ATXpo IdeaLab

Partipcants trying out technologies at ATXpo 2017 Idealab

The IdeaLab will feature exhibitors that showcase practices, projects, and technologies that are improving teaching and learning at the participating institutions. Unlike traditional poster sessions, the IdeaLab will encourage exhibitors and participants to actively engage with each other through play, experimentation, and collaboration. Exhibitors will focus their presentations around the central teaching and learning challenge they addressed, and how their solution might be adopted by other participants. Each exhibit will be required to have materials available on site or online so that participants can begin to use that resource.

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9:00 AM IdeaLab Sessions

The purpose of this project was to use a Learning Management System (LMS) platform in NURS 259.01 Advanced Clinical Pharmacology to teach Family Nurse Practitioner (FNP) students how to prescribe drugs and devices.  Safe furnishing of drugs and devices were evaluated by written prescriptions, media upload, electronic prescriptions.  Results demonstrated more errors with written prescriptions (58%) then via e-Script (22%). In addition, verbal orders also had more errors (33%) than e-Scripts as related to unclear media files (48%).  Prescription mistakes happen.  Preventing prescription error using electronic technology for FNP students should take place in the classroom setting before entering clinical practice.

In this work, the implementation of an improved placement exam that increased the pass rate in a junior level systems course in the author‚Äôs electrical engineering department by 15% is presented.  For almost 30 years the author‚Äôs EE department has used a face to face exam to place students in a junior level circuits and systems course or into a review workshop.   The details of the exam and suggestions about future use in conjunction MyOpenMath analytics to increase student success are also given. (This is an FIE 2018 paper) Audience: EE Faculty in the CSU and CC. Paper:


In collaboration with SJSU eCampus, we have created a 360 degree counseling application.  Live immersive video of a counseling scenario is played to students, who are wearing a VR headset, who must make then make challenging choices on how to properly counsel an individual.  This is an ongoing portion of a college class: AS131A "Leadership Studies" at SJSU.

Every quarter, in my Marketing Strategy and Tactics course, I utilize a Harvard Business School case on Dove soap to introduce branding. After a full one hour face-to-face discussion with MBA marketing students about Dove's Campaign for Real Beauty, I, as course instructor, extend the discussion through an online forum. To stimulate comments, I link to two YouTube videos (created by Dove's Corporate Marketing team) which became later parts of the campaign. I then invite comments on the consumer reactions (as shown in the videos), observations about Dove's marketing actions, and the students' own reaction to the material. Their comments became a factor in determining the final grade of each student.

Digital tools transform peer feedback in online writing classes by capturing the full transcript of peer feedback sessions, affording instructors a clear view of both helpful and unhelpful commenting practices. Feedback comment data from Eli Review reveals patterns in the learning trajectory of students who write longer feedback comments. ¬†We can first detect improvement in our students' ability and willingness to write longer feedback comments.   Longer comments indicate that students are better able to restate the work of their classmate; consequently, offering helpful suggestions. Digital environments extend and transform structures students need to become better reviewers and consequently, better writers.

With the increase in accessibility of cloud-based natural language processing tools such as Amazon Alexa, IBM Watson and Google Assistant, there are plentiful opportunities for innovation within education. These advanced “natural language understanding” algorithms allow us to build text-based classifiers that can help teachers decrease the amount of time spent grading open-ended student responses. As a byproduct, teachers will have more time to facilitate meaningful interactions with students inside the classroom.

Historically Stanford Medicine has maintained a bank of laptops for course activities and exams.  Starting in Fall 2018 Stanford Medicine will begin the transition towards becoming a ‚ÄúBring Your Own Device (BYOD)‚Äù campus.  BYOD gives students the flexibility to use their personal devices for activities and assessments, and will allow the EdTech team to focus on supporting the program, instead of managing and maintaining devices. We are using a phased approach with a structured communication plan and frequent opportunities for collecting student and faculty feedback to allow for iterations in planning and to establish confidence in our implementation.

The Ideology Diagnostic is a web app that collects and displays aggregated group responses about political beliefs. Thomas Ehrlich, former Dean of Stanford Law School, utilizes this custom app and data visualization tool to counteract stereotyping and promote civic discourse in instructional settings.

