BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:sidlit2026
X-WR-CALDESC:Event Calendar
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//Sched.com SIDLIT 2026//EN
X-WR-TIMEZONE:UTC
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260730T090001Z
DTEND:20260731T090001Z
SUMMARY:Check-In and Networking
DESCRIPTION:\n
CATEGORIES:GENERAL SESSION
LOCATION:TBA\, 1701 Morse Road\, Emporia\, KS 66801\, USA
SEQUENCE:0
UID:885f03b8ff3f472915a9c69bd0df2ef9
URL:http://sidlit2026.sched.com/event/885f03b8ff3f472915a9c69bd0df2ef9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260730T173000Z
DTEND:20260730T190000Z
SUMMARY:Workshop 1B: More than Content: Designing Strategically for the Adult Learner
DESCRIPTION:Adult learners bring rich experiences\, varied education levels\, competing responsibilities\, and different learning preferences into asynchronous online courses.&nbsp\;Designing in&nbsp\;Canvas requires more than uploading content. It requires intentional structure\, multiple modalities\, and authentic application.&nbsp\;\n&nbsp\;\nThis session will explore practical adult learning strategies for designing asynchronous Canvas courses that engage diverse learners. Participants will leave with a clear understanding of how adult learning principles inform asynchronous course design in Canvas.&nbsp\;
CATEGORIES:DESIGN THINKING AND DEVELOPMENT
LOCATION:VH 243\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:47d0eab691fe49fd8b28f5a76ce24e9a
URL:http://sidlit2026.sched.com/event/47d0eab691fe49fd8b28f5a76ce24e9a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260730T173000Z
DTEND:20260730T190000Z
SUMMARY:Workshop 1A: A Peep at XR in Education
DESCRIPTION:This workshop provides an overview of Extended Reality (XR) and teaches the audience how to create a VR learning environment for educational purposes. The presentation includes two parts:&nbsp\;\n\n\nPart 1: The Concept of XR (10 mins)\nDr. He will clarify the technical distinctions between XR\, Virtual Reality (VR)\, Augmented Reality (AR)\, and Mixed Reality (MR)\, and these modalities' relationship to the physical world and the typical scenarios to apply these different "R"s.&nbsp\;\n\n\nPart 2: The Skills of Creating VR (80 mins)\nDr. He will demonstrate and guide the audience through a hands-on process to learn how to create a VR learning environment using a free\, web-based platform called FrameVR. A laptop is required for this workshop. The audience will learn how to register a FrameVR account\, how to customize their avatars\, how to navigate FrameVR\, how to create and edit objects\, and how to make the objects interactive. The audience will create a VR learning environment during the remaining time.&nbsp\;
CATEGORIES:EDUCATIONAL TECHNOLOGIES
LOCATION:VH 242\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:53d9fe5f0edc28f19904b5715f570ebf
URL:http://sidlit2026.sched.com/event/53d9fe5f0edc28f19904b5715f570ebf
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260730T191000Z
DTEND:20260731T204000Z
SUMMARY:Workshop 2B: Backwards Design: Rethinking Assessment with Purpose and Impact
DESCRIPTION:Ever feel like your classroom assessments and your course learning objectives are speaking two entirely different languages? It’s a common trap: we plan fascinating weekly lectures and activities\, only to realize at midterms that our exams don't quite match what we actually expected students to master.\n\n\nIn this hands-on\, 90-minute workshop\, participants will use the framework of backwards design to build courses where every assignment\, quiz\, and lecture serves a distinct purpose. You will learn how to align your course with the spectrum of broad institutional goals and program standards down to measurable\, daily course competencies. Using Bloom’s Taxonomy as our compass\, we will analyze the cognitive levels of our objectives to ensure our summative assessments actually measure higher-order thinking (applying\, analyzing\, evaluating\, and creating) rather than just rote memorization. Providing clear evidence of student learning is essential for instructional improvement and accountability.\n\n\nThis is not a passive lecture. Come with a course in mind to create a concrete learning plan. You will walk away not just with theoretical knowledge\, but with an actionable blueprint for a course unit that guarantees alignment and drives student success.
