Breakout Sessions

Session 1: 10:45 – 11:45 AM

Session 1.1:        Escape to Innovation                                                                    

Alex Russell – Training & Organization Development Specialist/ Colbert Trotter – Senior Internal Consultant/ Regina Lewis – Senior Internal Consultant (Wake Forest Baptist Health)

This session is designed to immerse the participant in the world of escape rooms. By participating in several hands-on activities meant to challenge yourself as well as your team, this session will uncover the innovative process of team building and learning through escape room style puzzles and ciphers. This session will illustrate how an escape room style course can improve individual and team processing, communication techniques, critical and strategic thinking, and team dynamics/leadership development. We will discuss how to create versatile puzzles/ciphers to meet the needs of your group, tool progression to allow of varying degrees of difficulty as well as targeting different areas of focus, and debriefing tips and tricks.      

Session 1.2:        Sam’s Heart Attack                                                                        

Dorothy Parnian – Curriculum & Design Specialist/ Ian Saunders – Manager Patient Simulation Lab Operations / Troy McMillan – Simulation Lab Coordinator/ Vernon Williams – Simulation Lab Coordinator (Center for Experiential & Applied Learning – Wake Forest School of Medicine)

The Center for Experiential and Applied Learning (CEAL) began July 1, 2017. Pipeline K-12 education was part of the historical portfolio with local schools sending Ad Hoc requests to team members to arrange events. To continue this community service, an open house model for K-12 schools was piloted. CEAL's 2019 Open House Program is designed to advance the delivery of healthcare by providing a hands-on, immersive learning experience in the field of health sciences to future clinical professionals. The Open House Program focuses on the Cardiovascular system but is enhanced through the study of a fictional patient named "Sam”.  The CEAL open house pilot is a success and during this presentation we will discuss the program and its impact on the community.

Session 1.3:        Increasing Engagement in Online Courses          

Deborah Griffith – Instructional Designer (Forsyth Technical Community College)

As the number of on-line courses increase learning engagement becomes an issue, the lack of engagement on the part of learners can affect their learning. This presentation will look at: issues of engagement; theory behind how to improve engagement; areas within courses where strategies could be used to improve engagement; and tools that can be used to create more engaging assignments and assessments. Strategies can also be used for face-to-face courses. 

Session 1.4:        Podcasting for Education: From Concept to Reality         

Aarti Ramanathan -Instructional Designer (Wake Forest School of Medicine)

The use of podcasts to deliver engaging audio content to the learner is increasingly appealing for educators. The greatest advantage of this method of instruction is the ease of accessibility for the adult learner (on-the-go or alongside a routine activity, right from their smart phones). Producing an educational podcast is not difficult, but creating a high-quality and engaging one requires planning, good design, and knowledge of basic audio recording and editing skills. In this workshop, we will explore the basics of creating and publishing a podcast and practice basic editing using the open source audio editing software, Audacity (It is recommended that attendees have Audacity installed on their computers prior to the session, but it is not required to follow along). Attendees will leave the session with a road map of how to create a podcast, knowledge of the platforms available to publish their podcast and a list of resources to design and launch their own podcast. Skill: No prior audio editing experience is required. Software: Open Source Audacity - preferred but not required to follow along.


Session 2: 1:30 -2:30 PM

Session 2.1:        Polling to Engage: What are the available tools?                                             

Andrew Brewer -Instructional Technologist (Northwest AHEC), Aarti Ramanathan – Instructional Designer (Wake Forest School of Medicine), Deana Thomas, EdD – Program Manager, Safety & Quality Education (Wake Forest Baptist Health)

Turn your lectures, presentations and meetings into an active conversation between you and your learners by introducing polling. Polling is an effective method of increasing audience engagement and turning a one-way presentation or lecture into an interactive conversation between you and your learners. In this presentation, you will learn about 3 of the polling tools available in the market – Mentimeter, Poll Everywhere and Turning Point. Presenters will share examples of each polling app in different educational settings, as well as specific benefits and drawbacks. Attendees will gain an overview of how to introduce polling into their sessions and an understanding of what tools might be available to meet their needs.

