and Hacking Leadership: 10 Ways Great Leaders Inspire Learning That Teachers, Students, and Parents Love. He was selected as a Future Ready Superintendent in 2014 and a Personalized Learning Leader by the US Department of Education in 2016. He holds a BA, two Masters of Science, and a PhD.


  • Moment of Awe – Stop in your tracks, take it in, appreciate.
  • Today I shall behave as if this is the day I will be remembered – Dr. Seuss
  • Be. Proud. – Don’t defend the work, celebrate the work!
  • Let’s tell the story and tell the narrative.
  • “I’m just a teacher” NO “I’m a teacher”
  • In the absence of knowledge people make up their own. – Hacking Leadership
  • Culture first always, share the story. Change it in 30 seconds.
  • Every single time you connect with someone in your school community you are building or killing culture.
  • Culture / Trust – Building trust with your community.
  • Let’s stop thinking of school as something we pay for and start thinking about school as something we invest in.
  • Hacking Leadership Book
  • Build the culture, capture the stories, share share share
  • Internetlivestats.com


#MACUL18 – Putting Learning First, Technology Second

Putting Learning First, Technology Second

Liz Kolb, Clinical Associate Professor, University of MichiganGrand Gallery A (DeVos)


  • PearDeck Slide Code: huuan
  • It all started in 1996 with… PowerPoint!
  • Technology can grab attention but does it change understanding and learning?
  • How do you know if #edtech is effective in your classroom?
  • What does engagement mean and what does it look like in your classroom?

  • How can we make learning experiences… authentic with high attention and high commitment.
  • What do we know about how students learn best? What does the research say?
  • Reflection – thinking about what they are doing/experiencing, teaching others, discovery-based, real-world application, when they are challenged and in the zone of proximal development, repetition, interactive, hands-on, inquiry-based
  • Use caution with “educational” apps as there really isn’t criteria for what makes an app educational in category. Many software companies don’t have an experienced educator on the team.
  • Learning with #edtech should be about quality not quantity.
  • One research study indicated purposeful and blended approaches seem to be better than “every day”

  • Wowzers Video
  • What distracts students from learning? What is distracting in the Wowzers video?
  • USF Video
  • What is beneficial about the USF video? Collaborative, it wasn’t about the technology but it supports the learning.
  • Learning is SOCIAL!

  • Shared experiences are important vs being together and isolated experiences.
  • Technology provides formative opportunities for feedback through data measurement.
  • Engagement is social > time on task > and focus so that tech should not distract from the process of learning.
  • Learning happens when tools illicit higher-cognitive skills.
  • Learning happens best when it’s connected to everyday life with classroom learning.
  • Key to success when integrating technology is the teacher’s use of instructional strategies and pedagogical strategies when integrating digital technologies, not the tool itself.
  • Triple E Framework

#MACUL18 – Rethinking Assessment: Digital Tools to Engage, Assess, and Differentiate

Rethinking Assessment: Digital Tools to Engage, Assess, and Differentiate

Becky Shiring, @beckyshy, Director of Professional Development and Continued Learning, Squirrels, LLCGallery Overlook E


  • What is the PURPOSE of assessments?
  • PADLET – Introductions
  • WHY do we assess our students?
    • To measure achievement, understanding, outcomes, objectives, drive instruction are they ready to move on, to see if we taught what we intended, to see what they know before we teach. Mastery of skills, standards, evaluate progress, provides channel of feedback, motivates students.
  • What are the BENEFITS of using technology to assess?
    • Quick feedback, collaboration, captures data/evidence, track common misunderstandings, more engaging for the kids (Kahoot), quickly capture data, easily shareable, engages students, immediate feedback, permanence of learning, ownership, authentic tasks.
  • TYPES of Assessment
    • Check for understanding for researching opportunities before they get to the end. Are the students ready before summative. Low stakes, ongoing, feedback, assessment FOR learning
    • High stakes, end of unit, evaluation, assessment OF learning.
  • “When the cook tastes the soup that’s formative, when the guests taste the soup it’s summative.”
  • Types of Adjustments
    • In the moment adjustments (Kahoots, stop light cards, exit ticket, etc.), next class, last chance (just before the “big test”), learning approach adjustments (student driven, they way they take notes, student reflections, they way the student owns their learning and the teacher guides), classroom climate adjustments (learning for all vs competitive, student ownership of data and mindset). Quick Checks for Understanding vs a long formal quiz that can’t allow quick on-the-fly teaching adjustments.
  • Corrective Instruction and the Formative Assessment Cycle (Plan > Teach > Assess > Analyze Data/Student Work > Adapt/ReAssess)
  • “Virtual Corkboards” – Supports multiple formats, mobile app, personalization, exit tickets, thinking maps, KWL, group projects, comments for peer/teacher feedback.
  • PADLET has new features for profanity filters, up and down voting, linking, custom urls, etc. Upload, links, Google images, Snap, Film, Voice, Draw, Map, PADLET link. All in the free version.