Over the past two years, the Academic Innovation Studio has partnered with the Division of Equity & Inclusion, Center for Teaching and Learning, and American Cultures Center to develop a series of faculty-oriented dialogues exploring how social and political issues are impacting teaching and student learning in the classroom. These interdisciplinary conversations have provided a much-needed safe space for instructors and academic staff from across campus to share their experience; talk about challenges; exchange ideas; and offer strategies, inspiration, and resources. The programs have proven so successful that we have developed this into an ongoing series called "Teaching in Troubled Times."

This project provides an interactive chronicle of the emergence and continuing evolution of instructional design and multimedia in the PharmD curriculum. It will address the development of new instructional design services and implementation of various technological tools.

In this presentation, we will share how instructors use Zoom Video Conference to teach their classes in different teaching modalities: Face to Face, Hybrid and Fully Online. We will share teaching best practices and pedagogies to consider when designing your course using Zoom in the different teaching modalities. We will also share with you the different technologies instructors can use when conducting a zoom session without taking on a second loan. Zoom on by our presentation and learn to teach class without borders.

The students in my first-year legal writing course submit multiple weekly writing assignments (legal memos and briefs) that include drafts and revisions. Each week, I select a few of these submissions to critique and provide constructive feedback live, in real time, in front of the entire class. I also video record these live feedback sessions (my voice and the annotations) to allow students to review them after class.

We provide students at UC Berkeley online and in-person resources to become better team members and team leaders. We work with faculty in business, engineering and the humanities to embed teaming curriculum in their project-based classes. Students learn to develop shared goals, define roles, and use communication and decision-making strategies. They give and get feedback about their team‚ its performance and individual contributions and also receive guidance as to ways in which they can improve. Our dream is to have all students get teaming feedback from each team experience they have at UCB, and thus to grow to be great team members.

Challenged to teach complex content to students, university educators in healthcare disciplines face a practical need for effective pedagogical approaches. The preponderance of multimedia and digital resources in and beyond college classrooms suggests that solutions to teaching traditionally difficult topics should leverage educational technology and multimedia resources. The multimedia principle of pretraining is one effective way to augment complex content learning. The pretraining principle specifies that learning is more effective when the names and characteristics of main terms and concepts are introduced before more nuanced content is presented. This interactive poster presentation explores the pretraining principle, highlights the author’s study examining the effect that three methods of pretraining had on achievement, and explores the use static and animated concept maps to enhance pretraining effectiveness.

In Spring 2018, UC Berkeley began a pilot with the Athletic Study Center to use Canvas Data in support of 20 staff advisors, providing early alerts about irregular academic progress for 900 student-athletes. Building on the lessons learned in this pilot, Berkeley has expanded the scope of the project to include our College of Engineering in Fall 2018. These online advising tools are designed to look at all students in a course comparatively, and provide advisors with information relevant to each student without exposing detailed course records.

The School of Nursing and Health Profession Simulation Center is designed to give students hands-on clinical experience and includes 2 med/surge rooms, a pediatric room, a maternity room, and several "debriefing" conference rooms.

11:00 AM IdeaLab Sessions

My work within ETS at USF is to feature faculty, using print, web, and video, to explore the methodologies and strategies they have used to implement technology in their teaching. This project is ongoing and is published to our website as a resource for other faculty.

Two intercultural communication faculty members have designed interactive and engaging modules for online intercultural communication (required Diversity General Education) courses.  They highlight the notion of how to create "intercultural engagement" via an online platform.

In June 2018, SJSU launched its first International Studies program in Africa, sending seven students and one instructor to Rwanda for three weeks. Rwanda, despite its troubled past, is now one of the world's busiest and safest global destinations for higher education, technology, research, and innovation, as well as a burgeoning destination for eco-tourism. Our objective in the current project was to explore virtual ways to share this inspiring experience with anyone, both within and outside the university, who for any reason could not accompany us in person.

Barbara Pence and Pierre Laborde. San Jose State University, San Jose, California and Cabrilog, Grenoble, France.  This presentation introduces our initial work on Cabri Express in Canvas‚ in our Intuitive Geometry course for prospective elementary teachers. The newly developed integration of Cabri Express and Canvas will support student explorations, investigations, and modeling through interactive feedback. Support and feedback will be available throughout and will be available at all time. That is, students will not be required to be in classrooms or in labs. Instructors will be able to interact and follow student progress.

