UCO Transformative Learning Conference Sessions
Session Descriptions



This research explores the impact that lecture capture technology had on student learning to compose academic texts using American Sign Language (ASL). Students’ summaries produced in ASL were recorded and could then be used as drafts to revise. This process transformed how students viewed ASL and  its use in academia.



Blended Education (BE) is the intentional design process of planning instructional components and connections in ways that enhance flexibility, “humanness” & transformation in learning. BE uses systemsbased design thinking to leverage technology to enhance the human-centered nature of learning and enhance flexibility in learning environments to help students learn best.



Librarians Tamie Willis and Chris Rosser engage the conversation on transformative learning by sharing strategies for “flipping” research instruction.  We recognize the potential of “flipped” instruction for empowering active, collaborative learning; we hope to share ideas about how a “flipped” model can equip students with skills for better research.



With the high cost of textbooks, more and more schools are switching to no textbook or an inexpensive ebook option.  This roundtable discussion is to explore the experiences of our attendees who have tried to teach without using traditional bookstore products.



This session will discuss how increasing the use of Open Educational Resources (OERs) can lead to global partnerships for departments, faculty members, and students. By following the lead of ACM and Swansea, UCO students will continue to be given invaluable and transformative experiences.



The session will be a mini-workshop that will explain, showcase and interact how social media can be used to maximize students success in the classroom. Audience members will learn what social media strategies work best for their classroom and how to collaborate with students through social media. 



The participants in the fall, 2013 Transformative Learning graduate seminar experimented with a different way to start each class. Each class was started with about ten minutes of movement, ranging from Yogic breathing to “dancing” Thriller. The concept is supported by studies of participant engagement and the neuroscience of learning.



Facilitators utilize elements of trust within learning environments. This interactive session will share recently completed research that can help educators identify how trust occurs in learning settings.



Transformative learning is an emerging educational perspective that unifies innovative design, teaching, and experiential learning. While the possibilities of transformative learning are numerous, barriers often exist when deciding how to move from theory to practice. This session demonstrates an innovative instructional deign tool for designing transformative learning experiences. 



Students will present their perspectives on the transforming nature of using trust in the learning environment.  



This session will open a conversation about how a Nursing Professor and an Instructional Designer are collaborating to incorporate gaming into subject matter as well as overall course design. Presenters will discuss research intentions and progress as well as demonstrate a working example.



The presenters will model the engagement of students in a discussion of transformative learning using the UCO Transformative Learning video (http://youtu.be/hWMLRLHQST8). The video illustrates Mezirow’s Ten Phases of Transformative Learning: disorienting dilemma, identification, conflict/crisis, alienation, self-examination, shared experience, action, confidence, reintegration, and reflection.



This session will examine the learning benefits of video self-reflection, as well as demonstrate how video self-reflections can be effectively implemented through students’ use of mobile devices.  The session will provide participants with best practices and lessons learned for successfully implementing video self-reflections in courses, practica, or program portfolios.



This workshop focuses upon experiential learning as a way to integrate new cultural learning with prior assumptions and life experiences.  As an example, participants will engage in experiential learning about Native American lived experiences.  They will then prepare an experiential learning activity for their own learners using a similar process.  



Experts have long supported the adoption of health education and Coordinated School Health programs, yet Oklahoma remains the only state without a mandate for health education. This poster describes the creation of the Institute for Coordinated School Health and UCO's impact in building partnerships to strenghten health education in Oklahoma. 



 The purpose of this study was to determine the relationship between service-learning experiences and the likelihood of a student to serve again in the future. Six classes, three first-year experience and three upper level major courses with 116 students enrolled at UCO were surveyed.  Results will be displayed & discussed.  



This poster illustrates research that provides an understanding of online learning experiences of traditional Native American learners.   The study found that these students learn effectively within online learning environments when they work with an instructor who is learner-centered and experience instruction designed to facilitate their Native Ways of Knowing. 



The purpose of this poster presentation is to capture the experience of two UCO students and one UCO professor during the 2013 TLS Annual Gathering in order to demonstrate the transformative opportunities of UCO and academic engagement with an international organization.