Session 2.2:        Forsyth Tech’s OER (Open Educational Resources) Initiative      

Grady Wilsonwithers -Math Instructor/ Dr. Sharilyn Owens-Math Department Chair (Forsyth Technical Community College)

Since Fall of 2013 the Math, Science, and Technology Division at Forsyth Tech, a community college based in Winston Salem, has developed an OER (Open Educational Resources) Initiative where students use free and open course materials instead of buying traditional textbooks. The OER Initiative was started to lower the cost of textbooks to students. Data from thousands of students who have participated in OER has shown improved Student Success Rates and students have saved over a million dollars. The DLE (Digital Learning Exchange) integrates written text, videos, resources, discussion boards, and multiple assessment types into one platform to help cultivate integrated student learning. This presentation will focus on the Math department's experience with the OER initiative. Our process for developing OER courses. Strengths and shortcomings of the initiative. We will examine some of the data collected focusing on the last five years. Finally, we will give practical advice for developing your own OER courses.  

Session 2.3:        Successful Strategies for Integrating Interactive Patient Care into Workflow                                                     

Bethany Howell -Patient Education Systems Coordinator (Wake Forest Baptist Medical Center)

Engaging the surgical patient to be an active participant in his or her care is a critical component to improving patient outcomes. At Wake Forest Baptist Health Lexington Medical Center, the Nursing Informatics (NI) department partnered with Nursing and Orthopedic Services to develop a successful Interactive Patient Care system that increase patient engagement and provides consistent patient education, on the Joint Replacement Unit. Patients were introduced to the concept of IPC preoperatively which helped set expectations for the inpatient experience. Post-operatively, the staff improved utilization by incorporating reminders and assistance with an interactive patient care system during hourly rounding and developed a plan for patients to complete assigned education prior to discharge.     

Session 2.4:        Frameworks for Course Design: Mapping a Course Across Multiple Learning Environments                                                                       

Donna Petherbridge, EdD – Associate Vice Provost, Academic Technology Innovation/ Rebecca Sanchez, PhD – Instructional Designer/ Bethanne Tobey -Lead Instructional Designer/ Yan Shen, PhD – Lead Instructional Designer (North Carolina State University)

Designing instruction is a complex process with multiple variables ranging from the philosophical underpinning guiding the practice of an instructional designer, to the preferred instructional style of an instructor, to the actual environment where teaching occurs (face-to-face, blended, online).  In this workshop, we will examine models for instructional design, paradigms that may influence the practice of instructional design, and review examples. We will do some hands-on work applying a course mapping guide to the design of courses in blended and online environments and share some common models of instructional design (ADDIE, SAM) and briefly compare those models to Agile practices.  We will then consider four paradigms of practice that can influence the design of instruction (artistic, communicative, instrumental and pragmatic), and help participants identify the paradigms that may impact their decisions when following an instructional design process. We will then share our own "model" of instructional design that reflects, ideally, how the design of instruction unfolds. Participants will get some "hands on" time in applying our framework to a course.  Participants will also walk away from this workshop with a course mapping guide, a course map template, and an online course readiness checklist for immediate application to their own instructional design endeavors. 

Session 3: 2:30 -3:30 PM

Session 3.1:        Mobile Learning Strategy for the Real World: Where to Start?                                                                 

Andrea Nance -Global Manager Digital Learning and Learning Management Systems (Hanesbrands, Inc.)

The proliferation of mobile devices and tablets is changing the way humans access and consume information. By 2022 PCs will account for only 19 percent of internet traffic compared to smartphones accounting for almost half (Cisco, 2018). As the use of mobile devices increases, human behavior will also change. The desire to use mobile devices will only grow over time. Learning and development professionals must adapt to meet changing learner expectations. In this session you will get an overview of how mobile learning is transforming training and the importance of developing a comprehensive mobile learning strategy to meet learner expectations. We will discuss the mobile strategy implementation framework recommended by experts in the field and how to apply this framework at your organization. You will hear about my experience implementing a mobile strategy at a global organization and how we adapted the standard approach to fit our needs. We will discuss our process, challenges, lessons learned, and road mapping. You will leave the session with tools, resources, and templates that will help you tackle mobile learning at your organization.

Session 3.2:        The Online Learner: Barriers, Persistence, and Resolution          

Sharon Little – Program Lead, Faculty Early Childhood Education (South Piedmont Community College)

This workshop covers the barriers adult learners encounter when engaged in online learning, how persistence and perceptions of learners and instructors affect the online learning environment, and resolutions to solve issues that can occur with online learners and instructors. Through current and relevant research and theory, key indicators for success in online learning will be developed in this workshop session.

