BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:nwelearn2026
X-WR-CALDESC:Event Calendar
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//Sched.com NWeLearn 2026//EN
X-WR-TIMEZONE:UTC
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T150000Z
DTEND:20261022T154500Z
SUMMARY:Check-In and Light Refreshments
DESCRIPTION:Pickup your name tag\, swag\, and enjoy a light breakfast of pastries\, fruit\, and coffee.
CATEGORIES:FOOD & SOCIAL
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:c775ec3e7156d1f0f501ce7b66a37132
URL:http://nwelearn2026.sched.com/event/c775ec3e7156d1f0f501ce7b66a37132
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T154500Z
DTEND:20261022T160000Z
SUMMARY:Conference Welcome
DESCRIPTION:Opening remarks and housekeeping information to ensure a good conference experience.
CATEGORIES:GROUP SESSION
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:45f7ba79d4f2a3f063a2f9470c09cc9b
URL:http://nwelearn2026.sched.com/event/45f7ba79d4f2a3f063a2f9470c09cc9b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T160000Z
DTEND:20261022T165000Z
SUMMARY:AI and the Higher Education Landscape: Implications for Leadership
DESCRIPTION:As we have moved rapidly into the age of Artificial Intelligence (AI)\, we have discovered that it is nearly impossible to regulate or contain its use by students\, colleagues\, administrators\, and other community members. As educators\, we have many unanswered questions about the current and potential uses and misuses of AI in our world. It is time to explore these questions to inform practice across all College of Education programs for teachers\, school administrators\, and other education leaders.\n \n We will examine the complexities of maintaining a human-centered approach while navigating the challenges of AI regulation and misuse. Attendees will engage with strategies for building equity-centered mindsets and fostering a culture of innovation across higher education and leadership. By centering student voice and ethical advocacy\, this session equips educational leaders with the tools needed to develop robust policies and practical frameworks. Participants will leave with actionable insights on how to scale AI literacy\, build trust\, and lead organizational change that prioritizes the human element in a digital age.
CATEGORIES:BREAKOUT #01 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:0290f058a53c5b49f1c6f01169eb32b5
URL:http://nwelearn2026.sched.com/event/0290f058a53c5b49f1c6f01169eb32b5
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T160000Z
DTEND:20261022T165000Z
SUMMARY:Eight Essential Principles: Centering the Human Core in AI-Integrated Education
DESCRIPTION:As artificial intelligence moves from the periphery of educational technology into the heart of the learning experience\, the most critical question for educators is no longer technical—it is philosophical. How do we ensure that as our tools become more powerful\, our education remains profoundly and irreducibly human?\n \n In this session\, the co-authors of the Eight Essential Principles for Education in the Age of AI present a dual-lens framework designed to move institutions from reactive adoption toward intentional authorship. We will unpack the framework's two critical domains:\nThe Irreducible Human Core: Four principles—Flourishing\, Relationships\, Creativity/Lived Experience\, and Accessibility—that protect the internal heartbeat of teaching and learning.The Operational Commitments: Four principles—Equity\, Inclusion\, Openness\, and Universality—that serve as the necessary guardrails for responsible and sustainable implementation. These principles allow us to evaluate AI tools and policies through the lens of human agency rather than just efficiency. Participants will work through practical strategies for maintaining "intellectual resistance" and protecting the student-teacher bond in a digital-first environment.\n \n You will leave with a practical checklist and the "Architecture of Intentional Authorship" flowchart to help apply these values to your own institutional context. This session provides the ethical and operational clarity needed to lead with purpose in a world of rapid algorithmic change.
CATEGORIES:BREAKOUT #01 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:5e517883a99418673904f461310891c4
URL:http://nwelearn2026.sched.com/event/5e517883a99418673904f461310891c4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T160000Z
DTEND:20261022T165000Z
SUMMARY:From Prompt to Canvas: One Professor's AI Workflow
DESCRIPTION:What does it actually look like when a community college professor uses AI as a daily teaching tool — not as a gimmick\, but as a genuine workflow partner? In this session\, I'll share how I've integrated AI tools into three core areas of my work: course design\, Canvas development\, and professional productivity.\n \n I'll walk through real examples from my online business courses at Central Oregon Community College — strategies designed to be replicable at any institution\, regardless of LMS or AI tool. Examples include AI-generated HTML course pages\, discussion board scaffolding\, and syllabus design — all built to WCAG accessibility standards and deployed directly in Canvas.\n \n I'll also share how AI helped scaffold a ten-week business plan development project — a milestone-by-milestone framework demonstrating how AI can support complex instructional design\, not just individual tasks. Finally\, I'll show how AI supports my broader professional workflow: drafting communications\, structuring curriculum\, and reducing the cognitive overhead of course management.\n \n Attendees will leave with practical\, replicable strategies — no coding background required. Whether you're curious about AI or already experimenting\, this session offers an honest\, practitioner-level look at what's working\, what's not\, and what's worth your time.
CATEGORIES:BREAKOUT #01 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:aa203cac651332d25fc32e1eef1aa055
URL:http://nwelearn2026.sched.com/event/aa203cac651332d25fc32e1eef1aa055
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T170000Z
DTEND:20261022T175000Z
SUMMARY:Hearing Macbeth Whispering into Your Ears: Binaural Sound Design in an Integrated Curricula Experiment
DESCRIPTION:This session demonstrates the pedagogical value of incorporating binaural sound design into an integrated curriculum that connects humanities courses such as film\, animation\, theatre\, and other visual storytelling experiences shaped by XR technologies.\n \n Drawing on two case studies\, the animated short Fox and the Whale (Robin Joseph\, 2017) and the theatre experiment Macbeth (National Theatre\, London\, 2023)\, the session shows how binaural sonic landscapes can heighten presence\, transportation\, and emotional intimacy in immersive narrative environments. It also considers how binaural sound can shape the sequencing and resequencing of scenes in VR storytelling.\n \n By engaging two legacy storytelling forms\, the session asks what remains fundamentally human as storytelling moves into immersive VR formats. Even as visual technologies change\, the affective qualities that make stories resonant — presence\, transportation\, and emotional intimacy — continue to define meaningful narrative experience.\n \n The session also invites discussion of the relationship between binaural sound design and representations of sanity and insanity\, along with the therapeutic potential of immersive sound to deepen human connection with the natural world.\n \n Embedded clips will be available through scannable QR codes\, allowing attendees to view them on their own devices. Attendees are encouraged to bring earphones or headphones for the most immersive listening experience.
CATEGORIES:BREAKOUT #02 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:66aa2e3aa81071a41c9db93c766ebb52
URL:http://nwelearn2026.sched.com/event/66aa2e3aa81071a41c9db93c766ebb52
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T170000Z
DTEND:20261022T175000Z
SUMMARY:Instructional Design with Dynamic Disability in Mind
DESCRIPTION:At Mt Hood Community College\, we're finding that equity-focused\, universal design- informed courses are especially supportive for students with dynamic disabilities\, whose capacity to engage in learning activities can vary unpredictably during the term. This session explores how to create accessible\, flexible\, and empathetic learning environments by designing with neurodiversity\, chronic illness\, and other dynamic disabilities in mind. We will focus on practical ways to implement equitable\, bias-resistant grading practices to promote learner success and inclusion. In small groups\, participants will discuss case studies about college students with dynamic disabilities and how their learning experiences and successful course completion can vary greatly depending on course policies. Participants will come away from this session with practical tips for incorporating inclusive instructional design strategies in their courses with dynamic disability in mind.