Santa Clara University faculty members and an instructional technology staff member, along with student workers, developed an Augmented Reality experience for a theatre production of The Glass Menagerie by Tennessee Williams. AR was used in the advertising campaign, the theatre program, as well as a lobby display throughout the run of performances.

While most institutions value diversity, they often struggle to institutionalize practices that support inclusion and equity in online environments. When the Peralta Community College District team could not find a rubric to support online course equity, they created the Equity Rubric to foster an expanded understanding and appreciation for student populations, particularly for disproportionately impacted students, and their experiences in online courses. In this IdeaLab, we will share the rubric and discuss three areas where it is most crucial: the implementation of technology, instructional design, and development of resources for online learners.

To make gross anatomy more accessible to learners without access to cadaver dissection, the Digital MEdIC Content Team worked with Dr. Sakti Srivastava, Division Chief of Stanford Clinical Anatomy to adapt the first-year medical school curriculum on Upper Limb Anatomy to an online format delivered using Canvas. The content was organized into 5 modules that each contained: an intro video, 5 short lecture videos, a quiz, and 1-2 prosection videos.  It also included a visual glossary of anatomical terms and a lesson plan for a synchronous case-based session where Stanford faculty could instruct and interact with remote students.

The Stanford Virtual Heart was built by Stanford and Lighthaus with the collaboration of David Sarno and Dr. David M. Axelrod. We created virtual reality (VR) models of a normal heart, 6 simple cardiac defects and two complex congenital cardiac defects, specifically to educate patients/families and students/trainees at Stanford and beyond. We are currently building additional more complicated congenital heart defects and also developing an advanced VR educational pedagogy that merges VR and online learning. The Stanford Virtual Heart was funded by the Betty Irene Moore Children’s Heart Center at Stanford and Oculus VR, a Facebook subsidiary.

How might Canvas, a web-based learning management system, be used to facilitate assessment of student learning outcomes? How might Canvas make such assessment easier and more robust, particularly when dealing with multiple sections of the same course, taught across different departments and colleges? In this presentation, we will demonstrate how instructors and course coordinators of a multi-section service learning course (157SL, Community Action/Community Service) are using Canvas to assess whether or not and to what degree students are meeting the General Education (GE) Learning Outcomes (LOs) as determined by the institution (SJSU).

In spring of 2017, a cross-campus group set out to create three videos to promote universal design, the development of accessible course environments, and the creation of accessible course materials, activities, and assessments.  The group was comprised of multiple campus accessibility support units and involved a strong emphasis on student voice and involvement.  The audience for the videos was instructors and the broader campus community, and the overarching message was that small changes can have a big impact.  By incorporating universal design for learning, small changes to course structure and materials can lead to higher levels of student success.

Two of our faculty, Yossi Feinberg and Paul Oyer, want to flip a portion of their Microeconomics course content, and make the online content available to fellow and future instructors. They also seek to make the content modular across a variety of platforms and Learning Management Systems. Across 16 online modules, our group was responsible for editing, writing and organizing content, choosing rich media types, creating media, images, and interactives, and building the course in a new platform, Learnosity integrated into Canvas via the Learnosity Connector LTI.

We are a team of staff, students, and instructors who develop active learning modules using  Python Jupyter notebooks to introduce concepts of Data Science into a broad array of undergraduate classes. Existing courses are enriched by accessible annotated digital notebooks that explain basic concepts of data manipulation, data visualization, and statistical inference.   Students gain valuable experience working with instructors to develop innovative curricular materials.

The growing utilization of technology-enhanced pedagogy offers substantial benefits to learners of a digital age. However, there still exists significant potential barriers to successful classroom technology use relating to platform understanding as well as personal device compatibility and compliance. This presentation reviews work done at UCSF School of Pharmacy to combat these hurdles to maximize curricular preparedness of incoming student cohorts and minimize technology-related disruptions that occur throughout the school year. The project highlights the 3-years work of the Student Helpdesk (a student-administration collaboration) in creating a targeted technology orientation and hands-on device clinic to ensure student readiness.

