Browsing by Author "McNabb, Kayla B."

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    2019 Open Education Symposium Poster Session
    Terry, Christine H.; Kinniburgh, Garnett; Browder, Robert; DeCarlo, Matthew; Becksford, Lisa; McNabb, Kayla B.; Lachniet, Jason; Hipple, Britton; Maczka, Darren; Donnelly, Sarah; Ireland, Leanna; Erickson, Sue (2019-03-04)
    Faculty, instructional designers, graduate students, and librarians from six institutions of higher education will briefly present an overview of peer-reviewed posters on diverse topics including: Creating open educational resources, linking open education and the career center, a cMOOC for exploring open education, class book projects, introduction to an open learning object repository, open software for graphic, and campus responses to the use of open educational resources. Presentations Writing and Publishing OER for an Upper-Level Genetics Course (Christine H. Terry, University of Lynchburg) The Career Center and Open Education (Garnett Kinniburgh, William & Mary) Open Learning '19: a cMOOC for Exploring Open Education (Sue Erickson, Virginia Wesleyan University) Class Book Projects and Collaborative Technologies (Robert Browder, Virginia Tech) Integrating an open science project as an open educational resource (Matthew DeCarlo, Radford University) Open, Accessible, Reusable: Creating a Open Learning Object Repository for Learners and Educators (Lisa Becksford & Kayla B. McNabb, Virginia Tech) No graphing calculators, no license fees: free software for the mathematics classroom and beyond (Jason Lachniet, Wytheville Community College) A Discussion on the Use of Open Educational Resources on Campus (Britton Hipple, Darren Maczka, Sarah Donnelly & Leanna Ireland, Virginia Tech) This event is part of the Open Education Symposium at Virginia Tech. Further details: https://guides.lib.vt.edu/oer/oeweek
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    Composition, Digital Literacies, & Instructional Design: Creating Open Resources Together
    McNabb, Kayla B.; Griffin, Katlyn; Feerrar, Julia; Becker, Tim; Robertson, Chloe; Awotayo, Olayemi; Zaldivar, Marc; Becksford, Lisa (2021-02)
    In this session, we (the Composition Program, the University Libraries, and TLOS) will outline our goals in creating a series of educational modules through our Pathways grant-funded project, discuss how the project shifted to address unique challenges presented by COVID-19, share lessons learned and feedback that we received from users, and look toward the future possibilities for this collaboration. Throughout this session, we will create space for attendees to brainstorm and share how they could apply our experience in their own collaborations and ask them to consider the impacts and benefits of fostering these kinds of collaborations on their campuses.
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    Connecting the Opens: Open Access, Open Data, Open Educational Resources, Establishing Your Online Scholarly Presence
    McNabb, Kayla B.; Young, Philip; Petters, Jonathan L.; Walz, Anita R.; Surprenant, Aimée (Virginia Tech, 2023-10-23)
    The 2023 Open Access Forum features presentations on open access, open data, open educational resources, and establishing an online scholarly presence, followed by Q&A.
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    Creating a Space for Collaborative Instructional Design
    McNabb, Kayla B.; Becksford, Lisa; Henshaw, Neal (2017-09-26)
    In this session, faculty from Virginia Tech’s University Libraries talked about the lessons they’ve learned as they establish and grow the Learning Design Studio, an instructional design space to support university and library faculty. Whether you are making instructional content for yourself or creating it for others, this session will focus on advice and strategies that you may find useful for your future projects. The presenters will share practical suggestions and frameworks that have proven useful during the building of the studio and working with some of its first clients, including management details related to aspects like the service model and partnership agreements, as well as technical details such as the tools they use and how the instructional content is stored in the newly-launched Odyssey Learning Project repository.