CATEGORIES:BREAKOUT #02 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:14343c3224192987b62363226f9b1ddd
URL:http://nwelearn2026.sched.com/event/14343c3224192987b62363226f9b1ddd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T170000Z
DTEND:20261022T175000Z
SUMMARY:Teaching Pairs: How Faculty Partnerships Transform Online Teaching and Learning
DESCRIPTION:This session explores how Lane Community College and Portland Community College use Teaching Pairs to support professional development for faculty who teach online. Through peer observation\, structured reflection\, and collegial dialogue\, Teaching Pairs creates opportunities for instructors to share practices\, deepen their understanding of online teaching\, and learn from one another in a supportive\, non-evaluative environment.\n\nPresenters will compare and contrast the Teaching Pairs models used at each institution\, including the tools\, frameworks\, and observation processes that guide faculty conversations about online teaching. Participants will learn how each college has adapted the model to support priorities such as accessibility\, Regular and Substantive Interaction (RSI)\, quality standards\, instructor presence\, and student engagement.\n\nIn the spirit of Teaching Pairs\, the session itself will serve as a cross-institutional conversation about faculty development\, bringing together colleagues from two colleges to share lessons learned\, challenges\, and opportunities for growth. Participants will hear faculty perspectives on the value of connecting with colleagues and building relationships that strengthen both teaching practice and the student experience. Attendees will also reflect on their own professional development practices and exchange ideas with colleagues from other institutions.\n\nAttendees will leave with practical strategies\, tools\, and facilitation ideas for implementing\, adapting\, or strengthening peer observation and reflective practice programs that foster collaboration\, professional growth\, and continuous improvement in online teaching and learning.
CATEGORIES:BREAKOUT #02 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:c213ce0b5661edeb9a346f2e72ba2bad
URL:http://nwelearn2026.sched.com/event/c213ce0b5661edeb9a346f2e72ba2bad
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T180000Z
DTEND:20261022T183000Z
SUMMARY:Readiness\, Risk\, and Reality: Real AI Use and Real Concerns in Higher Ed Workplace
DESCRIPTION:Artificial intelligence is increasingly present in higher education workplaces\, yet much of the conversation focuses on student use\, instructional policy\, or future potential rather than how employees are currently engaging with AI in their professional lives. This session presents findings from a departmental survey at a Tier 3 research institution exploring how staff\, administrators\, and leadership are using AI tools today\, and how they feel about that use. Survey results highlight a wide range of AI-supported professional practices\, including productivity tasks\, content generation\, planning\, problem-solving\, and exploratory learning. Participants also shared perspectives on the appropriateness of AI use in their roles\, ethical considerations\, and concerns related to academic integrity\, expertise\, and over-reliance on automation. Responses reflect varying levels of AI literacy\, confidence\, and caution\, revealing both enthusiasm and hesitation as individuals navigate AI’s role in academic and professional work. Rather than focusing on policy or compliance\, this session centers human experience and professional judgment\, offering insight into how higher education employees are making sense of AI in real time. Attendees will leave with a clearer understanding of current AI practices across institutional roles and practical considerations for supporting AI literacy\, professional workflows\, and thoughtful integration of AI into teaching\, learning\, and work.
CATEGORIES:BREAKOUT #03 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:68d54b6281b52d061dcd4c3b28fed9c2
URL:http://nwelearn2026.sched.com/event/68d54b6281b52d061dcd4c3b28fed9c2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T180000Z
DTEND:20261022T183000Z
SUMMARY:Remarkable Online Student Experiences: Lessons Learned From a Yearlong Faculty Learning Community
DESCRIPTION:Come hear about our experiment in cultivating Remarkable Online Student Experiences (ROSE) through a professional learning community. Structure\, lessons learned\, faculty feedback\, and how we're transitioning the content to allow for asynchronous participation. Time to discuss how to support connection and collaboration through intentional conversation is included.
CATEGORIES:BREAKOUT #03 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:fc098fbe36cf4fc21dffdc38f2552b1a
URL:http://nwelearn2026.sched.com/event/fc098fbe36cf4fc21dffdc38f2552b1a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T180000Z
DTEND:20261022T183000Z
SUMMARY:Stochastic Parrots: Lessons of Power and Expediency in GAI
DESCRIPTION:At all levels\, educators are under pressure to “keep up with” Generative Artificial Intelligence (GAI). &nbsp\;In Medium\, the self-described “home for human stories and ideas\,” the University of London’s Professor Michael Bueler provides a weekly news round up that “curates articles\, scientific studies\, and expert reports exploring how generative AI is transforming the core dimensions of education.” &nbsp\;While a laudatory effort on Dr Bueler’s part\, it makes me wonder if we risk “keeping up” with the breath-taking pace of this evolving technology feels a bit like swimming against a rip tide and of the GAI tail wagging the dog of education. \n\nEthical worries about GAI abound but tend to center on a panoply of pressing problems such as plagiarism\, perpetuation of biases \, access and infrastructure differences\, privacy\, and calamitous environmental degradation. While these concerns are valid\, a deeper and perhaps more sinister underpinning is also at play.\n\nIn this brief presentation\, I position the use of GAI in health sciences education through the lens of the ethical concept of “expediency.” &nbsp\;Expediency has long been at odds with ethics and human flourishing since at least Aristotle (384-322 bce). &nbsp\; In particular\, postmodern thought has rejected “expediency” as a value in the 21st century capitalist environment as a threat to human life based on its rhetorical usage in Nazi Germany. Yet\, when skeptics raise concerns about GAI\, they are often met with the argument of expediency as a practical value.
CATEGORIES:BREAKOUT #03 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:5ff84b15c297f1893ffec2c771533dd9
URL:http://nwelearn2026.sched.com/event/5ff84b15c297f1893ffec2c771533dd9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T184000Z
DTEND:20261023T191000Z
SUMMARY:When Technology Listens: Research and Practical Strategies for AI Live Captions in the Classroom
DESCRIPTION:As institutions seek accessible\, practical\, and people-centered learning technologies\, Automatic Speech Recognition (ASR) live captions are increasingly being explored as a scalable support tool in higher education classrooms. This session will cover a recent research study on ASR live captions in higher education and some practical demonstrations on implementing them in the classroom.\n\nThe study examined both the accuracy of ASR-generated live captions and student perceptions of their use in synchronous\, in-person undergraduate learning environments. Two undergraduate general education courses were selected for analysis. Caption accuracy was evaluated using the Number\, Error\, and Recognition (NER) model\, while students completed surveys measuring perceived usefulness\, ease of use\, and reliance\, along with open-ended reflections on their classroom experiences.\n\nFindings indicated that ASR live captions met the 98% accuracy benchmark suggested by the NER model\, although serious captioning errors occurred more frequently than reported in previous studies. Overall\, students reported neutral to slightly positive perceptions of the technology\, with female participants demonstrating higher perceived usefulness ratings than male participants. Open-ended responses also highlighted both the practical benefits and limitations of live captioning in real-time classroom interactions. A practical demonstration of how educators can implement ASR live captions in face-to-face learning environments using readily available technologies and low-barrier strategies will also be shared.\n\nParticipants will explore classroom setup considerations\, microphone and audio best practices\, accessibility and ADA-related considerations\, and ways to introduce captioning in a manner that supports inclusive learning environments. Attendees will leave with practical recommendations for integrating live captions into teaching practices to promote more inclusive\, flexible\, and learner-centered classroom experiences.