CATEGORIES:DESIGN THINKING AND DEVELOPMENT
LOCATION:VH 243\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:324dda57af903eb48750f06211d42520
URL:http://sidlit2026.sched.com/event/324dda57af903eb48750f06211d42520
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260730T191000Z
DTEND:20260730T204000Z
SUMMARY:Workshop 2A: Images of World's Shortest Short Stories
DESCRIPTION:Each of us has perhaps thousands of images in our cell phones\, but what are we doing with them once they have been taken? &nbsp\;Do they just remain dormant in our cloud platforms? Let's use those intriguing images to be the driving force to create a very short story of six words or less.\n\n\nA legendary tale has it that famed 20th century author\, Ernest Hemingway (1970)\, is credited with creating this story writing technique. Yet\, this poster presentation will elevate this writing technique by adding impactful images to each short story.\n\n\nThis workshop will have participants use their critical thinking skills to choose an image and craft six words or less to tell a complete story.\n\n\nBe inspired to use this story writing technique as a team building activity for your next upcoming team project!\n\n\nLast\, preview a vetted set of images and very short stories from Emporia State University students\, faculty\, homeschool students\, the Midwest\, and other regions. Ultimately\, these images and very short stories that were showcased at the Emporia Art Center this past April and May.\n&nbsp\;\nParticipants will be charged with the following tasks:\n--Be concise\; remember you have up to six words maximum.\n--Only select words that are meaningful\; critical thinking skills are required. &nbsp\;\;-)\n--You must share a complete story.\n--Consider adding conflict\, action\, or a resolution.\n--Again\, carefully\, choose your words.\n--Evoke an emotion\, surprise\, smile\, curiosity\, or challenge the reader’s imagination to fill in the gaps of a larger narrative not told\, but implied.\n--Let the readers create a bigger ending in their minds. &nbsp\;There is power in what is NOT being said.
CATEGORIES:TEACHING AND LEARNING AT A DISTANCE
LOCATION:VH 242\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:49daa6008366bf925797decb9217acec
URL:http://sidlit2026.sched.com/event/49daa6008366bf925797decb9217acec
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260730T204000Z
DTEND:20260731T220000Z
SUMMARY:Scavenger Hunt Activity
DESCRIPTION:Don’t Miss the SIDLIT 2026 Scavenger Hunt—Only for In‑Person Attendees!&nbsp\;\nWant a fun\, interactive way to meet new colleagues and experience Emporia beyond the conference sessions? Join our SIDLIT Scavenger Hunt\, an exclusive in‑person activity designed to spark connection\, curiosity\, and a little friendly competition!\nTeam up with fellow attendees from different institutions\, follow clues\, and uncover hidden gems along the way. But the real reward? The first three teams who complete the hunt will win dinner in downtown Emporia\, giving you the perfect opportunity to continue conversations\, build meaningful connections\, and enjoy the local food scene together.\nThis is more than just a game—it’s a chance to network in a relaxed\, memorable way and experience the community that’s hosting you.\n&nbsp\;Come for the conference. Stay for the adventure. Leave with new connections.\n\n
CATEGORIES:NETWORKING
LOCATION:1701 Morse Road\, Emporia\, KS 66801\, USA
SEQUENCE:0
UID:9fe01a7ea3a465935fddde62d955d2cc
URL:http://sidlit2026.sched.com/event/9fe01a7ea3a465935fddde62d955d2cc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T130000Z
DTEND:20260731T140000Z
SUMMARY:Check-in and Networking
DESCRIPTION:\n
CATEGORIES:GENERAL SESSION
LOCATION:1701 Morse Road\, Emporia\, KS 66801\, USA
SEQUENCE:0
UID:47b048809bee51124d1ccebc0fe3777d
URL:http://sidlit2026.sched.com/event/47b048809bee51124d1ccebc0fe3777d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T140000Z
DTEND:20260731T153000Z
SUMMARY:Opening Session & Keynote\, David Wiley
DESCRIPTION:Keynote Title: Combining Generative AI and OER to Transform Learning for All\n\nThroughout history\, educators have leveraged new technologies and other advances to expand access to educational opportunities. The penny post made the first correspondence programs possible. The internet made online learning possible. Open educational resources (OER) made course materials affordable. Generative AI is now providing us with new affordances and new possibilities. This presentation will describe ways we can leverage generative AI – especially in combination with OER – to both increase access to educational opportunities and improve student learning.\n\n
CATEGORIES:GENERAL SESSION
LOCATION:1701 Morse Road\, Emporia\, KS 66801\, USA
SEQUENCE:0
UID:50a8b265a0207312af4662fa9e211bd2
URL:http://sidlit2026.sched.com/event/50a8b265a0207312af4662fa9e211bd2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T154000Z
DTEND:20260731T204000Z
SUMMARY:Session 1A: Reimaging Classroom: Important Considerations for Integrating Technologies
DESCRIPTION:The rapid growth of technology is a catalyst for changes in pedagogies. Traditionally\, instructors create sequential\, linear learning modules. &nbsp\;However\, what are the important considerations when incorporating innovative technologies?&nbsp\;\n\n&nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\;&nbsp\; &nbsp\;&nbsp\;The driving factor for using any emerging technology should be supporting learning objectives\, not showcasing exciting\, novel functions. &nbsp\;The SAMR model (substitution\, augmentation\, modification\, and redefinition) proposed by Dr. Ruben Puentedura provides a useful framework for adapting any technology. &nbsp\;When instructors first begin incorporating technologies into courses\, they often focus on substitution and augmentation. For example\, converting materials to a digital file (substitution) or creating a fun Kahoot game (augmentation). &nbsp\;The primary goal of the substitution and augmentation stages is to use technology to enhance learning. &nbsp\;The last two stages\, modification and redefinition levels\, aim to incorporate technology to transform learning.