ATXpo 2023 IdeaLabs
Station 1: TA Orientation Any Time: A Self-Paced, Asynchronous Canvas Course
The Center for Teaching and Learning’s TA Orientation (TAO) has historically occurred three times each year as an in-person event. The Fall TA Orientation can draw up to 300 new TAs and includes sessions on inclusive teaching, teaching to support student mental health and well-being, leading discussion sections, and grading, among others. Last year, a team of graduate teaching consultants, CTL staff, and campus partners developed the first TAO Any Time course on Canvas, designed as a self-paced fully asynchronous orientation option for new TAs. Visitors to this IdeaLab will get a chance to check out how we used Canvas creatively to retrofit a self-paced asynchronous course.
Amanda Modell and Marianna Zhang
Center for Teaching & Learning and Department of Psychology
Stanford University
Station 2: AI Has All the Answers…But Should We Care?
Faculty across the board are panicking due to the sensationalized perception of AI that has seemed to pervade mainstream media and pop culture. Understanding what AI is, at its core, how it can augment an experience – but also how it can fail and invalidate itself – will help paint a more comprehensive and accurate picture for those concerned about it becoming a cultural and educational mainstay. This IdeaLab will (1) define and classify different types of Generative AI, (2) Identify different use cases of Generative AI and (3) analyze the potential and limitations of Generative AI within education.
Peter Nguyen
Educational Technology, School of Medicine
Stanford University
Station 3: AI as a Classroom Collaborator: Enhancing Learning & Engagement in Higher Education Courses
In the Summer Session Berkeley Changemaker: Gateway course at UC Berkeley, I integrated OpenAI’s ChatGPT to enhance student engagement and learning. This ongoing project leveraged AI to foster critical thinking, while ensuring students didn’t overly rely on the tool. Through strategically designed assignments, students were encouraged to use AI as a co-pilot and amplifier of their own insights, balancing the use of technology with personal engagement in the online classroom.
Christyna Serrano
Haas School of Business
UC Berkeley
Station 4: Digital Education for Equity
Since September 2021, Stanford Digital Education has pioneered a dual-credit course program in which students from high schools in low-income communities can earn Stanford credits, as well as credits from their high schools. Offered with the nonprofit National Education Equity Lab, the courses give students unique learning opportunities to master Stanford’s college-level material that was previously unavailable in high schools. The experience not only provides students with new subject matter but also boosts their confidence that they could thrive at Stanford and other selective colleges and universities. Our dual-credit model is based in the high school classroom with a teacher, who leads the course in tandem with at least one Stanford teaching fellow. Students watch lectures from a Stanford faculty member asynchronously and engage in the same assignments as students in schools nationwide. They can also attend weekly office hours with teaching fellows via Zoom. The courses offer college-level rigor — covering the same material being taken by Stanford undergraduates — with the extra scaffolding needed by high school students.
Cindy Berhtram, Mike Acedo
Stanford Digital Education
Stanford University
Station 5: Remote Classroom A/V Management
Media Services at Santa Clara University designs, installs, and supports the A/V systems in almost 200 classrooms on the Mission campus. While we train a team of students to provide tier 1 support, there are times when staff are required to assist with tier 2 support. To maintain that at scale, we have developed tech pages on each Extron and Q-SYS touchpanel that provide more detailed status and system controls and can be accessed and manipulated remotely. We will provide a demonstration of our tech pages and show a live feed from one of our classrooms.
David Hendricks, Soria Monasterio
Media Services – Academic Technology
Santa Clara University
Station 6: Panopto: Beyond Lecture Capture
This project involves the development of Panopto for use beyond lecture capture. From the library archives to doctoral students to faculty assessments to Student Disability Services, we are partnering with different divisions and schools to see how Panopto can be leveraged in both academic and business situations.
Ken Yoshioka
Educational Technology Services
University of San Francisco
Station 7: The Need for Digital Accessibility Instructional Professionals
Instructional digital accessibility professionals play a vital role in ensuring that educational content is accessible to all learners. They do this by providing support to faculty and instructional designers, creating resources and tools, and raising awareness about the importance of accessibility. This IdeaLab will discuss the importance of this role, the challenges, and opportunities it presents, and the latest trends in instructional digital accessibility. Included will be a demonstration of Stanford’s Office of Digital Accessibility’s newly created Accessibility Tutorial Modules.
Auston Stamm
Office of Digital Accessibility
Stanford University
Station 8: Swipe Left: Lessons from a Ghosted Tech Relationship
Dive into a whirlwind tech affair at Stanford’s Graduate School of Education Fall 2023 pre-orientation. Academic Technology Specialists Christina Fajardo and Mae Bethel will weave the tale of their ill-fated plans to use an open metaverse platform for low stakes games and socializing. They’ll share cautionary tales from the digital platform search frontline and discuss the dos and don’ts of tech vetting. Listen in on this journey through the technology matchmaking labyrinth; you just might pick up some strategies to avoid your own digital situationship.
Christina Fajardo, Mae Bethel
Graduate School of Education
Stanford University
Station 9: Wellness Practices for Your Team Processes: Automating Repetitive Tasks
Stanford Medicine EdTech has invested heavily in process improvements using Podio, a tool for easy visual creation of relational databases and business workflows. We first used Podio to manage migrating ~500 courses from Sakai to Canvas. Our use of the tool, and its benefits have grown. Now, the tool is used to manage our department’s time tracking, cost-recovery, purchasing, room reservations, employee development plans, and support and consultation requests. Such range of applications requires integrating third party tools that (1) automate task assignments, e-mails notifications, and invoicing, (2) allow faculty to reserve available resources, (3) manage digital signatures, and (4) generate reports for resource tracking.
Britt Carr, Tela Caul
School of Medicine – Educational Technology
Stanford University
Station 10: Empowering Students and Faculty to Create Accessible Course Materials
SCU’s Instructional Technology Team reviewed, implemented, and provided training to faculty on an integrated set of remediation tools that address document accessibility. After careful deliberation, we selected CidiLabs’ UDOIT and SensusAccess: Self-service tools that work in tandem to provide the broadest range of options to faculty and students who wish to convert documents to more accessible formats and modalities. In partnership with faculty and the Office of Accessible Education, we conducted summer workshops on the use of these tools and their role in promoting inclusive teaching practices on campus.
Eric Haynie, Colin Justin, Keith Yocam, Jeremy Kemp, Molly King
Instructional Technology
Santa Clara University
Station 11: Learning through Vlogging and Telecollaboration
Let’s start vlogging! This IdeaLab explores classroom activities integrating social networking technologies to enhance student language acquisition and expose them to other cultures. Specifically, we practice ways faculty can share vlogs as classroom activities in language courses or English courses. We will share surveys and activities, and during the workshop, we will telecollaborate with students and faculty in Europe while on Zoom.
Maria Grazia De Angelis (and Students in Europe)
World Languages and Cultures Department
Saint Mary’s College of California
Station 12: Asynchronous Learning Post-Pandemic: Summer Online Core Course Initiative at the University of San Francisco
In summer 2020 with planning commencing prior to the COVID-19 pandemic, the University of San Francisco introduced four fully online asynchronous undergraduate courses as part of its Summer Online Core Course Initiative (SOCCI). The purpose of the initiative was to expand options for students looking to “stay on track” for 4-year graduation; provide flexible, diverse course offerings for students and faculty; and create new revenue streams. Courses were developed in collaboration between faculty in USF’s College of Arts & Sciences and School of Management with the Instructional Design team. Prior to this initiative, USF did not offer any online asynchronous undergraduate courses.
Andy Chan, Angie Portacio, Susan Zolezzi
Educational Technology Services, Information Technology Services
University of San Francisco
Station 13: AI-Powered FERPA Compliance and Privacy Solution for Educational Institutions
Our AI-powered FERPA compliance and privacy solution allows educators to seamlessly share academic classroom videos, speaker lectures, presentations, and feedback across multiple sections or semesters while safeguarding student privacy. The tool automatically identifies and anonymizes faces, voices, names, addresses, and other Personally Identifiable Information (PII) in videos, ensuring compliance with FERPA regulations. This ongoing project offers a comprehensive informed consent management system, sending consent forms to identified faces or voices for approval. Our tool is accessible in physical classrooms and online platforms, providing a secure and privacy-centric environment for educational video sharing.
Gurmeet Naroola, Fritz Schmid, Dirk Holtbruegge, Nitin Aggarwal
Lucas College and Graduate School of Business
San Jose State University
Station 14: AI and social work education
The Technology and Instructional Design team (Tech & ID) at the California Social Work Education Center (CalSWEC) supports educational technology projects in academic and professional development programs in social work across the state of California. One recent area of our work is the exploration of if, how, and when to use artificial intelligence (AI) in training interventions and other projects.
Christopher Cajski, Mauricio Wright, Carrie Cuy, Shalvena Sharma
California Social Work Education Center (CalSWEC)
UC Berkeley
Station 15: 3D Visualization in Human Anatomy
BodyViz allows medical imaging projection in 3D in my Human Anatomy course and Advanced Anatomy labs. The software takes DICOM (MRI, CT Scan) files and projects them in a virtual 3D format. Certain tissues can be selected to be highlighted (e.g. blood vessels). The image can be rotated in any plane and the serial sections of the file can be scrolled through to locate abnormal anatomy. The BodyViz library demonstrates cadaver views, normal anatomy, anomalies, and pathologies.
Greg Smith
Biology Department, School of Science
Saint Mary’s College of California
Station 1: Tech Resources & Support for Students
Access to technology support, hardware, specialty software and other resources have been an ongoing challenge for students to find when there are so many different places to look. Faculty/instructors are often at a loss as to where to route them. Stanford’s Coalition of Student Technology Support, led by University IT and Learning Technologies and Spaces, has recently published a website to address both concerns. The site promotes the ability for students to have equitable access to technology resources and successfully routs them to both online and in-person resources.
Melissa Doernte
Vice Provost of Student Affairs – Learning Technologies and Spaces
Stanford University
Station 2: Panopto During and Post Pandemic
Panopto was piloted in 2017. This small pilot, out of the School of Engineering, grew into a pillar video content management system for Stanford during the pandemic and continues to support faculty and students post shutdown. The presentation will take you through the history of Panopto at Stanford, use cases, and how the university is utilizing the VCMS for teaching and learning.
Lina Piezas, Jeff Wang
School of Engineering
Stanford University
Station 3: Solutions for Recording and Videoconferencing in Classrooms and Meeting Rooms
Media Services supports the recording and videoconferencing needs of faculty, staff, and students in over 300 classrooms and meeting rooms across campus. We have standardized on a set of equipment to support the diverse spaces and uses on campus from large classrooms to small huddle rooms. From complex Q-SYS systems to integrated Polycom systems, and of course 360° videoconferencing units, we will show the range of equipment we deploy to support the Santa Clara University campus.
David Hendricks, Soria Monasterio
Media Services – Academic Technology
Santa Clara University
Station 4: Digital Illustration in the Classroom
Each quarter, the iPads for Teaching and Learning Program at Stanford selects innovative faculty and instructor projects to support by providing devices, software, and ed tech expertise. This IdeaLab will spotlight one such project in which students in a creative writing course designed children’s books using Apple Pencils and the digital illustration app Procreate.
Kristin Arguedas
Center for Teaching & Learning
Stanford University
Station 5: Scaling Interactive Computation for Diverse Use Cases: Prioritizing Accessibility and Tailoring Deployments for Users with Varied Technical Proficiencies
Over the last 6 years, UC Berkeley has provided interactive computation in courses across the University, including Engineering, Data Science, Natural Science, and Social Sciences. UC Berkeley has scaled a cloud-based Jupyterhub to up to 5,000 users per week and 11,000 users per semester. Our most recent efforts have been to provide innovative use and applications of the open-source stack to engineer solutions for a diverse set of classes. We have also worked with the open-source community as the implementation of accessibility improvements has rolled out. Our vision is to continue to innovate to meet the needs of faculty and students from diverse backgrounds.
Balaji Alwar, Eric Van Dusen
Research, Teaching and Learning and Data Science Undergraduate Studies
UC Berkeley
Station 6: AI on Your Side: New Opportunities for Innovation in Teaching and Learning
Over summer 2023, SCU’s Instructional Technology group partnered with Library staff and faculty to facilitate ongoing workshops about teaching with AI. The half-day workshops included activities about communicating about AI, a prompt clinic, and production time to ideate and develop activities for teaching/learning with AI in upcoming courses.
Eric Haynie, Colin Justin, Keith Yocam, Jeremy Kemp
Instructional Technology
Santa Clara University
Station 7: Classroom AV Design Strategies in a Post-Covid World
With the difficulties of engaging students in a world where many must remain remote for health and safety reasons, over the last 2 years we set out on a mission to integrate native video conferencing into a select few traditional classroom AV systems, while retaining all existing functionality. This presentation will cover the difficulties, solutions, limitations, and results of those plans.
Steve Johnson, Ezra Daly, Kevin Chan
Research, Teaching and Learning
UC Berkeley
Station 8: OER in an Asynchronous Non-Majors Human Biology Course with Lab
For the summer 2023 term and subsequent summer sessions, Leslie Bach (faculty, Biology) and Angie Portacio (Instructional Designer) adapted BIOL 103 – Human Biology, a non-majors science course with lab, for fully remote asynchronous instruction using OER materials and at-home lab exercises.
Leslie Bach, Angie Portacio
Biology Department, Educational Technology Services
University of San Francisco
Station 9: Adapting for Impact: Transforming Learning Tool Change Management Processes at UC Berkeley
Research, Teaching, and Learning at UC Berkeley is implementing a new change management and request process for supported learning tools, which are available at no cost to instructors and students and have been vetted for accessibility, privacy, and security. This process categorizes changes into minor, medium, and major based on criteria such as scope, impact, cost, and functionality gained or lost, and outlines a four-stage process for each type of change encompassing approval, communication, implementation, and evaluation workflows.
Allison Czapracki, Judy Stern
Research, Teaching, and Learning
UC Berkeley
Station 10: Developing a Course Design Course — Meeting Expanding Online Design Needs
To meet the needs of USF’s expanding asynchronous online course offerings, over the past five years, USF’s Instructional Design team has developed the Online Course Design Program (OCDP). Through its evolution, OCDP has leveraged prior training approaches to create a cohesive, stepped-out program, initially addressing the needs of the Summer Online Core Course Initiative but then widening its reach to incorporate all academic programs. OCDP completion now stands as the USF’s certification for online asynchronous course design.
Jill Ballard, Mishiara Baker
USF Instructional Design | ETS
University of San Francisco
Station 11: Supporting Student’s Digital Literacy Journey
University of San Francisco students were introduced to three tools from Texthelp during the fall 2023 semester that are intended to support student’s digital literacy, study skills, student success, and provide a UDL approach to learning.
John Bansavich, Antonia DeMichiel
Educational Technology Services; Student Disability Services
University of San Francisco
Station 12: UCSF student perspectives on generative AI for learning
In May and June, 2023, we (the TEE technology innovations team) invited first and second year medical students at UCSF to complete an online survey on educational technologies that are currently used (or might be used later) in the medical school curriculum. Our survey included four questions about (generative) AI technologies like ChatGPT and Bard. Our team is interested in sharing our findings and recommendations based on those findings.
Jill Bond, Christian Burke, Sam Chung
Technology Enhanced Education Innovations
University of California, San Francisco
Station 13: Next Generation Learning Spaces: A Bi-Coastal Collaboration
The Stanford Medicine EdTech team recently toured learning and innovation spaces at seven peer institutions in the New York and Boston areas. The goals of the tour were to document learning space designs, creative pedagogies, edtech innovations, and academic technology systems; synthesize findings via a compare-and-contrast model; and analyze what would work for Stanford Medicine. The team is now working to develop a roadmap for applying the insights from the tour to improve the learning experience for students and faculty at Stanford.
Tela Caul, Peter Nguyen
Educational Technology, School of Medicine
Stanford University
Station 14: AI Generated Course-packs & VideoBooks
We (professors & students in collaboration) have developed a technology tool that utilizes AI that professors can utilize to easily and quickly create interactive, inclusive, accessible courses packs and video books that students can utilize for enhanced, effective learning and outcomes. The first course we developed was for MTM 236: Transportation Innovation. The completed project/ MVP can be found on MTI.COPAL.AI. Quoting, Dr. Dan Moshavi, former dean of the College of Business at SJSU and current dean of college of business at SDSU, “This transformative COPAL solution empowers educators to deliver engaging content while promoting effective teaching and learning outcomes.”
Gurmeet Naroola, Fritz Schmid
Mineta Transportation Institute, Lucas College and Graduate School of Business
San Jose State University
Station 15: Departmental Spaces at UC Berkeley
Upon returning from the pandemic in Summer 2021, the RTL Classroom Technology Support group at Berkeley identified a pressing need for educating and facilitating campus units who needed to upgrade and install audio/visual and videoconferencing technologies in their departmental spaces and classrooms that fell outside of the normal CTS normal support remit. We began supporting this need informally but the rapid uptick in inquiries caused us to soon expand the support into a full consulting service ongoing to this day. See the results of some of these consultations and projects here!
Tim Gotch
Research, Teaching, and Learning
UC Berkeley