CATEGORIES:BREAKOUT #04 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:d6d55adc826c5268bb7849c8e54c3f60
URL:http://nwelearn2026.sched.com/event/d6d55adc826c5268bb7849c8e54c3f60
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T191000Z
DTEND:20261022T200000Z
SUMMARY:Lunch
DESCRIPTION:Southwest-Style Lunch Buffet\nChips & Dips:&nbsp\;Housemade Tortilla Chips with Fresh Salsa\, Guacamole\, and Bean Dip (Dairy-Free\, Wheat-Free\, Vegan)Salad:&nbsp\;Quinoa & Black Bean Salad with Smoky Lime Dressing (Dairy-Free\, Wheat-Free\, Vegan)Entrées:&nbsp\;Chicken Enchilada Verde with Seasoned Chicken\, Cheese\, and Tomatillo Sauce\; Vegetarian Enchilada Roja with Black Beans\, Vegetables\, Cheddar\, and Roja Sauce (Vegetarian\, Wheat-Free)Dessert:&nbsp\;Assorted Petite Cookies\, including Chocolate Chip\, Double Chocolate\, Oatmeal Raisin\, and Elephant-Shaped ShortbreadBeverages:&nbsp\;Water\, Aloha Lemonade\, Unsweetened Steven Smith Iced Tea\, Stumptown Coffee\, and Steven Smith Hot Tea
CATEGORIES:FOOD & SOCIAL
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:92f0f5b0442f839f704ba24b702389db
URL:http://nwelearn2026.sched.com/event/92f0f5b0442f839f704ba24b702389db
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T200000Z
DTEND:20261022T210000Z
SUMMARY:Keynote: Navigating the Maze of a Generative Age
DESCRIPTION:We are in the midst of an AI revolution. For years\, we followed a predictable formula: go to school\, graduate from college\, and climb the corporate ladder. But the ladder is gone\, and in its place is a complex maze.\n\nIn this keynote\, Dr. Spencer will explore how we can adapt as we navigate the new terrain of an AI-driven world. He will offer a realistic look at the opportunities and challenges of AI\, consider how we can design deeper learning experiences\, and highlight the distinctly human skills students will need in a world of smart machines. Ultimately\, the session will remind us of the hope and humanity we continue to carry through a time of rapid change.
CATEGORIES:GROUP SESSION
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:7f8b25a94cfa00a1f674978e4041fec4
URL:http://nwelearn2026.sched.com/event/7f8b25a94cfa00a1f674978e4041fec4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T211000Z
DTEND:20261023T183000Z
SUMMARY:Enhancing Education through AV Technologies: Implement\, Engage\, Thrive
DESCRIPTION:As educational institutions continue to innovate\, audiovisual technology stands at the forefront\, supported by the AV and IT professionals that design and maintain these next-generation learning spaces. In this session\, we will explore the fundamentals of AV systems that are conducive to supporting diverse modes of instruction like active learning and HyFlex\, as well as the esports and Career Technical Education - CTE programs that are being adopted. We will dive into a range of AV technologies used in these modern hubs\, plus approaches that optimize system integration. Discover how to integrate AV over IP to enhance and streamline signal routing\, control systems\, and the network infrastructure. Learn about video technologies\, methods of delivering high-quality AV content\, and incorporating AV control to easily manage and monitor the systems. Attendees will also gain insights into the importance of incorporating voice reinforcement\, annotation\, and the added value of videowall technologies. We’ll also discuss forward-thinking strategies for designing audiovisual systems that can effortlessly scale and adapt to evolving requirements and emerging technologies.
CATEGORIES:BREAKOUT #05 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:be21e8a1178f87eb099b6e1ffb592ca8
URL:http://nwelearn2026.sched.com/event/be21e8a1178f87eb099b6e1ffb592ca8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T211000Z
DTEND:20261023T183000Z
SUMMARY:Faculty Training That Sticks: Lessons From Turning Accessibility Training Into a Game Show
DESCRIPTION:What if your next faculty training felt less like a workshop and more like a game show? This session shares how we did exactly that\, along with a few lessons learned.\n \n The instructional design team at Oregon State University designed and ran an Accessibility Family Feud to help faculty navigate digital accessibility requirements under new federal guidelines. We wanted to know what that work actually looks like on the ground\, so we surveyed 100 faculty and staff members\, coded their responses\, and built a game based on the real data. Two faculty teams competed in a face-off style while the audience played along at their tables. Teaching moments between rounds connected game answers back to WCAG standards and practical tools.\n \n The session was called one of the most entertaining ever held at our annual faculty forum\, and faculty participants have since reached out to say how much fun they had.\n \n Attendees will leave with a replicable model: the survey-to-game-board pipeline\, facilitation roles\, tech setup\, and lessons we learned along the way.
CATEGORIES:BREAKOUT #05 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:333f52c9a3e4f1edb1bad9e905e357d3
URL:http://nwelearn2026.sched.com/event/333f52c9a3e4f1edb1bad9e905e357d3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T211000Z
DTEND:20261023T183000Z
SUMMARY:Let’s Talk PDFs - The Bad\, the Ugly\, and the Alternatives
DESCRIPTION:Are you working on digital accessibility compliance at your institution? PDFs got you down? Let’s talk. We will discuss why PDFs are often barriers to accessibility (the bad)\, how difficult they are to remediate (the ugly)\, and what you can do about them (the alternatives).\n \n We will provide a framework to inventory\, audit\, and resolve your PDF problems. You will have the opportunity to discuss strategies\, share resources\, and leave the session with checklists\, templates\, and other tools.\n \n Learning Outcomes - Apply strategies to inventory\, audit\, and triage Portable Document Format (PDF) files. - Reduce or replace PDF files with more accessible\, sustainable formats. - Identify baseline validation and remediation checkpoints for ensuring PDF accessibility.
CATEGORIES:BREAKOUT #05 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:aebfb5121aede1a7529f8ad06534c5e4
URL:http://nwelearn2026.sched.com/event/aebfb5121aede1a7529f8ad06534c5e4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T221000Z
DTEND:20261023T183000Z
SUMMARY:Building AI Literacy at CWU: Multimodal’s Approach to Faculty Development and Student Readiness
DESCRIPTION:Central Washington University’s response to generative AI is a story of early action\, steady adaptation\, and growing institutional commitment.\n\nThis presentation highlights how Multimodal Learning at CWU began engaging with AI even before ChatGPT 3.5 was officially released\, followed by the formation of a cross-disciplinary AI Working Group in early 2023. From there\, the focus evolved from initial concerns about academic integrity and AI prevention toward a broader emphasis on AI literacy\, ethical use\, and workforce readiness\, with particular attention to valuing process over product. The scale of this work is substantial\, with more than 45 workshops reaching approximately 450 faculty participants and 115 students\, culminating in the launch of the AI Literacy Essentials badge and certificate series in Fall 2025. This effort is closely aligned with CWU’s strategic priorities around student success\, engagement\, belonging\, and stewardship\, while also responding to Washington state’s Executive Order 24-01 and the university’s own Generative AI Taskforce.\n\nLooking forward\, we look to continue expanding this leadership through new programming on AI-resilient assessment\, agentic AI\, wearable AI policy\, classroom chatbots\, and workforce-focused student learning\, alongside participation in the national UPCEA AI Study Group. Through early coalition-building\, iterative programming\, and close faculty/student engagement we look to stay ahead of the curve in providing in-time faculty development opportunities and AI-related workforce readiness for our students.
