Conference News

Twitter   LinkedIn   FaceBook   YouTube  GooglePlus

Check out the Conference Wrap-up pages

Download the Proceedings (.pdf 3.25Mb)


November 20

November 21

November 22

Watch the Keynote Addresses

Download or Update the Sloan-C Conferences Mobile App! Don't forget to click "refresh" to get the most current conference information!

All Registered Attendees (Onsite and Virtual): Review Your Virtual Conference Access Instructions

New - View Session Trailers created by presenters!

Sign up for Conference Updates

Save the Date for 2014: Oct 29-31 @ WDW Dolphin Hotel, Orlando FL

Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Liberating Students: Harnessing the Power of Open Student-Generated Content

Britt Watwood (Virginia Commonwealth University, USA)
Additional Authors
David McLeod (University of Oklahoma, USA)
Session Information
November 21, 2013 - 10:45am
Technology and Emerging Learning Environments
Areas of Special Interest: 
Open Educational Resources
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Information Session
Oceanic 3
Session Duration: 
35 Minutes
Information Session 7

Web 2.0 has radically shifted access, management, and distribution of information. Couple this with service learning and you have an empowering mechanism for student voice.

Extended Abstract

We are at a pivotal point in conceptualizing student learning on the web. Advances in the last decade have opened affordances that shift students from simply consuming content to the ability to create sophisticated content. These modern technological advances have radically shifted the way people access, manage, and distribute knowledge and information on a daily basis. Quite literally the expanse ofAll human knowledge is readily available to students from virtually any geographic location, simply by picking up their smartphones and asking Siri a question. Knowledge is no longer a book chained to the podium or the faculty member behind that podium. A multitude of digital toolsAllow educators to harness and activate students to bring relevant and unique information into class discussions and virtual learning environments.

This pivotal point is occurring as many universities explore service learning - integrating authentic learning with community service. Applying open digital tools to service learning courses creates an empowering mechanism for student creation and ownership of meaningful content.

Early iterations of online classes focused on closed systems in which students would submit papers, post discussions, or complete assessments -All of which would be lost to the student after the semester closed. Most work was routinely viewed by only two individuals, the student and the professor. New technologies have opened up numerous open pathways for students to share, locate meaningful information, and deliver it to classmates and the surrounding community.

By freeing student work from the LMS, it becomes possible to increase creativity and sense of ownership. The open, social and participatory webAllows for increased feedback, larger audience, and a service life of student work long after the course is completed.

In this session, we will showcase two courses where students created projects on the open web. One of the courses was an adult learning course on elearning which involved project work completed online. The second course involved a service-learning course, where students became empowered to advocate for different local communities. Both courses used aggregators such as Netvibes or Protopage so that student work could be posted on student-owned blogs and collected for course evaluation and viewing off campus. This presentation will show how activating students to be proactively involved in the curation of relevant course content has the potential to improve student engagement and learning in the class as well as to extend course discussions outside the brick and mortar of the university walls.