  • NoteApp and Stormboard are other options.
  • Simple Media Tools – Demonstrate understanding, apply concepts to new contexts, highly engaging, promotes new media literacy.
  • Dvolver MovieMaker allows students to develop cartoon movies for scenarios, projects, assignments, etc.
    • Dvolver, Breaking News Generator, BigHugLabs
    • ISTE Standards – Supports creators of their own content.

  • Quick Response – Easy, on the spot, quick activities
    • Write Surge (quick writing tool), SketchBook (create book for drawing, ideas into a sketch), AutoDraw (quick drawing tool for creating great looking graphics), TodaysMeet
  • Video Clippers – Pause video and ask questions, effective for flipping classrooms
    • EdPuzzle, PlayPosit, Spiral.ac

  • Student Response Systems – Game based learning, instant feedback, device agnostic, gauge student interest, exports data
  • ATLAS Protocol – Learning from Student Work

What are some other technology tools that you have used for formative assessment?

#MACUL18 – Keynote: Staying Resilient in the Rapidly Changing World of Education

Bonnie St. John, Author, Speaker, and Leadership Consultant, Out of Our Mind: Learning to Be Creative

Despite having her right leg amputated at age fve, Bonnie St. John became the frst African-American ever to win medals in Winter Olympic competition, taking home a silver and two bronze medals in downhill events at the 1984 Paralympics in Innsbruck, Austria. She is also is a best-selling author, a highly sought after keynote speaker, a televi-sion and radio personality, a business owner and a Fortune 500 leadership consultant. She graduated Magna Cum Laude from Harvard University in 1986, and won a Rhodes Scholarship to Oxford Univer-sity, taking a Master of Letters degree in Economics.


  • About Bonnie St. John – Today Show
  • “Will I live a normal life? – Normal is Overrated, Aim Higher!”
  • Quartz – Being extraordinary (not looking) lasts a lifetime. “The difference between looking extraordinary and being extraordinary
  • School choices, they all matter: private, public, home, virtual…
  • Trying new things isn’t easy… This conference is about learning, the curriculum, and how to use technology to advance education.
  • How do you convert learning into technology, and how do you blend it so that it’s about the learning and not the technology?
  • GIVE a GIFT > Look at your kids and tell them, I know you can do it! Believe in them, open a door.
  • The power of diversity and it makes us more competitive. Literally this is true…
  • It’s important to make the connections across the division and move beyond the comfort zone.
  • Maybe it doesn’t work the first time, but try something new to make a difference for 1 kid, 5 kids, 10 kids…
  • Optimize everything to be a champion.
  • Ideas give the power to imagine, dream, and create.
  • If I want to be a champion, I need to do it. Train like a champion.
  • No responsible adult made me quit, and I didn’t stop myself!
  • Get up and finish, even when you don’t feel like it! Finish the race!
  • Resilience is the skill of the future. You are preparing kids for a future that doesn’t exist yet.
  • We have to get good at falling down and getting back up!
  • The person who wins is the quickest getter upper!
  • The secret to success is… failure. Invest in a portfolio of goals and be wiling to fail.
  • We are defined not by our circumstances, but rather by the VISION we hold inside ourselves.

#OLCAccelerate – Press Start To Play: Faculty And Student Reflections On Gamification

Press Start To Play: Faculty And Student Reflections On Gamification
Lead Presenter: Thomas Penniston (University of Maryland – Baltimore County)
Co-presenter: Sherri N Braxton-Lieber (University of Maryland-Baltimore County)
Strand: Innovations, Tools and Technologies
Brief Abstract: This session will provide an overview of gamification and its relationship with learners’ motivations. The details of the implementation in a graduate-level course will be presented along with student performance and course satisfaction data. Faculty reflections, lessons learned, and plans for revision for the next course offering will be discussed.

Gam·i·fi·ca·tion – “the use of game mechanics and experience design to digitally engage and motivate people to achieve their goals”

  • In educational context:“On its surface, gamification is simply the use of game mechanics to make learning and instruction more fun. It seems “fake” artificial or like a shortcut. It’s not. Underneath the surface is the idea of engagement, story, autonomy, and meaning.”
  • Video overview of the elements of “Gamification”:



  • Use Achievements Tool in Blackboard to award badges that demonstrate:
    • Skill mastery
    • Learning milestones
    • Performance excellence
  • Quests
    • Find problem with multiple entry points, define learning goals, link goals to COR, build space for assessment, design quest
  • Leaderboards
    • Provides quick feedback, ranking, competition, motivation

Strategies to Gamify a Course

  • Add points to tasks/assignments
  • Define badges/achievements/rewards that can be earned after criteria are met
  • Create leaderboard that shows top performers/scores
  • Define levels ranging from easier to harder tasks/assignments
  • Reward badges that can be tied to higher levels