The Department of Anatomy at UCSF piloted Virtual Reality (VR) learning sessions in 2017. Due to the student feedback and popularity it has been fully implemented in 2018 for all first and second year medical students during each of their learning blocks within the Bridges curriculum. Students have the opportunity to follow a series of lesson plans to identify and discuss various structures and their functions. Each of the VR lessons available to students were built to supplement the anatomy content taught during each learning block. Each VR session is held in a classroom outside of the anatomy lab.

I created a screencast of me walking my students through the course syllabus with an Apple pencil to highlight assignment information and other important pieces of the course on ZoomNotes (the syllabus was a PDF imported to ZoomNotes whiteboard.)

Environmental Health, Professor Barbara Sattler, School of Nursing and Health Professions, Public Health and Nursing students.  Each student creates their own "Blog" in which they chronicle discoveries about their personal environmental health exposures.  They are prompted and provided with informational, multimedia resources (Maps, GIS, etc.).  They start with finding out what is in their personal care products - those products they slather on their bodies - and continue on using a variety of tools, including zipcode-based information and toxicological databases to determine what's in their air, water, soil, and food, as well as exposures from cellular and wifi technologies.

1:00 PM Plenary Presentations

The Office of Diversity Engagement and Community Outreach did StoryCorps interviews on campus with StoryCorps.  My Advanced Radio class then edited the interviews to create short podcasts, and a student then refined the stories for use by the Diversity Office.  This project has allowed the entire university to hear the amazing stories of students, faculty and staff on campus. Now the Advanced Radio class will also engineer the interviews on campus, using our studio and closing the loop on the project.

Beginning with a mini-grant, the eCampus department at San Jose State University developed a program to support faculty with the incorporation of virtual reality/augmented reality into the curriculum in meaningful and measurable ways. Individual faculty members were contacted and provided with customized support regarding the development and inclusion of AR/VR in their courses. Our next step involved organizing the informal program into a formal faculty learning community centered around immersive learning topics.

1:45 PM IdeaLab Sessions

Recited Verse is an online community for creating and sharing original audio recordings of poetry. The archive of spoken verse is entirely user-generated and brings together original audio recordings of poems of all ages and cultures. Recited Verse users can easily record and listen to poetry at home, on the road, or in the classroom.

Unleash the power of your visual brain, and tap into intuitive problem-solving skills with visual storytelling on the iPad. Join me as I demonstrate how you can engage students in drawing and storytelling  on the iPad, releasing a more flexible, innovative state of mind, prepared to thrive in all corners of our innovation-driven economy.

Three members of the Educational Technology team at Stanford Medicine partnered with a faculty and a fellow from the Emergency Medicine department to build out an interactive 360 module that trains residents on handling possible disruptions during patient interviews. The module was filmed using a 360 camera, interactions were added using the Unreal Engine 4 & Autodesk Maya, and the content was delivered on the HTC Vive platform.  The finished module was piloted at a medical humanities conference with 45 attendees going through the full experience and providing feedback on the content and medium of delivery.

Piloting Student-Centered Strategies for Successful Online Learning & Teaching: Ten SF State faculty new to teaching online requested support from Academic Technology's Teaching & Learning with Technology (TLT) team to learn about best practices and how to get started. During the Summer 2018 term, the TLT team consulted with each instructor individually and as a community-of-practice cohort. The overarching goal of the pilot was to understand and demonstrate the interrelationship of course design and pedagogical strategies and the nuanced implications these decisions have for student success and course outcomes.

In Multimedia Storytelling 101-02-03, an introductory course developed by Media Studies, and currently taught by Natacha Ruck, students use mobile-based inexpensive technologies to isolate intermediary production skills, strategies and methods. Students embark on a process of drafting and iterating using equipment that is already deeply embedded in their lives: their mobile phones. They use Apps likes Spark, Anchor and the Screen Record function to create small playful assignments centered on transitional skills. The polished nature of the software gives students a level of aesthetic satisfaction that silences their inner critic. They experiment, explore, fail, revise and learn as they travel safely in the liminal space towards mastery.