CATEGORIES:BREAKOUT #06 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:b70a9d2fa8e4a5aed72d413c0860b32d
URL:http://nwelearn2026.sched.com/event/b70a9d2fa8e4a5aed72d413c0860b32d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T221000Z
DTEND:20261023T183000Z
SUMMARY:Jurassic Park\, Physical Tasks\, and Other Ways to Address AI in the Online/Asynchronous Setting
DESCRIPTION:Artificial intelligence has challenged many traditional assumptions about assessment and student engagement in online asynchronous learning. Early responses often focused on reactive strategies such as AI detection\, restrictive policies\, and severe punishment. In practice\, however\, these approaches are frequently inappropriate\, ineffective\, or difficult to sustain.\n \n This session explores an alternative approach: redesigning online coursework to encourage authentic participation and make inappropriate AI use less effective or less appealing. Drawing from practical experimentation across online/asynchronous courses in a Bachelor's in Nursing program\, the presentation will share examples of assignments designed around creativity\, physical interaction\, decision-making\, and narrative immersion. Examples include the use of fictive settings inspired by popular media (such as Jurassic Park)\, digitally mediated physical activities (performing actions in the real world and then sharing them with images/media)\, and engagement structures that emphasize process and personalization over easily generated outputs.\n \n Rather than presenting definitive solutions (which may not exist)\, this session is intended as a collaborative conversation about what educators are trying\, what appears promising\, and where challenges remain. While not a formal workshop\, participants will be invited to discuss strategies\, share experiences\, and consider how learning environments (online or otherwise) can evolve in response to rapidly changing AI capabilities while still maintaining flexibility\, accessibility\, and meaningful student engagement.
CATEGORIES:BREAKOUT #06 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:a2f163ab1e022adf55a077ea7d6ba177
URL:http://nwelearn2026.sched.com/event/a2f163ab1e022adf55a077ea7d6ba177
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T221000Z
DTEND:20261023T183000Z
SUMMARY:What Actually Helped\, (But We Didn't Want to Tell You): A Funny\, Honest Session on Surviving the Hardest Job in the World
DESCRIPTION:At a conference about the human side of technology\, we thought a hefty dose of humans being real might be the only patch that actually works. We're two Doctors of Education — one in year two at sixty-three\, one in year ten at thirty-three\; one hearing\, one Deaf\; one in community college business\, one in K–12 deaf education. On a hike\, we asked each other an honest question: what actually helped us survive this year? Not the polished case studies. Not the boring platitudes. Not the wellness mantras. The real list — including AI as a 3:00 AM insomnia buddy (because good luck finding a therapist)\, hikes long enough to make our knees a louder problem than our jobs\, and the things we'll only tell you in the room. Come for the confessions. Stay for the tips and the funny\, off-syllabus coping mechanisms that got us through K-20 in one piece.
CATEGORIES:BREAKOUT #06 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:61a4f419976646209247ecc5c16fd7aa
URL:http://nwelearn2026.sched.com/event/61a4f419976646209247ecc5c16fd7aa
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T225000Z
DTEND:20261023T183000Z
SUMMARY:Evaluate\, Create\, Refine\, Review: Adventures in Agentic AI at Oregon State
DESCRIPTION:Why is the arrival of agents in generative artificial intelligence changing what it means to develop an online course? What does agentic AI look like in the day-to-day work of instructional design teams partnering with faculty at Oregon State University Ecampus? How does a holistic\, research-based framework for this work shift the conversation? In this session\, Dr. Raul Moreno\, an OSU instructional designer focusing on the humanities and social sciences\, will share his team’s experience exploring the development of course-specific bots and experimenting with enterprise-level agents to augment course development. Following Raul’s presentation\, guided discussion questions will prompt small groups to think through the challenges and opportunities posed by generative AI tools.
CATEGORIES:BREAKOUT #07 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:6f5467b5355ce37b3a5a994bc15df131
URL:http://nwelearn2026.sched.com/event/6f5467b5355ce37b3a5a994bc15df131
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T225000Z
DTEND:20261023T183000Z
SUMMARY:GenAI in Mental Health Counseling Training and Practice: Balancing Cognitive Offloading and Self Efficacy
DESCRIPTION:As GenAI incorporates higher education\, counselor training programs face a hidden challenge. While AI helps with writing\, conceptualization\, reflection and formatting\, using it for core tasks\, this technology may introduce an over-reliance\, shaping learning\, competency\, and clinical confidence. If students offload too much of their critical and executive thinking to an LLM\, they may struggle to build authentic clinical confidence.\n \n In this session I explore how graduate counseling students navigate the use of GenAI\, specifically examining how these tools impact their learning process\, internal confidence\, and ability to develop a unique\, authentic clinical voice. Concurrently\, I examine faculty perspectives to understand how the integration of AI impacts the evaluation of counselor-in-training development and professional confidence.\n \n I will introduce and explore two critical concepts:\nAlgorithmic Mimicry: The risk that students adopt standardized\, "average" AI voices at the expense of their own unique\, human clinical style.Pedagogical Homogenization: The "trickle-down" effect that occurs when faculty use AI to build course content\, accidentally creating a standardized learning environment that glosses over the diverse cultural and diagnostic nuances required in real-world practice. Finally\, I will discuss how to shift academic assessments away from written assignments that AI can easily polish\, moving instead toward multimodal forms of assessments that highlight creativity and reflection. Attendees will leave with concrete strategies to ensure that our students build a robust\, human-centered professional identity capable of navigating a high-tech world without losing genuine relational presence.
CATEGORIES:BREAKOUT #07 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:e59529d8664037f22ebd03c8d5400a63
URL:http://nwelearn2026.sched.com/event/e59529d8664037f22ebd03c8d5400a63
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T225000Z
DTEND:20261022T232000Z
SUMMARY:Using Ice Breakers to Create Routine\, Foster Inclusion\, and Build Community
DESCRIPTION:Do you know ice breakers matter\, but run out of ideas\, or time\, before you can make them happen? In this session\, we'll explore why warm-up routines are essential for building inclusion and community in both in-person and virtual classrooms\, and how to implement them quickly and consistently. You'll walk away with a ready-made slide deck of starter questions and practical strategies you can use the very next class.
