2022-2023 Webinar Series

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Listings of Past Webinar Series

The listings below document the efforts of past webinar leaders, as well as the evolving interests of online literacy educators.

Members may watch recorded webinars by clicking on the image accompanying each listing.

Webinar Descriptions

Reflective Writing in HyFlex Instruction: From Gaining Self-Knowledge and Identity to Building Empathy and a Safe Learning Community

Webinar Leader:
Kitty S. C. Burroughs, Ph.D.

Date of Webinar: March 23, 2023

Overview

This webinar will focus on a series of scaffolded reflective writing assignments through retrospection and introspection. Reflective writing can help students to reflect on their literacy development, and to discover who they are and their place in a writing classroom—a critical juncture for self-identity and self-worth needed for learning and growth. Beyond helping students acquire self-knowledge and awareness of their literacy experiences, reflective writing can assist students to develop a sense of belonging as a community of writers. Informed by threshold concepts of writing (Adler-Kassner & Wardle 2015), student dispositions (Driscoll & Wells 2012), and writing transfer (Nowacek 2011), Burroughs will demonstrate how instructors can design reflective writing assignments that are geared toward helping students reflect on their past literacy experiences as well as their current thoughts and feelings about reading and writing. Burroughs will also share the discoveries, challenges, and rewards revealed in her students’ reflections.

Participants:

develop a better understanding of reflective writing and its potential to promote high level of engagement in writing
consider an inclusive pedagogy that creates a safe space for inquiry and community building
learn to consider ways of creating reflective writing assignments
be presented with methods of assessment that privileges inclusion.

Webinar Leader Bios

Kitty S. C. Burroughs, Ph.D. serves as a Teaching Professor in the Department of English and as the Associate Director of the University Writing Program at Bowling Green State University. She is an active member of the Ohio Strong Start to Finish initiative to significantly increase the number of students completing gateway English courses within their first academic year. Her research interests include Composition Pedagogy, Developmental Education, Second Language Writing in Composition Studies, Curriculum Development and Assessment in First-Year Writing, Inclusive Pedagogy, and Writing Transfer.

Blurring the Edges: Using Slack to Enable and Extend Class Interactions

Webinar Leader:
Stephen David Grover

Date of Webinar: February 23, 2023

Overview

Slack, and other messaging platforms, provide ways to promote more—and more organic—interactions between students, instructors, and course material and to extend those interactions between class meetings or outside the LMS. In this webinar I will outline the benefits, pitfalls, and principles of use that I’ve discovered over 7+ years of using Slack in my teaching of writing. Additionally, I will demonstrate how I use it in practice, including what settings I use, what channels I create, and how I get students set up on the software.

Participants will learn how Slack:

allows students greater control over how they present themselves to classmates
increases modes of access, enabling more student participation
allows a greater degree of underlife in and out of class
promotes community building among students separated in time and space.

Webinar Leader Bios

Dr. Stephen David Grover is the coordinator for both the First-Year Writing and Professional and Technical Writing programs at Park University, where he oversees courses taught in all modalities, from fully face-to-face to fully online asynchronous and everything in between.

Considering Digital Ethics in Post-Pandemic Pedagogy and Curricula: The Case of ePortfolios

Webinar Leaders:
Megan Mize, Kristina Hoeppner, Sarah Zurhellen, & Kevin Kelly

Date of Webinar: November 7, 2022

Overview

During the COVID-19 pandemic, higher education stakeholders scrambled to develop processes for effective online learning. Some of these processes drew on established practices; many did not. In this webinar, presenters will provide an active forum for faculty, staff, and administrators to reflect on digital practice enacted before, during, and after the pandemic. Facilitators will share ethically sound strategies for addressing digital teaching and learning practices, using our work with ePortfolios to offer several exemplary cases.

Participants will:

Consider what positionalities and factors influence how administrators, faculty, students, and other stakeholders
Define “digital ethics" and identify the results of the rapid shift to online and hybrid learning in their contexts

Webinar Leader Bios

Dr. Megan Mize is the Director for ePortfolios and Digital Initiatives in the Academic Success Center (ASC) at Old Dominion University (ODU). In this role, she facilitates the development of engaging digital assignments and programs, with an eye towards fostering integrative learning and digital literacies. Currently, her research interests include digital ethics and ePortfolio composition, extended reality (XR) use as an emerging high-impact practice, and GIFs as cultural and rhetorical artifacts. Her work appears in AePR, Peitho, Field Guide, and In Media Res.

Kristina Hoeppner, M.A., is the project lead for the open source portfolio platform Mahara, working at Catalyst IT in Te Whanganui-a-Tara Wellington in Aotearoa New Zealand. She traded hemispheres and careers in 2010 and enjoys supporting and working with the New Zealand and worldwide community of educators, learning designers, and education innovators in both formal and informal learning settings to create positive and supportive learning environments. She has been a member of the AAEEBL Task Force on Digital Ethics in ePortfolios since 2019 and a member of the Executive Committee of FLANZ (Flexible Learning Association New Zealand) since 2021.

Dr. Sarah Zurhellen is the Assistant Director of the Writing Across the Curriculum Program and a Professional Consultant in the University Writing Center at Appalachian State University. She studies how technology affects the way we read, write, remember, and learn. Her current projects include the impact of digital computing on twentieth and twenty-first century print novels and the role of digital ethics in student composing. She is currently serving as a co-chair of AAEEBL’s Digital Ethics in ePortfolios Task Force.

Kevin Kelly, EdD, works with colleges and universities as a consultant to address distance education, educational technology, and organizational challenges. He teaches online courses as a Lecturer in the Department of Equity, Leadership Studies, and Instructional Technologies at San Francisco State University. He previously served SF State for 13 years as the Online Teaching and Learning Manager, leading campus- and system-wide ePortfolio initiatives in that work. Kevin co-authored with Todd Zakrajsek the 2021 Stylus book, Advancing Online Teaching: Creating Equity-Based Digital Learning Environments. He is a current member of AAEEBL’s Board of Directors and Digital Ethics Task Force.

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