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ATXpo 2015


8:00am - 9:00am, Registration & Breakfast

9:00am - 10:00am, Welcome and Keynote Speaker, McCaw Hall

Welcome: Professor John Mitchell, Mary and Gordon Crary Family Professor in the School of Engineering, Vice Provost for Teaching and Learning and Professor, by courtesy, of Electrical Engineering and of Education
Keynote: Professor Elizabeth Bernhardt, John Roberts Hale Director of the Language Center and Professor of German Studies, Stanford University

10:00am - 11:30am, IdeaLab

The IdeaLab will feature 35 exhibitors that showcase practices, projects, and technologies that are improving teaching and learning at their 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 that 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.

11:30am - 12:30pm, Lunch

Lunch will be provided.

12:30pm - 1:30pm, Panel Discussion, Audience Q&A, McCaw Hall

  • Moderator: Karin Forssell, Director, Learning Design & Technology Program, Stanford Graduate School of Education
  • Jennifer Redd, Interim Director, Academic Technology Department Operations, Academic Technology, San Jose State University
  • Jennifer Stringer, Associate CIO for Academic Engagement and Director of Educational Technology Services at the University of California, Berkeley
  • Rich Holeton, Senior Director, Learning Environments, Office of the Vice Provost of Teaching and Learning, Stanford University
  • Ranga Jayaraman, Associate Dean and Chief Digital Officer at the Graduate School of Business, Stanford University
  • Megan Lynn Gage, Undergraduate, School of Engineering, Stanford University

1:45pm - 3:10pm, Pop-up Sessions, McCaw Hall & Fisher Conference Center


  • Session 1: 1:45pm - 2:25pm
  • Session 2: 2:30pm - 3:10pm


  • Space A: McCaw Hall
  • Space B: Living Room (soft chairs just outside McCaw Hall)
  • Space C: Lodato Room in Fisher Conference Center (first room in the opposite end of the building)
  • Space D: Lyons Room in Fisher Conference Center (second room the opposite end of the building)
  • Space E: Lane Room in Fisher Conference Center (third room in the opposite end of the building)
  • Space F: Patio outside the Living Room
  • Space G: Covered tables outside McCaw Hall


Analog Minds: Learning Through Designing Tabletop Games Chris Bennett How can tabletop games be used for education? We will review some recent work and deconstruct some of the techniques used. Session 1: Space F
Navigating Copyright Erin Scott How do you handle teaching copyright and fair use to students in and out of the classroom? What about teaching faculty about fair use and copyright? How do you educate students about their OWN rights concerning copyright, given that so many students are now creating media for their class assignments and projects? Session 1: Space C
Quizlet in class: From Vocab to Flashcards to Tests Ken Romeo Ideas for using Quizlet in classes. We will start with language courses, and then expand to areas that participants work with. Session 1: Space B
Online Seminars Meg Lamont How can we use virtual classrooms to create seminar-style interaction, where students see and hear one another in real-time conversations? What are the benefits of using virtual classroom technology to bridge geographical distance in forging strong seminar communities? What are some of the difficulties in creating this kind of online class, and what are workarounds? Session 1: Space E
Better team communication with Slack, Trello Shawn Kim
Pamela Levine
The ATXpo is using Slack to connect conference attendees. How are you using Slack, Trello, Asana, or other team communication technologies? Let's share strategies for getting teams started, ways to maintain group momentum, and/or tips for power users. Session 1: Space D
How should we manage and administer tablet/mobile devices in classrooms and projects to get real benefits? Takeshi Sengiku Facutly requests for tablets and mobile devices are increasing, and there are so many devices we can take advantage of. At the same time, we often are asked, 'How do I use these?' or 'What are the benefits?' Let's discuss how we have used tablets/mobiles, how we have approached managing them, and how to scale this up in the future. Session 2: Space B
Alternatives to Training Robert Edgar Last year Robert Edgar and Dr. David Silberman created a prototype installation to promote a specific behavior in the laboratory: to wear Protective Personal Equipment, or PPE.
For discussion: reducing the amount of required training through alternative means requiring less time of the viewer, and being delivered at the site of the job performance. This is one prototype, come propose others. Video example of the prototype:
Session 2: Space C
Canvas QuickStart Session