\n\n&nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\;Alan Carrington’s Padagogy Wheel (Pedagogy Wheel for apps\, so it is spelled as “Padagogy Wheel”) is another useful framework to incorporate technologies to support learning\, which incorporates Bloom’s taxonomy\, SAMR model\, and popularly used tools. The traditional learning design is usually linear and step-by-step. Some simulation and virtual reality settings allow learners to explore several avenues from multiple entry points. Therefore\, the modules are now interconnected and require redesign. &nbsp\;Focusing on learner experience (UX)\, which includes focusing on meaningful\, engaging\, and inclusive class experiences\, is another key consideration.\n&nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\;In addition to aligning with course learning objectives\, utilizing theoretical frameworks such as SAMR and the Padagogy wheel\, prioritizing learner experience\, and adjusting pedagogy to the type of technology\, it is also important to maintain accessibility compliance.\n\n&nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\; &nbsp\;Every class is different\, and each instructor is unique. Participants will draft their own personalized technology integration and collaborate by sharing ideas and resources.
CATEGORIES:DESIGN THINKING AND DEVELOPMENT
LOCATION:VH 332\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:224607920f315bc5ecded7be5a270ab9
URL:http://sidlit2026.sched.com/event/224607920f315bc5ecded7be5a270ab9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T154000Z
DTEND:20260731T204000Z
SUMMARY:Session 1B: Novice Instructional Designers’ Understanding of their Work and Professional Characteristics
DESCRIPTION:Instructional designers constantly face challenges at their job. Given the interdisciplinary nature of the field and the considerable variances from position to position\, it is vital to understand the instructional design (ID) professionals’ own experiences. This paper reports voices from novice ID professionals on the essential requirements of their ID work\, and essential ID professional characteristics. From analyzing interviews with seven ID professionals from a variety of work contexts\, the study reveals that the variety of key responsibilities fall onto four dimensions on contradictory ends\, indicating four sets of characteristics that ID professionals need to learn to balance well. The findings present the four sets of characteristics in a spider web form with an instructional design at the center\, promoting a shift to taking a holistic approach when developing competencies. This paper bears practical implications for aspiring and novice instructional designers\, faculty who provide education for ID students\, and employers who aim to look for the best fits for the positions\, making contributions to the education of instructional designers\, hiring and further professional development of ID professionals.
CATEGORIES:EDUCATIONAL RESEARCH AND DATA ANALYSIS
LOCATION:VH 242\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:1c6771154c1e976d7374e65d81d5b9f2
URL:http://sidlit2026.sched.com/event/1c6771154c1e976d7374e65d81d5b9f2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T154000Z
DTEND:20260731T204000Z
SUMMARY:Session 1C: Learning with Generative AI: From Dialectical Autoethnography to Practical Strategies for Verification\, Revision\, and Synthesis
DESCRIPTION:As generative AI becomes increasingly embedded in online and blended education\, instructors face a difficult question: how can learning be supported and assessed when students can quickly generate polished answers\, explanations\, lesson materials\, and multimedia products? Much of the current conversation focuses on academic integrity\, prompt writing\, tool adoption\, or AI-use policies. While these issues are important\, they do not fully address a deeper instructional question: what does meaningful learning look like when AI-generated output becomes part of the learning process? This work-in-progress session begins with a dialectical autoethnographic inquiry into a 24-turn interaction between the presenter and a generative AI system. Although the interaction began with a personally meaningful problem related to IRA planning\, the focus of the analysis is not financial decision-making. Rather\, the episode is used as a situated case for examining how learning unfolds within a human–AI–artifact system. Preliminary analysis suggests that AI-generated outputs should not be treated as final answers\, neutral tools\, or authoritative explanations. Instead\, they function as epistemically unstable learning materials that require human verification\, revision\, justification\, and synthesis. Building from this analysis\, the session translates the emerging theoretical insight into practical strategies for online and blended teaching. The presenter will introduce assignment and assessment structures that foreground process evidence rather than only final products\, including prompt archives\, revision logs\, delta reports\, AI feedback loops\, AI defense activities\, peer process audits\, and reflective synthesis prompts. These strategies are designed to help instructors evaluate how students define problems\, examine AI-generated output\, verify information\, revise their thinking\, justify decisions\, and produce a defensible final synthesis. Participants will leave with a conceptual vocabulary for understanding generative AI-mediated learning and a set of adaptable strategies for designing assignments that make student judgment visible. The session is intended for educators\, instructional technologists\, online program leaders\, and educational technology researchers interested in moving beyond AI-use compliance toward more rigorous\, reflective\, and assessable forms of AI-supported learning.