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    Developing Studio Spaces as Catalysts for Innovative and Collaborative Pedagogy
    Metko, Stefanie; Becksford, Lisa; McNabb, Kayla B.; Arthur, Craig E.; Henshaw, Neal (2017-02-16)
    As higher education shifts to meet the needs of modern students and employers, libraries have become much more than spaces to hold a collection of books. Both the media and the functions of the spaces have changed, and studio or lab spaces are one way that libraries are better able to support work with digital media from both student (Mandel, 2008) and faculty (Bailey, Blunt, & Magner, 2011) perspectives. In this session, attendees will consider why creating studio or lab spaces to support pedagogically-driven learning is important for all institutions and how one might take steps to begin designing or encouraging the creation of this kind of space. Additionally, attendees will explore strategies for finding and partnering with the labs/studios that may already be available on their campuses. We assert that, through these partnerships, both the studios and faculty can grow and better support engaging, active learning throughout the campus community.
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    Discovering Poe as a Compositionist: Edgar Allan Poe’s “The Philosophy of Composition” and Process Theory
    McNabb, Kayla B. (2013-03-01)
    Though Poe has commonly been remembered for his contributions to the detective, horror, and science-fiction genres, we should consider how his innovation extended into other areas. This includes his critical works, such as his essay “The Philosophy of Composition.” Despite Poe’s classical training and the trends in composition instruction before and during his educational career, the theory of composition argued for in his critical essays is more analogous to the Process Theory established by compositionsts over 100 years later than the teaching methods of his time, suggesting that Poe’s concept of composition was very progressive. To truly understand Poe’s environment, we must examine the tradition that informed early nineteenth-century educational systems as well as Poe’s own academic experience. In order to discover the connections between Poe’s critical methodologies and those of later composition theorists, we must compare the preexisting notions in the field to the developments seen in composition theory during the late nineteenth and early twentieth-centuries.
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    Instructional Content Creation at a Distance: Lessons Learned from Two Years of Remote Collaboration
    Becksford, Lisa; Griffin, Katlyn; McNabb, Kayla B.; Robertson, Chloe (2022-07-27)
    In this virtual lightning talk, teaching librarians will discuss lessons learned from an ongoing, collaborative online learning partnership between the library, first-year writing program, and campus online teaching specialists. When the project was proposed in spring 2020, the team planned to meet in person over the summer. However, with the shift to remote work due to COVID-19, all project meetings were moved to Zoom. The focus of the project also shifted from a planned series of five modules that would serve as a replacement for in-person instruction to the creation of three to four modules that could be used to supplement or reinforce concepts integral to composition courses: peer review, rhetorical analysis, multimodal literacies, and academic research. These modules were completed by the end of summer 2020 and used by several instructors in the first-year writing program during the 2020-2021 academic year. In summer 2021, the team again worked together remotely to create additional video content and modules for the first-year writing program, focusing on rhetorical analysis, writing portfolios, controversy mapping, and academic research basics. Working remotely on these projects led to challenges but also lessons learned about effective collaboration and content creation with limited resources. After summer 2020, the team took those lessons and applied them to the project the following summer, including communicating about progress more effectively, not separating into smaller groups, incorporating more working meetings, moving into scripting and production more quickly, and creating high-quality audio and video with basic equipment. The project went more smoothly the second year, and the team was able to create content more efficiently. This virtual lightning talk will focus on these lessons learned from working remotely on a cross-campus collaborative project and how those lessons could be applied to other collaborative instructional design projects, whether in-person, hybrid, or remote.
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    Keep calm and cairn on: Improving learning objects with guided feedback through usability testing
    McNabb, Kayla B.; Becksford, Lisa; Saylor, Kodi; Hammer, Kelsey (2019-05)
    These slides are from a workshop about usability testing for learning objects given at LOEX 2019. Additional documents can be found at http://bit.ly/UsabilityVT.
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    Leveraging ePortfolios to Drive Learning Success with Virginia Tech
    MacDonald, Amanda B.; McNabb, Kayla B.; Hyman, Ashley (2018-01-25)
    This session will describe the process that Virginia Tech has employed for re-envisioning ePortfolios on their campus in response to campus change initiatives. The goal of their new ePortfolio program is to empower students to demonstrate their unique student experience and how they will apply their knowledge and skills to future endeavors in a meaningful and marketable way. The program aims to highlight intentionality in student learning by connecting a complex and interwoven network of peers, mentors, advisors, librarians and employers through reflective ePortfolio practices. In this session, you will learn: best practices and lessons learned for researching, selecting, and implementing an ePortfolio tool that meets unique requirements; Virginia Tech’s ongoing process that was employed for designing and promoting the new ePortfolio program; success stories from the initial launch, including program and student examples; and opportunities that were presented for improving the program moving forward to the entire campus.
