39 | DET/CHE 2024

The California State University System deploys rich badging programs from both the Chancellor’s Office and from several CSUs. In this session, we’ll explore how badged Pathways can bridge the CSU System’s badging with each of its 23 campuses, and how California State University, Dominguez Hills is using its digital credentials to explore connecting with nationwide organizations such as OSHA.gov. We’ll answer several important considerations: 1) How are the various constituents measuring success? 2) What kinds of friction did they have to overcome as they built impactful badging programs? 3) Where are they going next?

At the end of this presentation, attendees will be able to:

1. Identify various approaches for successful credentialing programs 
2. Recognize potential roadblocks to building impactful badging processes 
3. Prepare for next phases in badge program expansion

Many schools are facing the increased scrutiny to ensure compliance with regular and substantive interaction in distance education courses. As a result, many colleges are seeking ways to communicate these requirements to instructors, and to assess their status of RSI compliance in DE courses. The "substantive" part of regular and substantive interaction requires that any evaluation of RSI be qualitative as well as quantitative.

In this session, I will discuss Mt. SAC's efforts to create a systematic program for tracking RSI in distance education courses including the components, technology, and review process of the program. Mt. SAC is working on this following a 2024 accreditation review. As an instructional designer, I have been a part of the workgroup and contributed ideas for how to make the process efficient for professors, reviewers, and administrators. I would like to share our efforts, what worked and what didn't in creating an institutional RSI review process.

At the end of this session, participants will:

1. Hear about the requirements for regular substantive interaction and the ideas Mt. SAC generated to track them in online courses.
2. Learn about how Mt. SAC created a team of RSI reviewers and their roles. 
3. Learn how Mt. SAC leveraged technology to track and evaluate RSI in DE courses. 

In this presentation, we will explore the transformative potential of generative AI in the realm of note-taking and knowledge management. With a focus on two cutting-edge tools, Google NotebookLM and the Tana App, we will demonstrate how these AI-powered solutions can revolutionize the way students, professionals, and lifelong learners capture, organize, and synthesize information. Attendees will gain insights into the key features and capabilities of these tools, such as automated summarization, bi-directional linking, and customizable outlining. Through real-world examples and practical demonstrations, participants will learn how to leverage Google NotebookLM and the Tana App to enhance their productivity, critical thinking, and collaboration skills. By the end of the session, attendees will be equipped with the knowledge and resources necessary to integrate these generative AI tools into their personal or professional workflows, unlocking new possibilities for efficient and effective note-taking and knowledge management.

At the end of this session, participants will be able to:

1. Analyze the impact of generative AI on note-taking and knowledge management practices
2. Create a personal workflow incorporating Google NotebookLM and the Tana App for improved productivity
3. Evaluate the ethical implications and potential biases of using generative AI for note-taking and knowledge management.

In the rapidly evolving fields of educational technology and instructional design, women continue to face unique challenges in advancing their careers, gaining leadership positions, and dealing with issues such as imposter syndrome and workplace bias. The Women of DETCHE Mentoring Program was created in 2023 to address these barriers by fostering a supportive community within DETCHE that empowers women to excel in higher education roles and leadership within California. In this session, a panel of program organizers and inaugural participants will discuss their experiences as women in the field and the support they received from participating in this new program.


At the end of this session, participants will be able to:

1. Understand Program Structure and Mission: Attendees will gain a clear understanding of how the Women of DETCHE Mentoring Program is designed, including its goals, structure, and how it fosters leadership development for women in educational technology and instructional design.
   
   
2. Learn Key Insights and Lessons: Attendees will learn key insights from the first year of the program, including successes, challenges, and strategies for building meaningful mentorship relationships that support women's professional growth.
   
   
3. Impact on Future Leadership in EdTech: Attendees will leave with an understanding of how the program is shaping the future of leadership in higher education technology and instructional design, and how similar initiatives can be implemented to promote diversity and inclusion in their own institutions.

This presentation explores the outcomes of a CSU-Wide Community of Practice focused on faculty engagement with data dashboards as a means of exploring equity gaps. Faculty from 11 CSU campuses engaged in a six-week community to unpack personal, institutional, and systemic bias in their practice. They explored solutions through co-creation with students and proposed course redesigns. The post-survey data is in after their redesigns were implemented with significant improvements in Equity Behaviors (EB) and Data Awareness (DA). Join the presenters as they connect specific stories, experiences, and course changes from faculty.

At the end of this session, participants will be able to:

1. Understand how data dashboards can be more intentionally leveraged at college campuses.
   
2. Identify applicable strategies for engaging faculty in equity-minded pedagogy on their campuses.
   
3. Decide on various CSU campus approaches to data to explore and become more familiar with resources.

This presentation explores creating custom educational chatbots using GPTs and OER via PlayLab AI. By referencing uploaded class materials, these chatbots reduce bias, minimize hallucinations, and address copyright concerns.

Two scenarios demonstrate their potential:

1. A Socratic method chatbot referencing the class textbook, promoting critical thinking.
   
2. An assignment improvement chatbot for teachers, enhancing assessment quality and AI-resilience.
   

Benefits include:
• Reduced biases and inaccuracies
• Reliable, high-quality outputs
• Promotion of OER
• Ethical AI use

PlayLab AI, a nonprofit platform, enables educators to build AI tools without coding experience. The presentation will showcase its interface and demonstrate how these chatbots can be integrated into teaching practices for more engaging and effective educational experiences.

At the end of this session, participants will be able to:

1. Consider the importance of using uploaded materials with custom chatbots to enhance reliability, reduce bias, and support ethical AI use in education. 
2. Identify specific applications of custom chatbots for student learning and teacher support, particularly in improving assignment design and classroom engagement. 
3. Evaluate the potential benefits and challenges of implementing custom AI chatbots using PlayLab AI, focusing on practical strategies for integration in educational contexts.
   

The open educational resource (OER) landscape is remarkably diverse, yet extended reality (XR)—which encompasses augmented, mixed, and virtual reality modalities—has remained largely absent. Recent technological advancements, reduced hardware costs, and a growing body of content have accelerated XR adoption. In this session, we unveil the Open Educational Extended Reality (OEXR) Library that was incubated within the California State University system as a resource for the collective higher education community to democratize this transformative technology and empower equitable access for all learners. Survey responses (n = 169) from 100 institutions spanning six continents were used to ensure functionality was designed to meet diverse user needs, from contributors to consumers. Respondents primarily consisted of staff, faculty, and administrators, with additional input from librarians, students, and industry partners. User priorities included robust search and discovery capabilities, interactive downloadable 3D assets for reuse, and resources related to learning objectives and assessment suggestions. Clear expectations for contributors and guidelines for creating and submitting XR content were also prioritized, as well as discovery mechanisms to enable the ability to categorize and tag content based on multiple criteria. Join us as we discuss the creation of the OEXR library and introduce it to the DET/CHE community as a resource for new possibilities across teaching, learning, and collaboration in higher education.

After participating in this session, participants will be able to:

1. Explore OEXR Library survey data dashboard to see how respondents plan to leverage XR assets and pedagogical materials.
2. Leverage the OEXR Library for educational use and gain familiarity with features that were prioritized from data collected from the EDUCAUSE community.
3. Contribute and collaborate with colleagues globally via the OEXR Library.