Chuck Borden
Eileen Chen


Christine Doherty
Kimberly Hayworth
Kristen Motzer
Makoto Tsuchitani


Noah Wittman
Paula Miranda
Kailey Chen

Need to get up to speed fast with Canvas? Want to share your experiences, lessons learned, helpful resources or tips and tricks to help others make a smooth transition to our new learning management system? Join us for the Canvas QuickStart Session.

Session 1: Space A

Session 2: Space A

Minimal Computing in Digital Humanities Jason Heppler I am interested in talking about working in the digital humanities with minimal computing. Borrowing from Alex Gil (, I take "minimal computing" to mean two things:
1) How do we *teach* digital humanities that give our students (and faculty) skills, techniques, knowledge, and theories they can apply to their work without immense overhead in training?
2) How can we simplify the technology stack in digital humanities? I am part of a project at Stanford seeking to build a light-weight environment for reproducible research building off of Jekyll, Markdown, Pandoc, and other technologies that make the reproduction of scholarly work into various formats easier. What would happen if we no longer used technologies that required databases or persistent updates? What could we envision for alternative ways of building digital humanities projects?
Session 2: Space D
Accessibility in Course Design Jiatyan Che I would like to brainstorm ideas to (1) improve awareness of accessibility when planning and creating course material; and (2) introduce usability and accessibility into course curriculum.  Session 2: Space E
ClassX: The Best Flipping Way to Flip Your Class?  Emily Erwin Last fall, the School of Engineering soft launched ClassX, a central repository of lecture videos that is accessible inside Stanford Engineering. The archive features 6500 clips derived from 63 of the most popular and highly rated courses recorded by the Stanford Center for Professional Development (SCPD). Before ClassX is formally rolled out, join me for a demo and discussion!  Session 2: Space F
Mind the Gaps! Beth McCullough What are the best ways to identify student and faculty academic technology needs we are not meeting (yet)? Session 2: Space G

3:15pm - 3:30pm, Closing

3:30pm - 5:00pm, Reception

Participants will be encouraged to continue their conversations while enjoying drinks and hors d'oeuvres at the post-ATXpo reception.

Keynote Speaker


Professor Elizabeth Bernhardt, John Roberts Hale Director of the Language Center and Professor of German Studies, Stanford University
Elizabeth B. Bernhardt is the John Roberts Hale Director of the Language Center; Professor of German Studies; and a Bass University Fellow in Undergraduate Education at Stanford University.  Professor Bernhardt has spoken and written on second-language reading, teacher education, and policy and planning for foreign- and second-language programs. Her book, Reading Development in a Second Language (1991), earned her the Modern Language Association’s Mildenburger prize as well as the Edward Fry Award from the National Reading Conference as an outstanding contribution to literacy research. Professor Bernhardt’s latest book, Understanding Advanced Second Language Reading (2011), has appeared with Routledge.  UNESCO has published her pamphlet on teaching second-languages and her work has appeared in the Encyclopedia of Diversity in Education;  Debating Issues in American Education; and in the International Encyclopaedia of Education.  She has published in the Modern Language Journal, Applied Linguistics, the ADFL Bulletin, Foreign Language Annals, and Reading Research Quarterly.  She is the 2014 recipient of the Association of Departments of Foreign Languages (ADFL) Distinguished Service to the Profession Award and the 2015 Humanities and Sciences Dean’s Award for Excellence in Teaching at the Graduate level. 