CATEGORIES:BREAKOUT #07 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:ef81af57c951fd8ca9d7ffb44b837140
URL:http://nwelearn2026.sched.com/event/ef81af57c951fd8ca9d7ffb44b837140
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T233000Z
DTEND:20261023T183000Z
SUMMARY:“Can you just do it for me?”: The Hidden Compassion Work of Instructional Design
DESCRIPTION:"Can you just do it for me?" "I know you've told me a thousand times where the button is\, but I can't find it." "What's this new AI button do?" If you've heard these sentences this term — or said them — this session is for you. I've done both. And I'll tell you the harder one to admit: I'm the person with two master's degrees and a doctorate who still sometimes can't find the button — and it makes me feel stupid.\n \n So\, what's going on? What sounds like a tech question is rarely just a tech question. Drawing on my recently completed doctoral research on compassion in higher education\, this session gives you language for the invisible emotional labor you've been doing all along. When the same Canvas question gets asked for the tenth time\, the conversation isn't really about Canvas. It may be about what my research calls "professional loss" — the disorienting grief of no longer feeling like the expert in your own classroom — and what looks like a help-desk ticket is actually a bid for compassion in disguise.\n \n We'll walk through three findings with direct application to the ID–faculty relationship: the Echo Effect (why the first response to a request matters more than the tenth)\; the Adaptive Response Continuum (the seven moves — from active listening to translating to holding space — that skilled responders make\, often without realizing it)\; and the reframe that changes everything: "I can help\, but not in the way you thought I could help."\n \n This is not a session about being nicer to each other. It's a session about naming work you've been doing in the dark — so you can do it on purpose and ask your institution to meet you there.
CATEGORIES:BREAKOUT #08 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:66616dbc26e09ac0bc460ea3c0208e49
URL:http://nwelearn2026.sched.com/event/66616dbc26e09ac0bc460ea3c0208e49
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261022T233000Z
DTEND:20261023T183000Z
SUMMARY:Workshop: Dungeons and Data
DESCRIPTION:Engagement is a persistent challenge in health sciences education\, particularly when teaching content that learners may perceive as abstract\, technical\, or low-interest.\n\nEducational research suggests that narrative and fiction can function as powerful cognitive tools\, supporting sense-making\, emotional engagement\, and memory by situating learning within familiar or compelling contexts (Dahlstrom\, 2014). Narrative-based approaches have also been associated with increased motivation and participation\, particularly when learners can draw on shared cultural references or prior media exposure (Brunetti et al.\, 2024). Active learning literature further emphasizes that engagement increases when learners are asked to apply concepts\, solve problems\, and collaborate rather than passively receive information (Freeman et al.\, 2014). Fictional scenarios (e.g.\, simulations\, role-play\, or speculative narratives) can serve as low-risk environments for this kind of application\, allowing learners to explore decision-making and consequences without real-world harm. The Centers for Disease Control and Prevention (CDC) zombie apocalypse campaign (2011) provides a widely recognized example of how fictional framing can increase public engagement while still conveying serious preparedness principles. This tool has been used in the real world by the presenter of this presentation to great success when engaging with the community to teach disaster preparedness.\n\nThis workshop draws on scholarship in narrative persuasion\, active learning\, and instructional design to help participants move beyond novelty and toward intentional\, evidence-informed use of fiction as a pedagogical strategy.\n \n References:\nBrunetti\, R.\, Ferrante\, S.\, Avella\, A. M.\, Indraccolo\, A.\, & Del Gatto\, C. (2024). Turning stories into learning journeys: the principles and methods of Immersive Education. Frontiers in psychology\, 15\, 1471459. https://doi.org/10.3389/fpsyg.2024.1471459Dahlstrom\, M. F. (2014). Using narratives and storytelling to communicate science with nonexpert audiences. Proceedings of the National Academy of Sciences\, 111(Supplement 4)\, 13614–13620.Freeman\, S.\, et al. (2014). Active learning increases student performance in science\, engineering\, and mathematics. Proceedings of the National Academy of Sciences\, 111(23)\, 8410–8415.Centers for Disease Control and Prevention (U.S.)\; Office of Public Health Preparedness and Response. (2011). Preparedness 101: Zombie Pandemic. Centers for Disease Control. https://stacks.cdc.gov/view/cdc/6023
CATEGORIES:BREAKOUT #08 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:05576fdc6251a30bdcc9c0789e776fac
URL:http://nwelearn2026.sched.com/event/05576fdc6251a30bdcc9c0789e776fac
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T000000Z
DTEND:20261023T020000Z
SUMMARY:Evening Social
DESCRIPTION:Join us for drinks\, small bites\, and conversation.\nSouvlaki Trio: Salt & Pepper Beef\, Chicken Souvlaki\, and Grilled Shrimp skewers with cucumber\, tzatziki\, and zaatar chimichurri dipping saucesMediterranean Mezze Tray (Vegetarian): Hummus\, Greek feta dip\, tzatziki\, dolmas\, minced salad\, cucumber\, roasted vegetables with zaatar herb sauce\, marinated olives\, and seasoned pitaSesame Rice & Sushi Bites (Dairy-Free\, Wheat-Free\, Vegan)Smashed Potatoes (Dairy-Free\, Wheat-Free\, Vegan): Roasted potatoes topped with spicy avocado hummus\, cilantro\, corn\, and black beansCaprese Skewers (Wheat-Free\, Vegetarian): Fresh mozzarella\, tomatoes\, and basil with creamy pesto dressingArancini Primavera (Vegetarian): Risotto balls with carrots\, red bell pepper\, leeks\, broccoli\, cream\, and ParmesanGinger Hoisin BBQ Meatballs (Dairy-Free): Pork meatballs with scallions\, cilantro\, fresh ginger\, and hoisin barbecue sauceNon-Alcoholic Beverages: Water\, assorted Coke products\, and assorted Polar sparkling beveragesAlcoholic Beverages: Bookwalter Notebook Red Blend\, Pike Road Pinot Gris\, assorted microbrews\, seasonal cider\, and Best Day’s Electro-Lime non-alcoholic lager
CATEGORIES:FOOD & SOCIAL
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:4ebd60085e05ecb07e952eabc5180130
URL:http://nwelearn2026.sched.com/event/4ebd60085e05ecb07e952eabc5180130
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T150000Z
DTEND:20261023T154500Z
SUMMARY:Light Refreshments and Welcome
DESCRIPTION:Join us for light breakfast fare including pastries\, fruit\, and coffee.
CATEGORIES:FOOD & SOCIAL
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:33fbc7f503b324f6a1b1ea29d91a6990
URL:http://nwelearn2026.sched.com/event/33fbc7f503b324f6a1b1ea29d91a6990
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T160000Z
DTEND:20261023T165000Z
SUMMARY:Beyond the Prompt: Using AI to Support Problem Solving\, Not Replace It
DESCRIPTION:As generative AI becomes more common in higher education\, faculty and instructional designers are often left asking how to preserve student learning\, critical thinking\, and academic integrity. This session uses a PSU School of Business course on Research and Analysis of Business Problems as a case example for designing AI-ready learning experiences that support\, rather than replace\, student thinking. Through a structured problem-solving framework\, students move from situation analysis to problem definition\, root-cause analysis\, solution evaluation\, and final recommendations. Participants of the session will explore how AI can support brainstorming\, questioning\, organization\, revision\, and presentation planning while still requiring students to make evidence-based decisions and demonstrate professional judgment. The session will include practical examples\, a short interactive activity\, and a reusable framework for identifying where AI can productively support learning and where human expertise must remain central.