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    Librarians as guests in the classroom: Making the most of a one-shot
    Becksford, Lisa; McNabb, Kayla B.; MacDonald, Amanda B. (2017-10-12)
    This presentation discusses best practices for making the optimal use of a one-shot instruction session. Participants had the chance to discuss their experiences and learn techniques to engage students and maximize student learning. Strategies for collaborating with teaching partners were also discussed.
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    Open Access Forum 2020: Connecting the Opens: Open Access, Open Educational Resources, and Open Data
    Briganti, Jonathan; DePauw, Karen P.; McNabb, Kayla B.; Miles, Rachel A.; Mueller, Derek; Roy, Siddhartha; Sridhar, Venkataramana (Virginia Tech. University Libraries, 2020-10-19)
    Join faculty presenters from around the university, University Libraries faculty, and the Preparing the Future Professoriate graduate class in a robust discussion about nuances, similarities and differences in the "opens." This event begins with brief discussions of open access (OA), open educational resources (OER), and open data before situating this conversation within open access trends in the U.S., Europe, and at Virginia Tech. Presenters and panelists include Jonathan Briganti (University Libraries), Karen DePauw, (Graduate School), Kayla McNabb (University Libraries), Rachel Miles (University Libraries), Derek Mueller (English), Siddartha Roy (Civil and Environmental Engineering), Venkat "Sri" Sridhar (Biological Systems Engineering).
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    Open Access Forum 2021: Virginia Tech's New Open Access Policy + Intros to Open Data and Open Educational Resources
    Young, Philip; Petters, Jonathan L.; McNabb, Kayla B.; Surprenant, Aimée; Suber, Peter; McGuire, Kevin J.; Sanchez, Thomas W.; Pannabecker, Virginia (Virginia Tech, 2021-10-25)
    This year's Open Access Forum features a presentation on Virginia Tech's new open access policy, with a Q&A afterward with OA expert Peter Suber and members of the working group.  Short introductions to open data and open educational resources follow. 
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    Open Access Forum 2022: Connecting the Opens
    Joseph, Heather; Potter, Peter J.; Young, Philip; Petters, Jonathan L.; McNabb, Kayla B.; Surprenant, Aimée; Walters, Tyler (Virginia Tech, 2022-10-24)
    The 2022 Open Access Forum features a presentation by Heather Joseph on the recent OSTP memo (aka Nelson memo) requiring immediate access to research funded by federal agencies, with a Q&A afterward.  Short introductions to open access, open data, and open educational resources follow. 
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    Open Education Forum 2021: Connecting the Opens: Open Access, Open Education & More
    McNabb, Kayla B.; Miles, Rachel A.; Wolfe, Mary Leigh; DePauw, Karen P.; Ogejo, Jactone Arogo; Tucker, Thomas J. (Virginia Tech, 2021-03-01)
    Join faculty presenters from around the university, University Library faculty, and the Future Professoriate Graduate class in a robust discussion about nuances, similarities and differences in the "opens." Learn about open access (OA) trends in the U.S., Europe, and at Virginia Tech. Learn about the differences between open access and open educational resources (OER). Presenters and panelists include Karen DePauw (Dean, Graduate School), Jactone Ogejo (Biological Systems Engineering), Mary Leigh Wolfe (Biological Systems Engineering), Thomas Tucker (School of Visual Arts), Kayla McNabb and Rachel Miles (University Libraries). Slides from this presentation are available at http://bit.ly/pfpopened2021
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    Open Education Forum 2022: Connecting the Opens: Open Access, Open Educational Resources, and Open Data
    Walz, Anita R.; Young, Philip; Petters, Jonathan L.; McNabb, Kayla B.; Surprenant, Aimée ; Binks, Andrew P.; LeClair, Renee J. (Virginia Tech, 2022-02-21)
    Join the University Libraries and invited guests for a panel discussion for future professors regarding open access, open educational resources, and open data. University Libraries’ faculty, Philip Young, Anita Walz, and Jonathan Petters will provide a brief overview of each of the three topics. Selected Virginia Tech faculty will be invited to share about their career development and how they have incorporated open practices into their teaching and scholarship. And, we will moderate a robust conversation among attending graduate students.
