#ECORN18 – e-Cornucopia 2018 Teaching with Technology Conference

For 10 years, Oakland University has organized a conference to focus on sharing best practices among faculty in leveraging technology in teaching. With over 16 sessions on a variety of topics, this event brings together faculty and #edtech specialists to envision the future of teaching.

Universal Design for Learning with (and without) Technology

Christina Moore and Judith Ableser, Oakland University
Universal Design for Learning (UDL) is a framework and set of guidelines that increases access and removes barriers to learning. UDL practices include multiple ways to motivate students (engagement), to present content (representation), and for students to demonstrate their learning (action/expression). While technology use is not a required component of UDL, it is often used to expand UDL implementation. This presentation explain how UDL course design can be implemented in no-tech, low-tech, and high-tech ways. Presenters will provide a guide with activity and tool examples, explain and demonstrate select examples and tech tools, and consider challenges in implementing UDL with technology, such as resources and accessibility. Participants will use the guide to determine how UDL might work in their classrooms with (and without) technology.


  • Discussions on the benefits and challenges of UDL. Time, resources, buy-in, students learning the technology or having the technology are challenges. Opportunities include: creativity, meeting students where they are, finding relevance for learning, fresh approaches in delivering content…

  • How can we address these concerns? Let students choose level of tech use, ask students about their concerns, recognize limitations, worthwhile investments.
  • Legal concerns: Digital Accessibility Compliance – Accessibility and UDL compliment each other. However, challenges do exist eg. closed-captioning, transcripts, alt-text, etc.
  • Recommendations for Accessibility: Get aware, be aware of campus resources to support ADA, determine what tech best serves students, identify what measures can be taken to meet accessibility and UDL. Treat accessibility as a process.
  • CAST: http://www.cast.org
  • NCUDL: http://www.udlcenter.org

Wading Through the EdTech Hype – What is the Next Big Technology?

Richard Schilke, Texas A&M University-Central Texas

What is the next technology to “disrupt” or “save” higher education? This presentation looks at emerging technology and provides tools for identifying the right instructional technology solutions for your institution.

  • Technology is a tool… does it: make things easier, more efficient, more effective? If so, use it!
  • Use #edtech to: solve problems, make financial sense, matches your infrastructure/strategic plan, and finally that users can and will actually use.
  • What’s coming? Challenges: rising costs of college, student debt, the future of highered – does a degree matter? Big money is flowing into #EdTech, 2017 $1.2 billion in technology funding. What are we waiting for? When will technology disrupt education? Get ready: Technology is going to end higher education as we know it.
  • 2017 Gartner Hype-Cycle for Education

On the Rise > Li-Fi, Blockchain in Education, Virtual Reality/Augmented Reality Applications in Education, Artificial Intelligence Education Applications, Tin Can API

At the Peak > Affective Computing in Education, Classroom 3D Printing, Digital Assessment, SaaS SIS, Learning Analytics

Sliding Into the Trough > Competency-Based Education Platforms, Bluetooth Beacons, Institutional Analytics, Open Microcredentials, Big Data in Education, Adaptive Learning Platforms, Adaptive E-Textbooks, Student Retention CRM

Climbing the Slope > Gamification, Integration Brokerage

  • NMC Horizon Report Preview – 2018
    • Analytics, Makerspaces, Adaptive Learning, AI, Mixed Realities, Robotics
  • The Big 4
    • Virtual Reality
    • Augmented Reality
    • Artificial Intelligence
    • Blockchain
  • Challenges: Ethics, Privacy, Digital Literacy, Accessibility, Previous Failures (MOOCs), Belief in Technology – Itself – as Disruption, Fear of Change
  • Be Aware: serious money is behind attempts to disrupt, alternatives are on the horizon, technology will play a major role.
  • Stay Informed: EDUCAUSE, e-Literate, Emerging EdTech (Kelly Walsh), Learning
  • Ecosystem (Daniel Christian), Prof Hacker, Teaching and Learning (Joshua Kim).