CATEGORIES:BREAKOUT #09 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:95ee47bbda42f77a7e556054ee9c3bb1
URL:http://nwelearn2026.sched.com/event/95ee47bbda42f77a7e556054ee9c3bb1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T160000Z
DTEND:20261023T165000Z
SUMMARY:Making XR Approachable: Practical Tools and Real Classroom Use Cases
DESCRIPTION:This 50-minute breakout session will introduce faculty and instructional designers to approachable\, off-the-shelf immersive technology tools that can support teaching and learning without requiring advanced technical skills or coding experience. Presenters will share examples of XR tools and real-world classroom applications to explore how immersive technology can support engagement and learning. We will also briefly address important considerations such as privacy\, student labor\, institutional support\, and how to decide when immersive learning is worth the investment.
CATEGORIES:BREAKOUT #09 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:ea2b4301748b7bbeaddffab730095762
URL:http://nwelearn2026.sched.com/event/ea2b4301748b7bbeaddffab730095762
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T160000Z
DTEND:20261023T165000Z
SUMMARY:Perspectives on Generative AI: Part Deux
DESCRIPTION:Last year you were captivated by our talk: Two Totally Legitimate but Possibly Antithetical Perspectives on AI. You laughed. You cried. You hungered for more. And even if you missed it\, that’s what you would have felt. Good news\, Laura and Jeff are back…. with part deux. (Laura speaks French. Can AI do that?! Well\, yes… but Jeff digresses.) Anyway\, join us for a preview of our study-in-progress on student resistance to generative AI in education. We’ll review recent literature about student attitudes toward AI\, share some preliminary findings from our study\, and discuss how our perspectives on AI intersect with our project.
CATEGORIES:BREAKOUT #09 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:0b007b88f66a8e571fb7d62e460bbd03
URL:http://nwelearn2026.sched.com/event/0b007b88f66a8e571fb7d62e460bbd03
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T170000Z
DTEND:20261023T175000Z
SUMMARY:Create\, Design\, Inspire: Leveraging AI for Accessible Course Content
DESCRIPTION:Good design and accessible content should be within reach for every educator\, and now it is.\n \n Designing visually engaging course content has traditionally required specialized skills\, but AI is changing that. In this session\, we'll show how educators\, instructional designers\, and administrators can use AI tools to create compelling page layouts\, develop reusable design patterns\, and support accessible content creation for diverse learners regardless of their technical background.\n \n Through live demos and discussion\, we'll walk through a practical workflow using tools like NotebookLM\, Gemini\, and Gems alongside curated design resources to move from idea to finished content. You'll see real examples of transformed content and leave with a starting point you can adapt for your own context.\n \n Whether you're brand new to AI or looking to expand how you use it\, this session will inspire you with what's possible and give you concrete next steps to get started. Come curious\, leave ready to build.
CATEGORIES:BREAKOUT #10 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:501f535f55153c54a13ed252ac91335e
URL:http://nwelearn2026.sched.com/event/501f535f55153c54a13ed252ac91335e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T170000Z
DTEND:20261023T175000Z
SUMMARY:How to Champion Cognitive Accessibility in the Platform Evaluation Process
DESCRIPTION:In this session\, we will discuss our journey of vetting a new platform. We will share our process and lessons learned. We will share the intentional steps we take to center all types of users\, all while championing cognitive accessibility.
CATEGORIES:BREAKOUT #10 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:5113936305f334c174565210289557be
URL:http://nwelearn2026.sched.com/event/5113936305f334c174565210289557be
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T170000Z
DTEND:20261023T175000Z
SUMMARY:Meta-Human Patients Training Health Professionals
DESCRIPTION:Training students for a career in a healthcare field requires interactions with patients. However\, placing new students in front of human patients presents several challenges. Concise and empathetic communication skills\, cultural competency\, and self-efficacy are just some barriers that students face when attempting to communicate with patients. Engaging students in meta-patient interactions early in their training improves the skills that will ensure they are prepared to successfully interact with human patients. For the past year\, with the support the students in the Community Health Worker program at Lower Columbia College\, Mark has been able to utilize meta-patients to engage students in "real-world" interactions.
CATEGORIES:BREAKOUT #10 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:ad185851ed5d41840978ba5397d00e04
URL:http://nwelearn2026.sched.com/event/ad185851ed5d41840978ba5397d00e04
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T180000Z
DTEND:20261023T183000Z
SUMMARY:Global Bellevue: International On-site Pedagogical Research Workshops
DESCRIPTION:This session presents a scalable\, innovative model for a faculty training series that integrates an international\, on-site pedagogical research workshop with quarter-long curriculum design activities\, culminating in end-of-year reflections for both faculty and students. We will highlight a successful case study from this initiative: the “Shan Shui in Chinese Culture: International Teaching Workshop\,” facilitated jointly by the China Academy of Art in Hangzhou\, China\, and Bellevue College in Washington. This session reflects the ongoing partnership between the two institutions\, building upon earlier collaborative research into instructor-initiated in situ learning within 360-degree immersive cultural spaces\, which was presented at last year’s NW eLearning Conference. Attendees will receive a copy of the end-of-year project report of the workshop.\n \n The presentation will also outline the long-term vision for this international faculty training series. We will explore its direct applications for Collaborative Online International Learning (COIL)\, the publication of Open Educational Resources (OER)\, and the broader goal of internationalizing home-campus curricula. Ultimately\, attendees will learn how this collaborative framework delivers global learning experiences comparable to traditional in-person study abroad programs\, but with a significantly lower budget impact to the college budget.
CATEGORIES:BREAKOUT #11 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:5ac35372e7287564a7636c88cc63a3d8
URL:http://nwelearn2026.sched.com/event/5ac35372e7287564a7636c88cc63a3d8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T180000Z
DTEND:20261023T183000Z
SUMMARY:Multimodal Reflection: AI-Assisted Digital Postcards in Hybrid Learning
DESCRIPTION:Hybrid and flexible learning environments require intentional instructional design to foster meaningful reflection and learner engagement. This session describes a 10-week graduate Educational Technology Leadership course that integrates project-based learning and multimodal reflection. As a culminating activity\, students create AI-assisted digital postcards that combine text\, visuals\, and media to synthesize their learning and connect theory with authentic coaching practice. Participants will explore the course design\, view examples of student work\, and also hear from course participants who will reflect on the learning experience while offering perspectives from their diverse educational and professional contexts. The session concludes with practical ideas for adapting this approach across disciplines and teaching modalities.
CATEGORIES:BREAKOUT #11 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:6124f796eabaec0ad515b36e10d423a8
URL:http://nwelearn2026.sched.com/event/6124f796eabaec0ad515b36e10d423a8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T180000Z
DTEND:20261023T183000Z
SUMMARY:Transferring Knowledge From the Screen to Reality: 3D Bone Study Results
DESCRIPTION:At Oregon State University\, the Ecampus multimedia team helped create a set of digital\, 3D\, rotatable human bones for use in the Online Anatomy and Physiology course. This learning tool is called the "Bone Box". After creating and implementing the Bone Box\, we investigated the ability of our students to transfer the knowledge learned in the online environment using those digital 3D models to the identical physical models used in the in-person laboratory space. In this session\, we will present the final results of the study.