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    Open Education Forum 2024: Connecting the Opens
    McNabb, Kayla B.; Lener, Edward F.; Griffin, Julie; Guimont, Corinne; Pullen, Brandie; Walz, Anita R.; Orth, Donald J.; Surprenant, Aimée (Virginia Tech, 2024-03-18)
    University Libraries’ faculty, Corinne Guimont, Anita Walz, and Brandi Pullen will provide brief overviews of open publishing, open educational resources, and open data to provide some general information on the topics. Finally, presenters will discuss how aspects of open have impacted their career development as well as how they have incorporated open practices into their research and scholarship, and the audience will be invited to participate in the robust conversation.
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    Seven Platforms You Should Know About: Share, Find, Author, or Adapt Creative Commons-Licensed Resources
    Walz, Anita R.; McNabb, Kayla B.; Looney, Ryan; Pedrides, Lisa; Bolin, Melinda; McGuire, Hugh; Pannabecker, Virginia (2017-03-28)
    Creative Commons licenses allow no-cost access, redistribution, remix, and reuse with attribution. This session is for faculty (and others) who want to know about no-cost platforms which enable sharing, finding, creating, and/or adapting of openly licensed or public domain resources. This session features live demos by expert users or creators of a selection of no-cost (some freemium) platforms and/or collaborative communities, including: VTechWorks, Merlot, Open Textbook Library, OER Commons, VT’s Odyssey learning object repository, Overleaf, Pressbooks, and Rebus Community for Open Textbook Creation. This event was offered during Open Education Week 2017. Moderator: Anita Walz Presenters: Anita Walz, Virginia (Ginny) Pannabacker, Kayla McNabb, Ryan Looney, Lisa Pedrides, Melinda (Mindy) Bolin, Hugh McGuire The chart labeled "Where to find share and adapt OER - no cost platforms.pdf" presents a selection of sixteen different no-cost platforms to find, share, build or adapt open educational resources (OER) or Creative-Commons licensed works. (Some platforms require that you create a login name and password. Others require that you install software (free only for educational use). Some are "freemium" systems which allow you to do some things, but not everything free of charge. Presentation of these platforms does not imply endorsement by Virginia Tech. Seven of these platforms were featured in Virginia Tech's March 28, 2017 #OpenEducationWk session "Seven Platforms You Should Know About: Share, Find, Author, or Adapt Creative Commons-Licensed Resources." The document "Links for Seven Platforms You Should Know About.pdf" includes links referenced in the video presentation.
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    Teaching with Data in the Social Sciences at Virginia Tech: An Ithaka S+R Local Report
    Baum, Liesl M.; Feerrar, Julia; McNabb, Kayla B.; Porter, Nathaniel D. (2021-09-30)
    This report recounts an exploratory investigation of the needs and experiences of instructors who teach with data in the social sciences at Virginia Tech, as part of an ITHAKA S+R project. The landscape of teaching with data in the social sciences at Virginia Tech is complex, involving instructors with a variety of interests and expertise, courses across the undergraduate curriculum, and students with a range of prior knowledge and personal goals related to their own learning. Participants discussed a variety of needs related to student competency, access and technology, program structures, and pedagogy. Multifaceted approaches from multiple university collaborators will be key to addressing these needs. By building on existing digital literacies programming, expanding shared resources like online modules, and exploring opportunities for peer education and further professional development, we can better prepare Virginia Tech students to learn, create, and take action with data throughout their lives.