CATEGORIES:EDUCATIONAL RESEARCH AND DATA ANALYSIS
LOCATION:VH 243\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:9bd8396c11b6f9fb41afb98d81311226
URL:http://sidlit2026.sched.com/event/9bd8396c11b6f9fb41afb98d81311226
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T154000Z
DTEND:20260731T204000Z
SUMMARY:Session 1D: Introduction to Multimodal Artificial Intelligence in Academia
DESCRIPTION:Generative artificial intelligence (GenAI) avatars—digital representations of human instructors driven by synthesized speech\, natural language processing\, and advanced kinematic video generation—represent a structural shift in how asynchronous educational content is designed\, delivered\, and consumed. This session will provide introductory material for the design\, implementation and sources for generating&nbsp\;these technologies in higher ed.
CATEGORIES:EDUCATIONAL TECHNOLOGIES
LOCATION:VH 122\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:603e1877f0813dc0d4832115b2c4f74c
URL:http://sidlit2026.sched.com/event/603e1877f0813dc0d4832115b2c4f74c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T154000Z
DTEND:20260731T204000Z
SUMMARY:Session 1E: NotebookLM in Education: Transforming Studying and Content Delivery
DESCRIPTION:This session explores how NotebookLM can transform both studying and content delivery in higher education. Participants will see a demonstration of how NotebookLM can be used to create and manage Open Educational Resources (OER). The session will also highlight its value as a student learning tool\, including features such as interactive chat\, AI-generated podcasts\, quizzes\, slides\, flashcards\, infographics\, study guides\, and mind maps. Because NotebookLM is grounded in user-provided materials\, it offers a reliable and focused AI experience for both instructors and students.
CATEGORIES:EDUCATIONAL TECHNOLOGIES
LOCATION:VH 111\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:184eda43f953dec515c68594715aaf1b
URL:http://sidlit2026.sched.com/event/184eda43f953dec515c68594715aaf1b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T154000Z
DTEND:20260731T204000Z
SUMMARY:Session 1F: Canvas Hidden Gems: Accessibility\, AI\, and Time-Saving Features for Educators
DESCRIPTION:Canvas is packed with powerful features that can save instructors time\, improve course quality\, and enhance the student experience\, yet many of these tools remain underutilized. In this session\, participants will explore practical Canvas tips and hidden gems\, including targeted messaging in the Gradebook\, content recovery tools\, accessibility features\, page design enhancements\, and AI-supported workflows. Attendees will leave with actionable strategies to streamline course management\, create more accessible and engaging content\, and make better use of Canvas’s built-in capabilities.\nParticipants are recommended to attend with a laptop and try these tips during the presentation.&nbsp\;
CATEGORIES:TEACHING AND LEARNING AT A DISTANCE
LOCATION:VH 126\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:c07894dc345186a00754949089a3145d
URL:http://sidlit2026.sched.com/event/c07894dc345186a00754949089a3145d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T163500Z
DTEND:20260731T204000Z
SUMMARY:Session 2F: Using Technology to Successfully Create Face-to-Face Teaching and Learning in Online Classes
DESCRIPTION:Dr. Albrecht teaches in an online accelerated program (AOP) with an average of 85 students per class. In collaboration with Jiayi Wang\, Learning Designer in Learning Technologies at Emporia State University\, Dr. Albrecht has introduced innovative pedagogy for optimal student learning. Come and learn how she engages students for a face-to-face learning experience in an online course! Here is what students say about their learning experiences in these classes:\n"I really enjoyed your video lectures and the way you connected the learning content to real-life situations. I especially appreciated the examples you shared from your own experiences\, as they made the concepts more meaningful and relatable. Another aspect I truly appreciated in your course was the thoughtful feedback on my assignments. Your comments were always encouraging and reflective\, and they were written in a way that helped me grow as future leader while also building my confidence. Thank you.""This course was truly eye-opening. Completing the field experiences and intentionally reflecting on each one was extremely beneficial to my growth as a future school leader. The opportunity to shadow administrators at multiple levels allowed me to see firsthand the complexity of the principalship and the balance