Master of Ceremonies

Kenny Lidga, PhD, Instructional Designer, Digital Learning Strategies Group, Office of the Vice Provost of Teaching and Learning, Stanford University


  • Moderator: Karin Forssell, Director, Learning Design & Technology Program, Stanford Graduate School of Education
  • Jennifer Redd, Interim Director, Academic Technology Department Operations, Academic Technology, San Jose State University
  • Jennifer Stringer, Associate CIO for Academic Engagement and Director of Educational Technology Services at the University of California, Berkeley
  • Rich Holeton, Senior Director, Learning Environments, Office of the Vice Provost of Teaching and Learning, Stanford University
  • Ranga Jayaraman, Associate Dean and Chief Digital Officer at the Graduate School of Business, Stanford University
  • Megan Lynn Gage, Undergraduate, School of Engineering, Stanford University


Adina Glickman, Stanford University, VPTL/LX, "The Academic Skills Inventory" - The Academic Skills Inventory is an online self-assessment for students that helps them identify their learning strategies, advises them on strategies they may not be using, and reinforces those they already use. Using the Qualtrics platform, the survey generates prepared but customized feedback for each student's responses.

Ali Miano, Stanford University, Language Center, " : Creating program identity and student affinity" - In 1997, the Spanish language program at Stanford developed a set of student learning objectives for its two-year program (Bernhardt, Valdés, & Miano, 2009).  Based on the newly minted National Standards for Foreign Language Learning (1996), the next item of business was to get instructors on board. While some helped create and supported the objectives, other resisted. Miano therefore wanted a web presence and identity that linked our program to its pedagogical values, and to take that message directly ‘to the people’—our students—who would in turn come to class equipped with expectations of their instructors.

Andy Saltarelli, Paul Zenke, Stanford University, VPTL, "Stanford Domains" - Stanford Domains is a pilot project offered by the Office of the Vice Provost for Teaching and Learning (VPTL). This project has two distinct interrelated implementations: 1) course hubs, and 2) a Domain of One's Own.  A course hub is an interdisciplinary learning hub where text and media from multiple sources is aggregated into a single website. Contributors to the site may include learners in hub-associated classes, professors and teaching assistants from those classes, and external authors, such as industry experts, whose work can expand and support a central knowledge base. People associated with the course hub contribute to the community by creating and curating content, commenting on each others’ work, and co-creating a dynamic web presence that showcases what students are learning and doing. Domain of One's Own is a student focused initiative that invites students to create and manage their own domain and webspace. While developing a greater knowledge of web-based tools, users will also learn to establish ownership over their content. Users have complete control over the content they publish, where they publish, when they publish and of course, who has access to their content. This transformative space will allow users to connect and interact with each other, fostering an expansive network of shared ideas. Stanford Domains provides unlimited possibilities for creativity and allows users to explore, design and cultivate their digital identities with this exciting digital space. Materials: (pptx)

Anne-Sophie De Baets, Nico Matthijs, UC Berkeley, Educational Technology Services, "Engaging Students with Learning Analytics: 3 LTI Tools" - The UC Online program funded UC Berkley's Educational Technology Services unit to develop a set of LTI tools that could be easily integrated with and extend the Canvas LMS. These interrelated tools include a media gallery, real time collaborative white board, and "engagement index," a dashboard of various course activities shared among all the class participants. The Engagement Index is unique in its exposure of data usually reserved for research or remediation purposes in the context of the class, and its use as a frontline pedagogical instrument. Points are attached by the instructor to a variety of course activities via a configuration screen, kept up automatically as a running total for each user, and listed publicly, along with a class rank, for everyone to see.  The tools, branded currently as "Collabosphere," were developed in support of two innovative UC Berkeley courses delivered through UC Online.

Beth McCullough, Erin Scott, Melissa Doernte, and Paul Harrison, Stanford University, VPTL-LE, "create:space" - create:space is Learning Environments’ experiment with providing a makerspace. A makerspace is a physical environment with tools, equipment, materials, and support services that encourage creative work.