CATEGORIES:BREAKOUT #11 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:599654e1890f9d0849fc389038bbd82f
URL:http://nwelearn2026.sched.com/event/599654e1890f9d0849fc389038bbd82f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T184000Z
DTEND:20261023T191000Z
SUMMARY:Educational Developer Competencies in Practice: Exploring a Competency Toolkit for Higher Education
DESCRIPTION:This presentation introduces the Educational Developer Competency Toolkit developed by the Professional Development Committee (PDC) of the POD Network. In a participatory approach\, a group of diverse professional developers created a toolkit (framework\, lexicon\, and self-assessment tool) to articulate the knowledge\, skills\, and values needed in the work of educational developers across diverse institutional contexts.\n \n The session will explore how the toolkit\, including the self-assessment tool\, can benefit educational developers\, teaching and learning centers\, and academic leaders. As a participant in the PDC working group\, the presenter will share examples drawn from her own professional experience and colleagues using the tool kit. Participants will engage with components of the toolkit during the session and consider ways the framework can be adapted and applied within their own contexts.\n \n This presentation credits the work of the POD Network Professional Development Committee and the Educational Developer Competency Toolkit (2024).
CATEGORIES:BREAKOUT #12 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:35b5101d9619d6b13f32717344baf69a
URL:http://nwelearn2026.sched.com/event/35b5101d9619d6b13f32717344baf69a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T184000Z
DTEND:20261023T191000Z
SUMMARY:Large Numbers\, Meaningful Learning: Building Community in Large-Scale Interprofessional Education
DESCRIPTION:As interprofessional and collaborative learning initiatives expand\, educators face increasing challenges in balancing scale with meaningful learner engagement. This session shares lessons learned from coordinating a large-scale interprofessional education program involving hundreds of health professions students across multiple disciplines\, campuses\, and learning modalities. Participants will explore practical strategies for fostering connection\, psychological safety\, reflective learning\, and collaboration while managing complex logistical realities. Through discussion and reflection\, attendees will identify approaches that can be adapted to their own large-scale educational initiatives.
CATEGORIES:BREAKOUT #12 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:dbb185e84c7345daf6e5ea1778eb45c2
URL:http://nwelearn2026.sched.com/event/dbb185e84c7345daf6e5ea1778eb45c2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T184000Z
DTEND:20261023T191000Z
SUMMARY:What If Canvas Goes Down Again?
DESCRIPTION:In May 2026\, when ShinyHunters attacked Canvas\, the EdTech community got a sneak peek at one of our vulnerabilities: when your LMS goes down\, your teachers and students have nothing to work with. The standard recommendation of\, "just export your course" downloads an.imscc file\, but it requires Canvas to open. Which is offline. Which is a problem.\n \n This session introduces a free\, open-source tool built by a Canvas Admin using AI collaboration called CanvExporter\, a course backup tool using the Canvas API to extract important content to your local desktop computer. Announcements\, assignments\, discussions\, quizzes (with and without answer keys)\, quiz question banks\, content pages\, rubrics\, and files are delivered as editable.docx and.csv files within organized subfolders. Teachers can open\, print\, and teach from these backups. No vendor. No subscription needed.\n \n Attendees will see a live demonstration\, leave with a GitHub link to CanvExporter\, understand exactly what their institution needs to deploy it\, and additional use cases that come up more often.\n \n Chris Powell is the Canvas LMS Administrator at Western Washington University. He has spent a decade spotting trends and developing elegant solutions that create ease\, efficiency\, and access for his clients. He's enjoyed harnessing AI collaboration to create several open-source Canvas automation tools that have proven helpful to multiple institutions.
CATEGORIES:BREAKOUT #12 (30 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:10274b853eee83311d5f131e17e2cbb1
URL:http://nwelearn2026.sched.com/event/10274b853eee83311d5f131e17e2cbb1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T191000Z
DTEND:20261023T200000Z
SUMMARY:Lunch
DESCRIPTION:Boxed Sandwich Lunches:\nSandwiches:Turkey & Cheddar: Turkey\, cheddar\, tomato\, lettuce\, and mayonnaise on multigrain breadTurkey Club: Turkey\, bacon\, Swiss\, tomato\, lettuce\, and mayonnaise on French white breadJambon de Paris: Ham\, Gruyère\, butter\, and Dijon on a demi baguetteAlbacore Tuna: Tuna\, mayonnaise\, tomato\, pickle\, and lettuce on multigrain breadCaprese (Vegetarian): Roma tomatoes\, fresh mozzarella\, basil\, and basil oil on ciabatta with balsamic vinaigretteBuffalo Cauliflower Wrap: Cauliflower and chickpeas with red cabbage\, kale\, red onion\, and Mama Lil’s peppers in a flour tortillaSides & Dessert: Sea Salt Chips\, Fruit Salad\, and Shortbread CookiesBeverages: Water\, Aloha Lemonade\, Unsweetened Steven Smith Iced Tea\, Stumptown Coffee\, and Steven Smith Hot Tea
CATEGORIES:FOOD & SOCIAL
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:7c4b9e13ccdf86f8bb0e224a3de29488
URL:http://nwelearn2026.sched.com/event/7c4b9e13ccdf86f8bb0e224a3de29488
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T200000Z
DTEND:20261023T210000Z
SUMMARY:Keynote-Led Discussions
DESCRIPTION:\n
CATEGORIES:GROUP SESSION
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:5d5014e809eeaeaed33ab2e1ac435e38
URL:http://nwelearn2026.sched.com/event/5d5014e809eeaeaed33ab2e1ac435e38
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T211000Z
DTEND:20261023T212000Z
SUMMARY:AI as a Creative Partner in Image Generation
DESCRIPTION:This 10-minute presentation demonstrates how AI-generated images\, enhanced with Photoshop and Adobe Illustrator\, can bring unfolding case studies to life in online education. As learners receive new information\, visual assets evolve to guide discovery and deepen engagement\, making complex scenarios easier to explore and discuss.
CATEGORIES:LIGHTNING #1 (10 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:6569220f2f721d1d3524abe82ee9bc9f
URL:http://nwelearn2026.sched.com/event/6569220f2f721d1d3524abe82ee9bc9f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T211000Z
DTEND:20261023T212000Z
SUMMARY:From Mission to Method: Co-Designing Humanistic Online Learning in Graduate Physical Therapy Education
DESCRIPTION:As graduate health professions programs increasingly incorporate online learning\, questions remain regarding how distance education can support institutional values that emphasize human connection. This descriptive study describes the co-design\, implementation\, and evaluation of an online teaching and learning course developed within a predominantly face-to-face curriculum to align with the program's purpose\, mission\, and vision. A co-design approach was used to develop a required graduate-level core curricular course focused on teaching and learning in physical therapy. The course instructor and the learners collaboratively informed course development. Course elements emphasized learner autonomy\, collaboration\, reflection\, authentic application\, and meaningful interaction. The co-design process resulted in an online course intentionally structured to promote connection\, engagement\, and reflective practice while providing flexibility within a face-to-face professional program. The online environment served as a platform for course delivery while maintaining alignment with the program's humanistic values. The study illustrates how online learning can extend\, rather than diminish\, a program's commitment to humanism. The study suggests that online course design can support institutional mission\, vision\, and community priorities when guided by human-centered principles and collaborative development processes.