between instructional leadership and building management. These experiences helped me connect the coursework to real-world practice\, especially in areas such as communication\, decision-making\, and supporting staff. Observing different leadership styles also helped me reflect on the type of leader I aspire to be and the importance of building trust and strong systems within a school. I also appreciated that the grading feedback was consistently positive\, specific\, and encouraging. Your feedback affirmed my thinking while also helping me deepen my reflection and consider additional leadership perspectives. Overall\, this course has been one of the most valuable experiences in my program because it allowed me to learn directly from practicing administrators while reflecting on my own leadership development.""Dr. Albrecht is a great professor. She connects course content to real-life situations\, allowing students to directly apply concepts that are taught. Dr. Albrecht provides thorough\, meaningful feedback that allows students to think about what comes next\, following each course assignment. Overall\, I have thoroughly enjoyed working with Dr. Albrecht and taking this course.""Dr. Albrecht is a professor who clearly wants to help students. She is genuinely invested in their success and works hard to support them in achieving their goals. Thanks for a great course.""I appreciate your clear communication and quick turnaround time getting assignments graded. Thank you!"&nbsp\;\nLearn how to increase connectivity among and between students and instructor for more engaged online learning in Accelerated Online Educational Administration graduate courses. &nbsp\;For example\, peek in on how weekly Zoom meetings are organized and used to conduct collaborative team decision-making as students work together live to solve problems building principals encounter through case scenarios. Rubric design and how to grade assignments using this innovative instruction and much more will be shared. &nbsp\;You do not want to miss out on how to organize and grade this advanced pedagogy. &nbsp\;Come learn how successful this strategy is in meeting learning outcomes for students.
CATEGORIES:DESIGN THINKING AND DEVELOPMENT
LOCATION:VH 111\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:82bd4df0de71281c3a7ba833c988e950
URL:http://sidlit2026.sched.com/event/82bd4df0de71281c3a7ba833c988e950
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T163500Z
DTEND:20260731T204000Z
SUMMARY:Session 2C: The AI Detection Fallacy: How AI Integrity Tools Fail\, Who Pays the Price\, and What Better Assessment Design Does Instead
DESCRIPTION:Higher education's dominant response to generative AI has been swift and understandable\, but wrong. Institutions deployed AI detection tools as the first line of defense against academic dishonesty with generative AI\, and many built punitive consequences into courses and policies. The research on those tools is now substantial\, peer-reviewed\, and damning. Detection tools produce false positives at rates that should disqualify them from high-stakes use. They disproportionately flag non-native English speakers\, neurodivergent writers\, and students from educational backgrounds that emphasize clarity over elaboration\, making this an equity problem\, as well as an integrity issue:\n- Weber-Wulff et al. (2023) found available tools neither accurate nor reliable.\n- Liang et al. (2023) documented that detectors misclassified over 61% of essays by non-native English speakers as AI-generated while achieving near-perfect accuracy on native speaker writing.\n- The MLA-CCCC Joint Task Force explicitly cautions against their use.\n\n\nThis session argues that the problem is a misdiagnosis. &nbsp\;Institutions have identified the symptom while misidentifying the cause. &nbsp\;The actual cause is assessment design. When a generative AI can complete an assignment without genuine engagement with the learning it was designed to measure\, the assignment is measuring the wrong thing. &nbsp\;AI did not create that problem\; it exposed it.\n\nThe fix is not better detection\; it is better assessment design. Well-designed assessments that require transfer learning (application of knowledge to novel\, specific\, contextually embedded situations) are not nearly as vulnerable to AI completion as retention-focused assessments are. This session presents the evidence\, makes the reframe\, and demonstrates a live before-and-after assessment redesign so participants leave with concrete strategies they can apply immediately. &nbsp\;Responsible use of AI in education begins with this honest reckoning.