Daphne Ogle, Judy Stern, Noah Wittman, UC Berkeley, Educational Technology Services, "UX Principles for Campus: Space & Service Design" - UC Berkeley's Educational Technology Services, in conjunction with its campus partners, will open a new collaborative space and service model for teaching, learning and research innovation this Fall.  To plan for the new space, ETS engaged in an inclusive and collaborative process with campus partners, staff and instructors to better understand needs across campus.  A soft opening is planned for later this Fall.  We are using an iterative design strategy and will continue shift and grow the space and services as we assess impact and needs on an ongoing basis. Materials: slideshow (pdf), handout (pdf)

David W. Parent, San Jose State University, EE department of the College of Engineering, "Investigation of class size, technology, and topic ordering, as related to the teaching of an engineering circuits class" - This investigation started in the summer of 2013, when I was tasked to teach EE98: Introduction to circuits. I have been the undergraduate coordinator of the EE department of SJSU since fall 2009, and I have been a faculty at SJSU for over 15 years.  While this work is can be used by anyone who is teaching an engineering  introduction to circuits course, it is especially targeted to the CSU and CC's of California. The work was carried out in class and using canvas, and myopenmath LMS tools.  The following things are/were tried: 1) Changing the pre-reqs to of the physics class to C or better. 2) Enforcing Differential equations co-req. 3) "Flipped Class room" (This is NOT the MIT work) 4) Daily Quizzes 5) Reordered topics by putting impedance and power first. 6) I-clickers and myopenmath LMS Quizzes 7) Group project 8) Not curving

Dr. D. Scott Smith, Carlos Seligo, Lauren Wedekind , Nathan Ramos, Evelyn Rodriguez, Stanford University, The Program in Human Biology, "Vectors Anonymous: A Story Script and Comic Book to Educate Children about Lymphatic Filariasis" - In Winter 2015, Lauren Wedekind and Nathan Ramos researched vectors for malaria in D. Scott Smith’s course: Parasites and Pestilence (HUMBIO153.) For their final project Dr. Smith asked his students to write a script and storyboard the characters for an animated infomercial, used to educate children about infectious disease.  To this end, the students workshopped their script with Carlos Seligo, the Academic Technology Specialist for Humbio, and collaborated with a graphic artist, Evelyn Rodriguez.  The four met frequently in the Winter and also after the course had finished, in order to submit their work to a contest on health communication. Materials: iPads for Innovation Examples (pptx), Galapagos (pptx), Vectors Anonymous (pptx)

Erin Scott, Stanford University, VPTL-LE, "Professor Lynda: Flipping a classroom using" - Erin Scott, CS2C instructor, wanted to update the curriculum for her Intro to Media Production class (CS2C) as well as experiment with a new teaching format in order to encourage collaboration and more hands-on practice with media in the classroom. CS2C is a 2-unit class targeting freshmen, teaching digital media literacy and introductory best practices for media production. Previously, the classes had been heavy on technical instruction in the classroom. In an effort to better engage students, Erin created specific playlists in assignments in Canvas, and paired the videos with quizzes. Class time was then spent in review, discussion, group work, and peer critiques, most of which were new elements in the class.

Eva Prionas, Ken Romeo, Stanford University, Stanford Language Center, "Fulbright Language Teaching Assistant Orientation Technology Sessions" - The technology portion of Stanford’s FLTA Orientation is intended to give participants on the ground training and hands-on experience before they go on to their teaching assignments around the US. We used two key technology interventions to achieve the goals of this part of the orientation: A Canvas site was set up to share resources and guide preparation and iPads were used in a group activity to create a video resource for their target languages

Helen Josephine, William Gunn, Stanford University, Stanford University Libraries, "Collaboration with Mendeley and Overleaf" - Stanford University Libraries provide both an Overleaf Stanford  group and a Mendeley Stanford group to create collaborative online research communities to share and comment on articles, develop funding proposals and showcase final publications. Overleaf includes a cloud-based LaTeX editor with rich text viewing, collaboration and editing.  Assignment templates for classes can be accessed online. Both tools combined provide faculty, researchers, students and staff with the ability to work on multiple projects on multiple platforms. Materials: (pdf)