First Steps to Creating Digitally Accessible Learning Content

Dan Arnold, Nic Bongers and Christina Moore, Oakland University

This interactive session will provide easy first steps for faculty who are looking to create digitally accessible content. Learn what you can do now to make content accessible for students with impairments, and how these simple changes can benefit all students.

The person with the disability must be able to obtain the information as fully, equally, and dependably as a person without a disability.

  • ADA (Americans with Disabilities Act)
  • Section 508 of the Rehabilitation Act of 1973
  • Web Content Accessibility Guidelines (WCAG)

Digital Accessibility – Essential for Some, Beneficial for All

  • Standards essential for less than 10% with impairments
  • Beneficial for other like learning disabilities
  • Beneficial for life needs (eg. captions)

Top 6 – Common Accessiblity Features for Faculty

    • Text Appearance, Color, Weblinks, Sequence, Images, Captions/Transcripts


Keynote Speaker

We are excited to have Robbie K. Melton, Ph.D. from Tennessee State University with us to discuss How Smart Technologies Impact Teaching and Learning.

The rise of connected smart technologies provides new opportunities for transforming teaching and learning. This presentation will address the possibilities and challenges of smart technologies (EduGadgets) and how they impact teaching and learning as data driven tools for improving academic and social performance. Technology will be showcased that highlights the latest innovations and emerging trends in wearables, mobile devices, health and fitness aids, STEM, mixed realities (VR/AR/Gamification/Holograms).

  • 1Appologist
  • Major innovations happen every 90 days… things have changed. Something new comes out…

“Never before in history has innovation offered promise of so much to so many in so short a time.” – Bill Gates

  • Impact of SmartPhones – Used for guidance in missions, GPS, Phonesat (NASA project for creating satellites with phones…)

  • Earbud Translators
  • Samsung Instant Translator
  • Smart Diapers, Smart Pillow etc.
  • Smart Paper, Smart Textbooks
  • Cleveland Museum
  • Kobo 2.5 million FREE books

How can all this technology be used in education?

Principles of Designing Games for Learning – A Brief Introduction

Gerald Stapleton, University of Illinois College of Medicine

The use of serious game design for learning activities is growing in health professions education and other professional development fields. This presentation will provide an overview of the pedagogical foundations that support learning through games and provide tips such as the author’s Seven Keys to PERFECT Games that teachers can employ to help guide them in the development of games for learning. Examples of the use of games for learning and resources available to educators will be discussed.

Why games?

  • Active learning, immediate feedback, active discovery, develop new kinds of comprehension. (Magennis and Farrell – 2005)
  • A serious game is a game to train or education users in a way that is entertaining.
  • Student can practice, gain kills, in an active way.
  • Game design: David Kolb’s Experience Learning Cycle – Learner needs to be engaged and involved.
  • Game features: Goal orientated, rule based, consequence, and rewards.
  • Bauman’s Layered Learning Model
  • Learning Principles for Good Games (James Paul Gee) – 36 learning principles.

7 Keys “PERFECT”

  1. Problem Solving (Challenge and story, active learning, goals identified, interaction, structure, rules)
  2. Empowerment (Co-design, customization, identity, agency/automation, multiple routes)
  3. Risk (Actions lead to consequences, learning explores with calculated risk of failure, consequences minimized, leading to the opportunities to explore multiple strategies in a safe environment)
  4. Feedback (Interaction, incremental programs, motivivation is grounded in knowing where you are, knowing you’re goal, knowing the path, knowing what you need to work on to succeed)
  5. Edge (Pleasantly frustrating – level of difficult is challenging but doable with practice)
  6. Context (Situation meaning, just in Time knowledge)
  7. Transfer (Generalizability, games a model-reasoning, explore, knowledge sharing)

e-Cornucopia.2018 celebrated 10 years of teaching with technology. However, this is the last conference planned. With many conference opportunities such as OLC, UPCEA, and ETOM and A4EOE on the local level, Oakland has decided to support these other events, including the Great Lakes Regional Student Success Conference through a technology track.

Conference Recap: e-Cornucopia.2018 Takeaways

Eric Kunnen and Matt Roberts from GVSU’s eLearning Team at e-Cornucopia.2018 – Oakland University