CATEGORIES:EDUCATIONAL RESEARCH AND DATA ANALYSIS
LOCATION:VH 122\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:785b6220984d59c852e12f28ce111cea
URL:http://sidlit2026.sched.com/event/785b6220984d59c852e12f28ce111cea
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T163500Z
DTEND:20260731T204000Z
SUMMARY:Session 2D: Aligned from All Angles: A Multi-Pronged Strategy for Institutional AI Integration
DESCRIPTION:Moving a college toward AI literacy is rarely a linear process\; it requires a multi-pronged approach addressing institutional philosophy\, framework\, and reality. In this session\, we share a model for institutional alignment used at Garden City Community College (Kansas) to move AI integration from a point of fear to a proactive partnership between expertise and emerging technology. Our approach to institutional readiness relies on the following strategies:\nFaculty/Staff Training: Moving from AI awareness to pedagogical application.Student Training: Developing critical digital literacy and the foundations of ethical use.Community Engagement: Bridging the gap between institutional practice and the local community\, from workforce development to personal enrichment.K-12 (Teacher) Integration: Building a cohesive regional pipeline through professional development for K-12 educators and student-facing initiatives\, such as AI summer camps.&nbsp\;
CATEGORIES:EDUCATIONAL TECHNOLOGIES
LOCATION:VH 126\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:f2b197bb79ea0d917f2e00cebd77dd5b
URL:http://sidlit2026.sched.com/event/f2b197bb79ea0d917f2e00cebd77dd5b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T163500Z
DTEND:20260731T204000Z
SUMMARY:Session 2B: Drinking from a Firehose: My Journey from Tech Support to Leader in 6 Months
DESCRIPTION:Have you ever suddenly found yourself in charge after your supervisor moved on to a better opportunity? That happened to me in October 2024\, and I was left to keep our tech systems running smoothly.Over the past year-and-a-half\, I’ve tackled everything from failing server drives to submitting board and credit card reports. It’s been a steep learning curve\, but also an incredibly rewarding one.I’d love to share some of the lessons I’ve learned—and hear about your experiences too. What challenges have you faced when stepping into a leadership role unexpectedly?
CATEGORIES:EDUCATIONAL TECHNOLOGY LEADERSHIP
LOCATION:VH 243\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:8c39f07af505ac500a72005c911b6e2c
URL:http://sidlit2026.sched.com/event/8c39f07af505ac500a72005c911b6e2c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T163500Z
DTEND:20260731T204000Z
SUMMARY:Session 2E: From Objects to Partners: Reimagining Curriculum Review through a SoTL Lens
DESCRIPTION:Current work in the Scholarship of Teaching and Learning (SoTL) emphasizes partnership with students as a high impact practice that can reshape curriculum design and review\, especially in online and hybrid environments. Instead of treating students primarily as sources of survey data\, partnership models invite them to co-formulate questions about learning\, interpret evidence\, and redesign assignments\, policies\, and syllabus language. This session introduces SoTL as systematic\, context sensitive inquiry into student learning that is informed by prior scholarship and made public\, then focuses on what changes when students and colleagues are invited into that inquiry as partners rather than recipients in distance learning contexts.\n&nbsp\;\nTo make this concrete\, the session highlights two simple online activities that instructors can adapt in their own courses. A feedback partnership map helps faculty move beyond sole reliance on end of course surveys by identifying alternative\, dialogic ways to invite students into ongoing conversations about assignments\, criteria\, and learning experiences in virtual spaces. A mini-partnership studio shows how students can act as co-designers of an assignment or rubric in a shared digital space\, suggesting revisions\, surfacing bottlenecks\, and helping articulate SoTL questions about the impact of the redesign on learning at a distance. Generative tools may appear as optional aids for organizing feedback or exploring alternative wording\, but they are not the center of the work. The emphasis is on collaborative SoTL practices that deepen learning\, enhance belonging\, and build sustainable cultures of shared inquiry about teaching online.
CATEGORIES:EDUCATIONAL TECHNOLOGY LEADERSHIP
LOCATION:VH 332\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:0751bc725229f9a1c3227f9ff462796c
URL:http://sidlit2026.sched.com/event/0751bc725229f9a1c3227f9ff462796c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T163500Z
DTEND:20260731T204000Z
SUMMARY:Session 2A: OER Stipends at a Community College: Strategies\, Challenges\, and Wins
DESCRIPTION:An OER faculty stipend grant program was created in 2024 at a community college. This presentation provides an overview of the stipend program\, how librarians marketed\, engaged with stakeholders\, and shared efforts implemented across campus to introduce faculty to the benefits of using OERs within the classroom. The current status of accepted faculty OER projects\, challenges experienced in the creation of this campus initiative\, and planned future improvements will be addressed.