Session 3.3:        Educational Escapes: Using Escape Room Dynamics to Educate 

Jennifer Mroz – Instructional Designer/ Kimberly McDonough – Curriculum Coordinator, 3rd year medical students (Wake Forest School of Medicine)

Learners of all ages have been entranced with the escape room craze - they are locked in a room and need to solve a variety of puzzles to escape the room. These immersive experiences are created for our enjoyment. They are a thrilling extension where we move from a passive observer in a drama to being part of the action. In this session we will examine what an escape room is and how we can bring this same sense of engagement to bear on educational objectives. We will examine the parts of an "escape room" or "unlock the box" scenario including - developing the narrative, choosing and designing your puzzles, and finally creating and testing your learning event. We will explore the methodology in a concrete way, as I will share an "unlock the box" event that was created for Wake Forest School of Medicine's 3rd year medical students. We will share our teams’ step by step process including development, testing and event outcome. Additionally, I will share resources and information and advice on moving forward to create your own escape room.

Session 3.4:        Creating Inquiry-Based Classrooms for Student Success                                                               

Kelsey Canovai – Project Manager/ Dr. Stan Hill – Director Center of Excellence for Research, Teaching & Learning (Wake Forest School of Medicine)

Discover the Center of Excellence for Research, Teaching and Learning's model that aims to increase teacher effectiveness through inquiry-based learning strategies that engage students and motivates them to achieve. In this model, teachers use Problem and Project-Based Learning resources to deliver classroom content in a real-world context that allows students to develop critical thinking and collaboration skills.  Participants will experience a hands-on student inquiry and receive lifetime access to a selection of PBL resources.

Session 4: 3:30 -4:30 PM        

Session 4.1:        By Multiple Means: Finding Universal Design for Learning in Our Instructional Designs                                                               

Shawn O’Neil/ Amanda Melniczek -Associate Professor Communications (North Carolina State University)

This session will focus on Universal Design for Learning (UDL) and how it fits into the landscape of Instructional design, even at the level of micro-learning opportunities. Participants will learn about the three tenets of UDL and will get the opportunity to think about and discuss how to modify their design practices to better meet the needs of all learners. We will also discuss several examples of how this can be done in both industry and higher education.  The three tenets of UDL are multiple means of representation, multiple means of engagement, and multiple means of expression and/or action.  Within each of these three areas, multiple tools and techniques can be used to stimulate the learner to connect with the material on a deeper level.  Our session will discuss the use of projects, videos, color-coding, and other course development and implementation tools that can be easily adapted into any learning environment.

Session 4.2:        Discussion panel with Facilitator: Technology Trends and the Future of Education

This will be facilitator-led open discussion to share ideas, trends and challenges faced in the design and delivery of education. Participants are requested to consider ideas and experiences to share and discuss with the group.                   

Session 4.3:        Activate Student Engagement: Tips & Tools to Promote Meaningful Learning                                                                   

Suzanne Edmonds – Lead Instructor/ Allie Giro – Lead Program Coordinator (North Carolina State University)

Structured, cohesive content increases the chances that a student will learn better and be more involved in the learning process. Research shows that students engaged in the learning process have an increased level of focus and attention, the opportunity to hone their critical thinking skills, and overall benefit from a meaningful and engaging experience. Getting students involved and increasing engagement in the classroom, whether face-to-face or online, also makes them more responsible for their own learning. The goal for this session is to introduce or reinforce the concept that the more actively engaged learners are in the learning environment, the more successfully they understand and retain content and information. We will discuss how to achieve this, utilizing group discussion and poll-based multimedia tools with a focus on the idea that with well-designed tools and appropriately planned activities, even assignments that tend to garner resistance can produce learner success. We’ll pull these ideas together by incorporating replicable assignments and activities into the session and show "real case" course scenarios and assignments that are being used at NC State University. This presentation will be broken up into three main parts: 1) Cognitive strategies and presentation tips, 2) Online engagement and facilitation strategies, and 3) Multimedia tools. We will delve deeper into these sections during the session, as well as provide examples for each.

Session 4.4:        Improv(e) Your Communication Skills

Jen Brown – Founder of The Engaging Educator

Whatever your role is as an educator, whether you are in front of students teaching a class, working with faculty, a trainer designing an educational experience, or simply interacting with your peers, your success is dependent on your communication skills. Learning to communicate in your authentic style is crucial for success as an educator and for life long professional development. Through improv-based activities and thinking, we'll work on communicating across different styles, pitching ideas and negotiating, as well as how to quickly resolve conflict with two words. Participants will leave with actionable ideas that can be immediately applied in the classroom and in a professional work situation.