Helen L. Chen, Director of ePortfolio Initiatives and Research Scientist; Sheetal Patel, Director of Branding and Digital Communities, Stanford University, Office of the University Registrar and Designing Education Lab, Mechanical Engineering; BEAM (Bridging Education, Ambition, and Meaningful Work), Stanford Career Education, "Portfolio to Professional: Supporting Graduate Students Using Digital, Evidence-based Storytelling" - The Portfolio to Professional (P2P) program guides graduate students (Master’s, PhD, and Postdocs) from all disciplines in creating a digital professional portfolio (ePortfolios).  Co-led by the Office of the Registrar and BEAM, Stanford Career Education in partnership with GSE EdCareers, Vice Provost for Graduate Education, and School of Medicine Career Center, the P2P curriculum includes weekly online assignments supplemented by face-to-face opportunities to engage with peers, staff, alumni, and faculty. Piloted in 2013 and expanded in Winter-Spring 2015, P2P  culminates in a showcase where students share their professional stories and ePortfolios with the broader campus community, alumni and external stakeholders.

Jennifer Bechkoff, San Jose State University, College of Business, “Online Exam Monitoring" – Ensuring academic honesty in online classes is a challenge. Our University recently purchased licensing for Respondus Monitor, an online monitoring program that records video and audio using the student’s webcam and microphone. After piloting the program and comparing exam averages with those of the year prior where the students were not monitored, results showed student exam scores dropped by nearly half a letter grade and assessment taking times increased significantly. To rule out an alternate explanation for these results, students from both courses also completed Liebowitz’s social anxiety scale post hoc, and results showed social anxiety has no effect on grades. Thus, it appears online monitoring is effective in reducing academic dishonesty in online classes.

Jiatyan Chen and Shelly Hou, Stanford University, Office of Accessible Education, "Creating Inclusive Learning Material" - The Stanford Online Accessibility Program (SOAP) provides resources for staff and faculty to produce accessible content for the broadest audience, through universal design principles and web standards. The Office of Accessible Education (OAE) developed the Stanford Converter into Braille & E-Text (SCRIBE), an online document conversion system supporting the transformation of text and image-based file types into a variety of output options, including audio, Braille, or e-text formats. SCRIBE has recently moved to a hosted solution. The Office of Accessible Education (OAE) works with Stanford students with disabilities, at both the undergraduate and graduate levels. The OAE provides a wide array of support services, accommodations, and programs to remove barriers to full participation in the life of the University.

Joy Hsu, Chris Sadlak, Stanford University, Graduate School of Business, "Online simulations/games for management education" - At the GSB, we have built several online simulations for management education this year, including the Market game, Centipede game, Repeated Prisoners' Dilemma, and Customer Acquisition Learning Lab. It took three months to design and develop the first three games, and they have been used in 12 sessions with more than 500 students during the last four months. The games provide engaging experiential learning opportunities, and they work well on-the-ground and remote classroom settings. All students in the class can participate and the data visualization of the results provides the personalized learning outcomes. The simulations were developed with joint effort from GSB in-house developers and vendor Forio.

Kenny Ligda, Stanford University, VPTL (project is English Creative Writing Program), "Changing Craft" - The primary goal of this project is to show students how to think about and make the most of Creative Writing workshop courses.  Each of the Jones Lecturers and several of the CW professors will produce a video explaining how the workshop experience has benefited their published work.

Krish Seetah, Claudia Engel, Saša Čaval, Diego Calaon, Hannah Moots, Stanford University, Anthropology, "3D Tech in Teaching and Doing Archaeology" - This exhibit showcases two examples of integrating digital tech into teaching and learning. The first was specifically tailored to Anthro 119 (Intro. to Zooarch), taught by Krish Seetah, working with Claudia Engel (Anthro) and aimed at undergrad and post-grad students across campus. we were awarded a Hoagland grant to digitize bones to be used in class teaching. The second example was the use of similar tech in the field, whilst on excavation. Both are on-going projects, involving numerous departments and colleagues, and aimed at deepening our use of relevant tech for teaching and archaeology, and learning archaeological practice in-the-field.