Examples of course achievements in Blackboard and in course content delivered to students:



Case Study Survey Results from Students in Course


Level of engagement in Blackboard by Students in Gameful Learning Course


Demonstration of using Blackboard Achievements to gamify an Engineering Course


#OLCAccelerate – Preparing Faculty To Find, Remix, And Create Open Educational Resources

Preparing Faculty To Find, Remix, And Create Open Educational Resources
Lead Presenter: John Raible (University of Central Florida)
Co-presenters: Aimee deNoyelles (University of Central Florida), Ashley Salter (University of Central Florida)
Brief Abstract: This session describes how instructional designers partnered with other campus units at a large university in the United States to design and deliver the first incentivized faculty development program about open educational resources. Lessons learned, as well as resources, will be shared with attendees.

  • What is OER?

OERs are materials that are openly licensed, giving users the legal permission to retain, reuse, revise, remix, and redistribute the material Wiley, D (2017).

  • Textbook Costs Continue to Rise
  • Florida Textbook Affordability Law
    • Textbook orders are due 45 days before the semester
    • Faculty are encouraged to review editions for changes
    • Faculty are encouraged to adopt OER content
    • Textbook and “instructional materials”
    • Requires universities to submit TA reporting to the state
  • OER Faculty Workshop
    • 8 Faculty and Instructional Designers Facilitated
    • Faculty offered $500 to attend OER Meetings
    • Participate in Self-Paced Course [see below]
    • Attend 3 Workshops OER
    • Design an OER Deliverable in the Next Semester
    • Provide a Final Report
  • OER Self-Paced Course Innovation Project is Available 
    • “Making the Transition to OPEN: The Easy way to Create, License, and Share Free Materials” Adapted from Matthew Blooms’ OER MOOC.oercourse
  • Workshop OER Topics/Sessions
    • Finding Free Materials
    • What would it take to replace YOUR textbook?
    • Copyright considerations for OER
    • Reusing and Remixing OER
    • Creating and Sharing OER
  • Faculty Testimonials for OER

I realized that I did not know much about OER even though I thought I knew some.

I now understand how OER licenses work.

An OER doesn’t have to be a perfect work. It can be a handout or a lesson we have already prepared.

I now have more concrete and practical knowledge about copyright policies.

I am more familiar with the kinds of OER resources that are out there.

I have ideas for the development and contribution of my own projects to these databases.

#OLCAccelerate – Trends And Applications In VR And AR For Online Learning

Trends And Applications In VR And AR For Online Learning
Lead Presenter: Maya Georgieva (Digital Bodies – Immersive Learning)
Brief Abstract: This session explores the use of immersive technologies in online environments. We examine recent developments and creative tools in VR and AR, strategies for implementation and their potential impact on student engagement. 360 Photospheres, social VR, data visualization, and new forms of storytelling promise new opportunities for online pedagogy.
  • www.DigitalBodies.net
  • Intro and Overview
    • AR – Augmented Reality
    • VR – Virtual Reality
    • MR – Mixed Reality
    • Variety of headsets are available from: Microsoft, Google, Oculus, PlayStation, Vive, Intel, Meta
    • Movement to standalone/untethered VR – not having to worry or use a mobile phone or being connected to a computer…
  • VR and AR in Teaching

    • 360 immersive VR experience environments (photo and video)
    • Learning through reflection is KEY – not just viewing.
    • Learning through collaboration – stepping into a SPACE (not just looking at something on a screen) and interacting together in an environment.
    • Learners as creators – building knowledge not just passively consuming. See: https://vr.google.com/blocks/
    • Learning through data visualization – displaying large data sets and interacting with big data in new exploratory ways.
    • Learning through artificial intelligence and machine learning – the power of AI as a contributor to coaching, guiding, facilitating learning.
    • Learning through simulation – immersive simulated environments in health care, etc.
    • Learning language through VR – public speaking and reality apps for foreign language practice
    • Development tools: Unity, Unreal Engine, SketchUp, Adobe Creative Cloud, InstaVR, etc.
    • Campus areas: makerspaces, advanced research, digital humanities, medical/healthcare, engineering, art, etc.
  • Enhancing the Sense of Community in Online Learning
  • Storytelling in New Medium
    • From the cave walls to the holodeck in Star Trek. A new medium with it’s own language. Stories becoming lifelong experiences not really beginning > middle > end.
    • New York Times “Pluto” Video – Stories that enhance the immersive experience and social presence.
  • Implementation of Immersive Experiences
    • Begin with Google Cardboard
    • Connect with VR Photo/Video 360 (Museums, etc.)
    • Transport people for fieldtrips, back in time/archeaology, etc.

It’s time to move beyond the limits of replication of our learning environments: