Research Summit - Part 1: Building Bridges for Educational Transformation: Connecting Researchers, Practitioners, Designers, and Decision-Makers

Concurrent Session 1

Brief Abstract

Join EDUCAUSE and the Online Learning Consortium in a panel discussion on the research to practice cycle within higher education. While research-informed practice is a critical element of higher education, building bridges between siloed researchers, practitioners, designers, and decision-makers is a persistent challenge. All are invited to join this critical conversation, including those who research, use, support, design, or select educational technology tools for postsecondary settings. Together, we'll address pressing questions such as how researchers can effectively share their findings with practitioners and decision-makers, how we can better communicate shared needs around research, and the challenges stakeholders encounter when seeking research to support their decisions on educational technology. Furthermore, we'll discover exciting opportunities for practitioners to offer constructive feedback to designers, improving both new and existing tools. We welcome all conference attendees to be active participants and make a difference in shaping the future of research-based practices in higher education.

Presenters

Lead Presenter: Dylan Barth, Online Learning Consortium Inc.

Dylan Barth is the Assistant Vice President (AVP) of Learning and a Co-Director of the Institute for Emerging Leadership in Online Learning (IELOL). Dylan provides strategic vision and oversight for professional development, research and publications, and the Quality Scorecard Suite at OLC. He has 20+ years of experience teaching in higher education and 12+ years working in faculty and instructional development. Dylan holds a Ph.D. in English from the University of Wisconsin-Milwaukee with an emphasis on masculinities in contemporary post-apocalyptic fiction.

Co-presenter: Jenay Robert, EDUCAUSE

Co-presenter: Angela Gunder, Online Learning Consortium

Angela Gunder is the Chief Academic Officer and VP of Learning for the Online Learning Consortium. In this role, she is responsible for gathering, curating, and leveraging the intellectual capital created by and disseminated through OLC. Prior to her position at the OLC, Angela served as the Director of Instructional Design & Curriculum Development for the Office of Digital Learning, managing and mentoring the team that builds the fully-online programs for The University of Arizona. Her over fifteen-year career as a designer for higher education informs her instructional design practice, where she leverages her expertise in web design, usability, visual communication, programming, and standards-based online learning. She is an Associate Editor for the Teacher Education Board of MERLOT, and the recipient of the 2018 MERLOT Distinguished Service Award, the organization’s highest honor. She is also the recipient of two Online Learning Consortium Effective Practice Awards for the creation of a framework for personal learning networks, and for the creation of exploratory installations of education technology, respectively. In 2019, Dr. Gunder was named an OLC Fellow for her dedication to service, innovation, and scholarship in support of student success in online learning. Her research interests include open educational practices, digital literacies, narrative in online course design, and emerging technology for second language acquisition. She holds a B.S. in Computer Science and Fine Art from Fordham University, a M.Ed. in Education Technology from Arizona State University. Angela completed her Ph.D. in Teaching, Learning and Sociocultural Studies at The University of Arizona, where in 2020 she was named an Erasmus Scholar by the College of Education for her commitment to the college, the university and to the community. Pronouns: she/her/hers

Additional Authors

Kristen Gay, Online Learning Consortium

As the Director of Research, Kristen guides the strategic vision for the Research Institute and OLC Press and operationalizes research opportunities for the OLC. She cultivates partnerships with educators, sponsors, and practitioners to drive innovative research pertaining to digital, blended, and online learning. Kristen has taught for over ten years at the collegiate level, with expertise in learning support (face-to-face, hybrid, and online), writing studies, writing centers, and adult literacy. Her research has appeared in peer-reviewed journals and edited collections focused on online writing instruction, accessibility, and healthcare communication. Kristen holds a Ph.D. in Rhetorics, Communication, and Information Design from Clemson University, an M.A. in Rhetoric and Composition from the University of South Florida, and a B.A. in English (Professional and Technical Writing) from the University of South Florida.

Extended Abstract