Lynn Tran, Catherine Halversen, Richard Freishtat, Paula Miranda, UC Berkeley, Lawrence Hall of Science, "Redefining the College Lecture: A professional learning experience for STEM faculty" - The Faculty Learning Program is a blended professional learning program designed for university STEM faculty to improve their instructional practice. We developed the program (with funding from NSF WIDER), which is currently undergoing field test at four universities in California. The program takes place over two academic semesters (or three quarters). It commences with a two-day, in-person workshop, and then all subsequent sessions occur synchronously and asynchronously online using an LMS and video conferencing.

Malu Roldan, Prabha Chandrasekar, Tanvi Kothari, San Jose State University, Lucas College and Graduate School of Business, "iPad Enabled Business Education at SJSU" - Lucas College of Business Associate Dean, Mediated Learning Assistance and an International Business Faculty member propose to provide an interactive demonstration of various ‘Apps’ that can be used as learning tools in a business classroom. We use various apps like Socrative and Video development apps to enhance student learning and engagement in the classroom. Specifically, the online poll activity allows to develop student International Business knowledge and virtual communication skills in a highly integrated global business environment.
The goal is to demonstrate ongoing learning in a Business school core class. This exercise has been implemented both in the classroom and completely online classes.

Mary Poffenroth, San Jose State University, Biological Sciences, "Student Created Videos As Drivers of Engagement: Easy Startup and Best Practices for Faculty" - Videos are a wonderful way of engaging students and helping them focus on a difficult topic by allowing them creative freedom to explore the content. I use a 30 second video assignment every semester in my largest, in person, non-majors general education biology course of 440 students. Students create a 30 second video discussing the impacts of human population on global species extinction. They’re given the liberty to create with just a few distinct parameters, such as rules of appropriate conduct and the inclusion of the Endangered Species Condoms given to us by the Center for Biological Diversity. Materials: (pdf)

Megan O'Connor, Jennifer Stonaker, Russ Carpenter, Stanford University, Undergraduate Education, "ePortfolios and Folio-Thinking: Advancing Science Communication at Stanford" - How do we help students take ownership of their learning? How can students showcase their skills for employers and graduate schools? How can we help busy students maximize their learning experiences?  In this exhibit, we will highlight how electronic portfolios (ePortfolios), reflection, and a pedagogical approach known as folio-thinking, can help address these questions. Specifically, we will discuss the practices of Stanford University’s Notation in Science Communication (NSC). Launched in fall 2013 by the Program in Writing and Rhetoric, the NSC gives STEM undergraduates a guided opportunity to develop and showcase their science communication skills. Students who complete the NSC coursework and pass the ePortfolio review receive an official notation on their transcript indicating their science communication expertise. Visitors to this exhibit will explore ePortfolios completed by NSC students, engage with the NSC’s pedagogical practices that emphasize metacognition, reflection, drafting, and iteration, explore creating their own ePortfolios using the web-based platform Pathbrite, consider how an NSC-like program could be adopted in other programs and at other institutions. Materials: (pdf)

Nicolaas Matthijs, Anne-Sophie De Baets, UC Berkeley, Educational Technology Services, "Collabosphere: when student engagement meets gamification" - The University of California Berkeley has developed a suite of LTI tools to help increase and track student engagement in a course in a gamified way; the Asset Library, the Whiteboards tool and the Engagement Index. Driven by a user-centred design methodology, a small UC Berkeley team designed and developed these open source tools, which are currently being piloted. The initial results are very positive, showing the potential for wider adoption. Materials: Presentation (pdf), Handout (pdf)

Pamela Levine, Shawn Kim, Stanford University, Graduate School of Education, "Building Digital Classroom Culture with Tech-Enabled Icebreakers" - For educators interested in incorporating technology into instruction, one of the greatest hurdles can be figuring out how to manage the tech-infused classroom. How do you ensure that students have the digital literacy skills necessary to use the tools? How do you promote responsible use of technology and keep students with the Internet at their fingertips on task? We have developed and implemented a series of technology-enabled icebreakers and ‘get-to-know-you’ activities that instructors can use at the beginning of a course to provide students with safe, low-stakes opportunities to build skills and appropriate practices around classroom technologies.