For the past year, Apryl Berney and Yingjie Liu, have worked to develop strategies for using virtual reality and augmented reality as tools for knowledge assessment, rather than content delivery in the general education course series Asian Americans in US History I & II at San Jose State University.

Preserving Academic Integrity has become a serious issue in Higher Education. Whether Online or in the traditional On-ground classroom, an increasing number of faculty are leaning towards administering online exams to measure student learning outcomes. If students’ grades do not reflect their own learning and understanding, even the most complex assessment tools that are aligned with course learning outcomes become meaningless. We have used some of the LMS, LTI (Learning Tools Interoperability),  Online tools and Online Proctoring Services to reduce student cheating and plagiarism in both Online and On-ground exams.

The nanofabrication and nanocharacterization course is hosted on Lagunita, an edX based platform, to prepare researchers in becoming effective users of the nano@stanford tools and facilities. This course is also meant for anyone curious about how nanotechnology is made and seen. Prior to getting in-lab and hands-on training on particular pieces of equipment or processes in these facilities, lab members need to go through appropriate sections and subsections of this course.

UCSF and Stanford have created bridges between our core curriculum management tool -- Ilios -- and online learning management systems conforming to the Learning Technologies Interoperability standard (LTI) such as Moodle, Sakai, and Canvas, to leverage the power of both platform models and the LTI standard. Deployable to any course within the LMS systems, these LTI tools significantly reduce staff and faculty effort, limit duplication of data, and provide a better overall experience for our learners.

Stanford Medicine’s EdTech Studio created the Continuing Medical Education (CME) course: “How to Taper Patients Off of Chronic Opioid Therapy” with Dr Anna Lembke, who currently serves as Stanford Health’s Chief of Addiction Medicine. Consisting of 6 short animated videos and an accompanying podcast, the course uses a real patient’s voice and past experience to give doctors the tools to speak with patients about addiction and guide them through the medical and behavioral practices needed to get them off opioids. The course was released in August 2018 for CME credit.

This virtual reality simulation was developed for a new online Crisis Management course in a program with globally distributed participants.  For this activity, course participants engage in an immersive team-based simulation to handle a company dynamically unfolding crisis.  The virtual environment allows for teams to meet synchronously in a shared space to solve simulated real-world problems.  This enables real-time communication, collaboration and negotiation, a vital skill-set needed to face real-life challenges.  Attendees at this exhibit will gain insight on interactive platforms such as VirBELA  (used in this activity) and obtain best practices for designing, testing and implementing interactive simulations.

From 2000 to 2016, the University of San Francisco managed many projects to renovate almost 100 existing classrooms and install AV presentation systems for the first time.  Beginning in 2017, we launched projects to update classrooms to support Active Learning environments for our faculty and students.  The goal of this project is to document this journey and share the major milestones, including lessons learned.

The "3D Printing for Health Science Students" is a collaboration between the UCSF Anatomy department and the Library's Makers Lab. The elective provides an introduction to 3D printing for health science students at UCSF. This includes didactic knowledge on the types of 3D printers, types of printing materials, and use cases in health professions. The elective also provides content and application for extracting tissues from a DICOM file, cleaning the file, and preparing for the 3D printing process. Students are required to present a final 3D printed pelvis model that was generated from a CT scan and will also have the opportunity to discover additional applications through free 3D printing services offered by the UCSF Library.

As curriculum interns with Office of Education and Instructional Services (OEIS) at UCSF School of Pharmacy (SoP), our positions are unique in that we represent pharmacy students to faculty members while being students ourselves. Our project focuses on rectifying issues that students have experienced with their educational videos. This started last summer with “Pharmacy Video Education 2017” student survey. From the data, we began a one-quarter pilot program where we analyzed the class performance data and student feedback post-implementation of Panopto, a new video hosting platform. Results helped reinforced video features that seem critical for better video education learning. 

Are you concerned about how accessible your course documents are in your LMS? Do you want to take the next step and provide alternative formats of your course documents to students? We will share a pilot we are conducting at the University of San Francisco using a tool called Blackboard Ally within Canvas. The over-arching goal is to educate faculty on how to provide accessible course documents and alternative ways for students to access their course documents.