CATEGORIES:TEACHING AND LEARNING AT A DISTANCE
LOCATION:VH 242\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:522b78bff264fe7d7e896fb24606a240
URL:http://sidlit2026.sched.com/event/522b78bff264fe7d7e896fb24606a240
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T172000Z
DTEND:20260731T185000Z
SUMMARY:Lunch and Special Interest Group Discussions
DESCRIPTION:\n
CATEGORIES:GENERAL SESSION
LOCATION:1701 Morse Road\, Emporia\, KS 66801\, USA
SEQUENCE:0
UID:3b9881cd64aaca1485b3f1f71edcf199
URL:http://sidlit2026.sched.com/event/3b9881cd64aaca1485b3f1f71edcf199
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T175000Z
DTEND:20260731T185000Z
SUMMARY:SIG 1 - Special Interest Group Discussion: Preparing for When Tech Goes Down
DESCRIPTION:SIGs are a networking opportunity to allow professionals to collaborate on relevant topics. These are held over the lunch hour. Hosts prepare questions and facilitate a discussion on the topic of their choice.\n
CATEGORIES:SPECIAL INTEREST GROUP (SIG)
LOCATION:VH 242\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:d90d2fda348af2b283df634c4084fa31
URL:http://sidlit2026.sched.com/event/d90d2fda348af2b283df634c4084fa31
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T175000Z
DTEND:20260731T185000Z
SUMMARY:SIG 2 - Special Interest Group Discussion: Accessibility & UDL
DESCRIPTION:SIGs are a networking opportunity to allow professionals to collaborate on relevant topics. These are held over the lunch hour. Hosts prepare questions and facilitate a discussion on the topic of their choice.
CATEGORIES:SPECIAL INTEREST GROUP (SIG)
LOCATION:VH 243\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:40e020a95c30ee8ed24b03817df614ad
URL:http://sidlit2026.sched.com/event/40e020a95c30ee8ed24b03817df614ad
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T185000Z
DTEND:20260731T204000Z
SUMMARY:Session 3A: Guardrails Are Instructional Design: Building AI Boundaries That Preserve Learning
DESCRIPTION:As generative AI becomes easier for students and educators to access\, many institutions are responding with policies\, permissions\, restrictions\, and detection tools. While these conversations matter\, they often miss a central instructional design question: What learning is the assignment supposed to protect?\nThis session reframes AI guardrails as a learning design issue rather than a compliance checklist. Participants will examine how AI can support learning without replacing the thinking\, decision-making\, practice\, and evidence students are meant to develop. Using practical examples from classroom and online learning contexts\, the session will introduce a guardrails audit that helps educators identify which parts of a task may be AI-supported\, which parts must remain student-owned\, and what evidence can make student thinking visible.\nAttendees will consider how guardrails can support academic integrity\, accessibility\, student agency\, and meaningful engagement without relying only on surveillance or tool bans. The session is designed for educators\, instructional designers\, faculty/staff support professionals\, and technology leaders who are helping others make responsible decisions about AI use in learning environments.\nParticipants will leave with adaptable questions they can use to review assignments\, discussions\, projects\, and assessments at their own institutions or organizations.
CATEGORIES:DESIGN THINKING AND DEVELOPMENT
LOCATION:VH 242\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:cc0010ca62427ed57c68c283c6673838
URL:http://sidlit2026.sched.com/event/cc0010ca62427ed57c68c283c6673838
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T185000Z
DTEND:20260731T204000Z
SUMMARY:Session 3E: Transforming Learning with Micro lectures: Increasing Engagement and Retention
DESCRIPTION:By the end of the session\, attendees will:&nbsp\;\n\n\nUnderstand the core principles of micro lecture design.&nbsp\;\n\n\nLearn how to integrate micro lectures into their own teaching or training programs.&nbsp\;\n\n\n
CATEGORIES:DESIGN THINKING AND DEVELOPMENT
LOCATION:VH 111\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:cf6d7857c154cc13c541ddd7d3f88d6e
URL:http://sidlit2026.sched.com/event/cf6d7857c154cc13c541ddd7d3f88d6e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T185000Z
DTEND:20260731T204000Z
SUMMARY:Session 3F: Artificial Intelligence: Preparing Students for the Workforce through Intentional Course Design
DESCRIPTION:Emerging literature and studies continually illustrate the need for college graduates to possess AI Literacy\, critical analysis\, and design thinking. This session will focus on how faculty can prepare students to be workforce ready through intentional course design and frameworks by incorporating the use of generative AI in the curriculum.&nbsp\;\n\n\n\n
CATEGORIES:DESIGN THINKING AND DEVELOPMENT
LOCATION:VH 332\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:77e25189032bd2c289c5136cb0b888d1
URL:http://sidlit2026.sched.com/event/77e25189032bd2c289c5136cb0b888d1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T185000Z
DTEND:20260731T204000Z
SUMMARY:Session 3B: Human-AI Co-Design in Higher Education: Exploring Learner Agency\, Cognitive Load\, and Academic Performance