Pauline Becker, Jennifer Deitz, Aarti Porwal, Stanford University, EdTech, IRT, Stanford Medicine, "Reimagining Medical Education: A Modular Flipped Classroom Approach" - In March 2014, faculty representatives from four medical schools (Stanford, UCSF, UW and Duke) came together to create a common microbiology curriculum.  Since then 34 modules have been developed.  Each module includes: 1. Springboard video - illustrated video centered around a patient case, 2. Content videos - narrated PowerPoints covering didactic content, 3. Interactive session - facilitator guide for in-class sessions designed for application, analysis and synthesis, 4. Assessment question bank. Modules are built to function independently, allowing schools the flexibility to implement in ways that make most pedagogical sense.  Each partner integrates these materials into their curriculum using local LMS and instructors. Materials:

Ramzi Salti, Stanford University, Stanford Language Center, "Utilizing Podcasts, Blogs and Interactive Media to Improve Language Proficiency" - Over the past 15 years I have mainly taught courses in second year Arabic at Stanford and have long attempted to move students from the Intermediate Level to the Advanced level.  This aim has been largely realized when it comes to students in my Y2 Heritage Arabic courses--a fact that I attribute to the generous use of technology in those sections.  This project shows some ways in which I have successfully employed multi-media tools in the classroom. I created my own blog titled Arabology at  This blog is meant to go along with my Arabology radio show which airs on KZSU 90.1 FM The resulting podcast is then shared with everyone and a robust discussion commences once students of all levels begin sharing some of their own experiences vis-a-vis teh podcast and learning Arabic in general. I also encourage students to create their own blogs. In addition, I use music videos and songs, as well as iPads to guide practice writing in Arabic. Materials: (pptx)

Ryan Sloan, UC Berkeley, College Writing Programs, "Tumblr as Artist Studio: Digital Interventions for Multilingual Student Writers" - Every student in my undergraduate composition classes creates a semi-public Tumblr blog to be developed throughout the semester. The blog is used every week by students as a staging ground for rough ideas, creative clutter, and iteration. It is a workspace for drafts, a posterboard for images and sounds, a collaborative site for peer review: a digital artist's studio with work at different stages. Materials: (pdf)

Saadet Ebru Ergul, Stanford University, Language Center, "Transform Your Class from Dull to Dynamic" - I’ve used iPads as a core-learning tool in “Amelang 185-Second Year Turkish and Amelang 84-Accelerated First Year Turkish” classes incorporating “Digital Pedagogy” and aiming a “Backward” learning environment for students.

Stacey Knapp, San Jose State University, College of Engineering, "Digital Tools for a Digital World" - In order to improve learning outcomes for multilingual engineering students enrolled in a standardized,  upper-division, writing intensive course required across all 12 disciplines within the College of Engineering, I built a hybrid (blended) Canvas course and embedded a live guest speaker series utilizing CC You Tube videos and further supported students by creating an outcomes-aligned digital study guide. By removing my teaching materials from Canvas, I created a streamlined pathway for students and enabled a "flipped" mode of instruction. I use my digital study guide in both the online and traditional meetings and therefore provide a seamless "blended" instructional model for students. Check out my study guides here:

Colleen Fleming, Jennifer Gardner, Elaine Chan Smith, Audrey Witters, and Jing Yang, Stanford University, Graduate School of Business, "LEAD: a High-Touch Global Online Certificate Program" - The LEAD Certificate Program is the GSB’s first fully online cohort-based program. The first “Pioneer” cohort includes 85 participants from 24 countries and 27 industries who will complete eight, eight-week management education courses, typically within one year. LEAD uses the NovoEd platform for course and program content and community-building, supplemented by Adobe Connect and Avaya Live Engage for synchronous live sessions and the online white boarding tool for team collaboration. The LEAD program launched May 2015, is currently in its second quarter of courses, and is expected to be ongoing. The next cohort begins in Fall 2015. Materials: (pdf)

Takeshi Sengiku, Stanford University, VPTL-LE, "Mobile Lecturer Capture Device to Course Management System" - It is the project that allows instructors to capture the 10-15 minutes student's presentation and upload the file to Course Management System.  The presentation capture device is mobile, easy for instructors to use, and allow them to easily upload the presentation video file to the Course Management System without cumbersome compression process.