Demo Learn Sessions

The Zombie Pandemic: An Innovative Simulation Exercise to Support Integration of Basic and Clinical Sciences for Preclinical Medical Students     

Timothy R. Peters, MD – Associate Professor Pediatrics/ Jennifer M. Jackson, MD – Associate Professor Pediatrics/ Abigail Wehner, MD Candidate/ Srish Sharma, MD Candidate/ Elene A. Clemens, MD Candidate/ J. Luke Galloway, MD Candidate (Wake Forest School of Medicine)

Instruction on emerging infections and disease outbreak preparedness is an infrequently taught component of medical school curricula.  Small group task-based learning, combined with simulation, is an effective and engaging method for supporting necessary learner integration of multiple basic and clinical science disciplines. We describe a simulation event, incorporating a popular-culture "zombie theme," designed to support integration of virology, epidemiology, clinic science, and ethics concepts for preclinical medical students. This simulation was created to enhance Virology instruction for 1st year medical students at our school. Results: Review of students' reports indicated successful integration of virology, epidemiology, and physiology of complex disease states (e.g., disseminated intravascular coagulation).  Evaluations showed high degrees of learner satisfaction with the design and content of the event and high levels of learner engagement.   

From QA to QM: Navigating a Quality Matters Startup Process at DCCC

Amy Archambault (Davidson County Community College)

Demo will focus on the pilot program at Davidson County Community College to start using Quality Management and replace the existing Quality Assessment tool that had been in place. Amy Archambault will share the challenges and successes with the process and where the school is in the pilot.

How Can We Prepare the Next Generation of Academic Innovators?    

Sophia Stone – Senior Consultant, Teaching Innovation (Duke University)

Learning Innovation, Duke's unit for educational transformation, digital learning, research and development, and learning technologies, in partnership with the Duke Graduate School, recently launched the Bass Digital Education Fellowship Program. This year-long program provides PhD students with professional development and experiential learning in digital education. The program is designed to adapt to faculty needs, solve teaching challenges, and engage multiple stakeholders in education across the institution. This presentation will highlight the program model and its core components and demonstrate how education leaders can apply and implement this program model in their own institutions to advance teaching excellence. The presenter will describe and illustrate: (1) an open-source syllabus and course developed on digital pedagogy and learning design; (2) an internship model that provides graduate students practical opportunity to develop digital learning and consultative skills; (3) a collaborative, problem-solving model to explore instructional design challenges; and (4) an evaluative component to assess future outcomes. 

Teaching and Learning Robotics and Coding for Everyone           

George Peterson – Executive Director (Mitchell Community College)

Almost anyone can utilize free and inexpensive resources to teach coding and robotics to almost anyone., Sphero, Cozmo, LEGO WeDo, and other resources can be utilized for fun and education in or out of the classroom. It's never too late to learn!

HoloLens and Anatomy                                                                         

Sam Huggins – Learning Technology Specialist (Wake Forest School of Medicine)

Using Microsoft Hololens to improve learning and engagement by demonstrating the power of augmented reality (AR) in high definition visualization that is highly portable. Display and demonstrate anatomy software that may be relevant even to medical school students.

Informed Consent: An Experiential Model to Combine Small Group Learning in Bioethics with Standardized Patients for Preclinical Medical Students              

Kendall Freeman – Academic Curriculum Coordinator (Wake Forest School of Medicine)

MAPS (Medicine and Patients in Society) Simulation Event

This demo will cover the Kolb Learning Cycle principle, how the most essential element to a simulation is the debrief and the engagement and satisfaction of the students.

Ultrasound in Preclinical Education                                                       

Sharon Korczyk - Curriculum Coordinator, Academic Affairs (Wake Forest School of Medicine)

We will be demonstrating the use of SonoSim application and how it provides tools in learning to read ultrasound images and learn the anatomy and other basic sciences in conjunction with the core courses.                   

Kahoot! Classroom Innovation

Megan Edwards Collins – Associate Professor Occupational Therapy (Winston Salem State University)

Kahoot! is an online program that instructors can use in the classroom to test student comprehension as well as direct classroom discussions. Easily accessed via the Kahoot! website or app. The presenter will display the Kahoot! program and discuss how it is being used in the occupational therapy classroom. This includes: creating multiple choice questions to initiate classroom discussions. Uploading videos and diagrams into the Kahoot! program and creating questions for students to review, on their own time. Benefits of Kahoot: the program is free, easy to use and accessible via a smartphone, computer tablet, or laptop/desktop will be discussed. Response from students has been overwhelmingly positive.