CATEGORIES:LIGHTNING #1 (10 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:ca47f404b1c1880009e332ac276d3c0f
URL:http://nwelearn2026.sched.com/event/ca47f404b1c1880009e332ac276d3c0f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T213000Z
DTEND:20261023T214000Z
SUMMARY:Does Video Structure Matter? Evidence-Informed Design for Online Learning
DESCRIPTION:In fully asynchronous biology courses\, prerecorded videos serve as a primary mechanism for content delivery\, yet the instructional impact of video structure and embedded active learning remains uncertain. Our study investigated how alternative video formats influence student learning in an introductory biology course at Oregon State University. Students engaged with one of three versions of the same instructional content: a single long video with questions consolidated at the end\, a long video with questions interspersed\, or a series of shorter videos each followed by a question. All formats were hosted in an Ecampus platform that supports embedded assessments and engagement analytics.\n \n Drawing on Cognitive Load Theory\, we hypothesized that distributing questions or breaking content into smaller segments might reduce extraneous load and enhance conditions for deeper learning. Conceptual learning was evaluated using established concept inventory questions and exam items aligned with course outcomes.\n \n Our results suggest that learning outcomes in asynchronous environments are robust to variation in video segmentation and question placement\, offering instructors wide latitude in selecting formats that match their teaching style or technological constraints. Ongoing work includes analysis incorporating qualitative student perspectives to deepen insight into how learners interact with asynchronous video materials.
CATEGORIES:LIGHTNING #2 (10 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:207fab51bc5d1f11b0b779ce3b24a7f6
URL:http://nwelearn2026.sched.com/event/207fab51bc5d1f11b0b779ce3b24a7f6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T213000Z
DTEND:20261023T214000Z
SUMMARY:Using AI to Spark Curiosity for Promoting Long-Term Learning
DESCRIPTION:In my presentation\, I will interactively demonstrate two AI techniques to stimulate curiosity while promoting problem solving and long-term learning\, presented in the context of learning about human prenatal brain development.
CATEGORIES:LIGHTNING #2 (10 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:d3a4d1976a799c96258a2777c1532dd9
URL:http://nwelearn2026.sched.com/event/d3a4d1976a799c96258a2777c1532dd9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T215000Z
DTEND:20261023T224000Z
SUMMARY:Not Everything is a Shortcut: The Case for Authentic Assessment
DESCRIPTION:As generative AI tools become embedded in the everyday routines of students and educators alike\, higher education faces a defining assessment question: Is what we are measuring actually learning? The reflexive answer from many institutions has been to pivot quickly to "authentic assessment" as the silver bullet — but the research increasingly shows that authenticity alone is not enough\, and that poorly designed authentic tasks can still be completed by AI with surprising fluency.\n \n This discussion session challenges practitioners to examine a more uncomfortable truth: that the real value of authentic assessment is not found in circumventing AI\, but in forcing a reckoning with what genuine competency demonstration looks like — and in demanding that students actually own that demonstration. Drawing on findings from a qualitative\, phenomenological research study of 12 competency-based education (CBE) program administrators across the United States\, this session presents practitioner-validated evidence that the most effective programs have long embedded authentic\, mastery-based assessment at their core — not as an AI countermeasure\, but as a foundational pedagogical and organizational principle aligned to workforce expectations and student success.\n \n Participants will explore the critical difference between tasks that merely look authentic and those assessments that require authentic performance\, examine how CBE program leaders have designed and sustained mastery-based assessment systems\, and grapple with the real design challenges: faculty workload\, grading consistency\, rubric development\, equity/access\, and continuous improvement. The session invites honest conversation about shortcuts — the ones students are taking with AI\, and the ones faculty and institutions are tempted to take with assessment design. Participants will leave with a framework for rethinking their own assessment approaches\, grounded in both applied research and the real-world experiences of CBE program leaders navigating these same tensions. "AI hasn't created the assessment problem — it has exposed it."
CATEGORIES:BREAKOUT #13 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:25a781f1ff261afd9f6ce2e62b2ea5da
URL:http://nwelearn2026.sched.com/event/25a781f1ff261afd9f6ce2e62b2ea5da
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T215000Z
DTEND:20261023T224000Z
SUMMARY:Opening Education with LLMs: From Paywalled to Public
DESCRIPTION:LLMs dramatically reduce the time it takes to convert paywalled course content into publicly accessible materials — what once took days or weeks now takes hours. This presentation covers practical\, experience-driven methods for turning existing Canvas courses into free\, distributable educational resources: OERs\, EPUBs\, fanzines\, and websites. Drawing on firsthand experience converting Accessibility\, EdTech and Rhetoric content and courses for OpenOregon.org\, and producing EPUBs\, fanzines\, and websites on closed captions\, accessibility\, and transcripts hosted on Gumroad and Netlify\, the presenter walks through a reproducible workflow for rapid content liberation. If you've built courses and want to share them freely with other educators and the public\, this session shows you how. Note: This session does not cover marketing or outreach.
CATEGORIES:BREAKOUT #13 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:276d7a7b466793f19972029664d6668c
URL:http://nwelearn2026.sched.com/event/276d7a7b466793f19972029664d6668c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T215000Z
DTEND:20261023T224000Z
SUMMARY:Professional Development in Zoomlandia
DESCRIPTION:For educators and educational developers alike\, Zoom has become the de facto venue for learning and professional development after COVID. We have synchronous online classes and workshops by Zoom. And the sad truth is that maybe no one wants to sit around a table anymore. Faculty tell us that is not true\, and while they do sign up for in person events\, they often do not actually show up. As a result\, most of the PD offerings are delivered via Zoom.\n \n Remember when faculty were afraid “online learning” was going to take their job? Nowadays\, there might be some concern from people in teaching and learning centers that between AI and Zoom\, they may become obsolete and the “center” will become a Zoom room or web page.\n \n I want to fight back against that narrow vision of professional development. Join me in a discussion about ways we can offer faculty rich\, meaningful life experiences that are better than meeting via Zoom. And how we can get them in a physical space to share and learn.
CATEGORIES:BREAKOUT #13 (50 MIN)
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:a1da7c2f305d3a508b99ecaf56f62519
URL:http://nwelearn2026.sched.com/event/a1da7c2f305d3a508b99ecaf56f62519
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260816T214913Z
DTSTART:20261023T224000Z
DTEND:20261023T230000Z
SUMMARY:Closing Remarks and Prize Giveaway
DESCRIPTION:Wrap-up\, announcements\, appreciation\, and prizes.
CATEGORIES:GROUP SESSION
LOCATION:TBA\, 555 SW Morrison St ste 200\, Portland\, OR\, USA
SEQUENCE:0
UID:20bcf17600782894e4c42be43c2431cc
URL:http://nwelearn2026.sched.com/event/20bcf17600782894e4c42be43c2431cc
END:VEVENT
END:VCALENDAR