Tanvi Kothari, Prabha Chandrasekar, Malu Roldan, San Jose State University, Lucas College of Business, "Pure Play: Technology to educate engage enlighten future business leaders" - By issuing iPads to Freshmen business majors since Fall 2013, the Lucas College of Business has provided faculty and students with a platform to infuse playfulness and fun into our business curriculum.  Faculty have used this platform to deliver a multimedia online course on financial literacy, engage students in activities to hone their soft skills, help students refine and promote entrepreneurial ideas, bring difficult and technical accounting concepts to life, use videos for course review, and use a game to teach geography in a global business class. Course and program assessments are facilitated through automation using our learning management system.

Tiffany Lieuw and Stephen Speiss, Stanford University, VPUE / Thinking Matters, Audio Commentary/Voice-Based Feedback on Student Papers" - To experiment with a different method for student feedback, one that combines assessment with a more personal engagement as well as increases instructor efficiency when responding to multiple submissions, Stephen Spiess, a Thinking Matters fellow, provided voice-based feedback on a select written assignment in Stories Everywhere (Spring 2014). Using a free MAC application (Quicktime Player), Stephen offered his students the option of receiving a screen-capture video of his response to their respective submission. All 30 students elected to participate, and thus received approximately 7-10 minutes of commentary in lieu of a formal written response. In a follow-up survey, 13 of 14 respondents rated the method as either “very good (5)” or “good (4)” on a five-point scale. From an instructor perspective, Stephen found that it greatly reduced the amount of time spent responding to each paper, while also allowing a more personalized engagement with each individual’s respective work.

Tim Gotch, UC Berkeley, Educational Technology Services, "DIY video at UC Berkeley: Facilitating instructional content creation with everyday tools" - The Digital Media Support (DMS) service is part of University of California, Berkeley’s Educational Technology Support (ETS) group. The goal of DMS is to support DIY (Do-It-Yourself) creation of digital media content for on-campus instructional purposes; which may include flipped/blended learning, lecture replacement, welcome videos and tutorial content.

Timothy Hill, San Jose State University, The Lucas College and Graduate School of Business, "The Salesforce Tech/Innovation Labs at San Jose State University: A Social Media/Storification Approach for Engaging the iGeneration" - In the fall of 2014, as chair of the Department of Management Information Systems (within the Lucas College and Graduate School of Business), I set out to develop a new set of lab exercises for the Introduction to Business Systems course we teach to all undergraduate Business majors. The goal was to replace the "cookbook-style," publisher-supplied labs to achieve a more meaningful and engaging learning experience for our students. Each lab is designed to be run in a single session in our typical classroom setting or as homework assignments and they are now being used by about 500 students/semester.

William Bottini, Kim Walker, Mike McAuliffe, Andrew Baek, Huy Tran, Lauren Watley, Aarti Porwal, Stanford University, EdTech School of Medicine, "Increasing Engagement in Online Learning for Medical Education through Visual Design Strategies" - Educators find themselves creating an increasing amount of visual content as new models of online learning take hold. Stanford School of Medicine’s course production team, EdTech, is working with faculty to address the graphic and instructional design challenges inherent in this educational paradigm shift. EdTech will showcase their visual design principles for increasing engagement and focusing learners on intended learning outcomes. The group will also highlight best-practices and standards for instructional design and project management. Critically, these principles and standards are aimed at the educators, not just the designers, as to be accessible to as many educational organizations as possible. Materials: Handout (docx), Graphic Design Principles (pptx), Instructional Design Resources (docx)