DESCRIPTION:Artificial Intelligence (AI) is rapidly transforming higher education\, yet many instructional implementations position students as passive consumers of AI-generated content rather than active participants in the learning process. Emerging research suggests that excessive reliance on AI tools may reduce learner autonomy\, weaken self-regulated learning behaviors\, and contribute to what scholars describe as “metacognitive laziness.” While AI-powered systems can improve academic performance and provide adaptive support\, little research has examined instructional approaches that require students to critically engage with and improve AI-generated outputs.\n\n\nThis study proposes a human-AI co-design instructional model in which students actively evaluate\, critique\, and revise AI-generated content rather than simply accepting AI responses. Using a convergent mixed-methods research design\, the study will investigate how this approach influences learner agency\, cognitive load\, and academic performance among undergraduate students in higher education. Approximately 40–60 students will participate in a quasi-experimental comparison between a traditional instructional environment and a human-AI co-design learning environment. Quantitative data will be collected through pre- and post-assessments\, learner agency surveys\, and cognitive load measurements\, while qualitative data will be gathered through interviews\, written reflections\, and learning management system interaction logs.&nbsp\;\n\n\nThe study seeks to address three important gaps in current literature: the limited examination of students as active evaluators of AI outputs\, the lack of understanding regarding cognitive load in AI co-design environments\, and the unresolved tension between AI-driven personalization and learner autonomy. Findings are expected to provide practical guidance for educators\, instructional designers\, and higher education institutions seeking to integrate AI in ways that enhance critical thinking\, learner engagement\, and meaningful learning outcomes.
CATEGORIES:EDUCATIONAL RESEARCH AND DATA ANALYSIS
LOCATION:VH 243\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:326964b3dbba59be7eb58c219deff8d1
URL:http://sidlit2026.sched.com/event/326964b3dbba59be7eb58c219deff8d1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T185000Z
DTEND:20260731T204000Z
SUMMARY:Session 3C: Graduate students’ experiences of a pedagogy of care in online asynchronous learning environments
DESCRIPTION:In this presentation I will share the results of a recently completed study of graduate students' lived experience of a pedagogy of care in an online asynchronous learning environment. The results are compared to the experiences of undergraduate students reported in the scholarly literature. &nbsp\;The study focused exclusively on graduate students and aims to current research on the application of Noddings’ (2013) model of care to online contexts. Using an interpretative phenomenological approach\, we analyzed participant-generated documents within an online\, asynchronous course. Findings revealed few differences between graduate and undergraduate experiences of care pedagogy. Results support two proposed extensions to Noddings’ framework: Robinson et al.’s (2020) division of modeling to two contexts\, course design and teaching\, and Byrd et al.’s (2025) concept of anticipation. Although limited in generalizability\, this exploratory qualitative study contributes to understanding an understudied population and reinforces evidence that care-centered pedagogy can mitigate negative aspects of asynchronous learning\, such as feelings of isolation and disempowerment (Burke & Lamar\, 2021)\, which are associated with reduced learning success.
CATEGORIES:EDUCATIONAL RESEARCH AND DATA ANALYSIS
LOCATION:VH 122\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:60db05ddcc5f8c912b5970f7fd787c7a
URL:http://sidlit2026.sched.com/event/60db05ddcc5f8c912b5970f7fd787c7a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T185000Z
DTEND:20260731T204000Z
SUMMARY:Session 3D: Personalizing Educational Materials with AI
DESCRIPTION:Personalizing materials for students can make a big difference in the way students receive\, interact and accept information (Binhammad\, 2024). Using these personalized materials with your students can enhance learning and motivate students to learn (Tasleden & Bodemer\, 2025) Creating materials that students can connect with is not only easy but also quick and useful. In this session you will learn how to use apps such as Google Gemini\, Suno\, Padlet and other AI tools to create materials for your classes. You will learn through a quick tutorial and practice by creating a sample for each app presented. The session will be interactive and personalized to your teaching needs.&nbsp\;
CATEGORIES:EDUCATIONAL TECHNOLOGIES
LOCATION:VH 126\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:f5dd729f46ff4180b57c26283b171130
URL:http://sidlit2026.sched.com/event/f5dd729f46ff4180b57c26283b171130
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T194500Z
DTEND:20260731T204000Z
SUMMARY:Session 4A: Renaissance Writing: Genre and Technology
DESCRIPTION:This session will address how study of the Renaissance in Europe\, specifically England\, can inform how we think about the discipline of technology studies today. Through an analysis of three digital humanities projects that highlight Renaissance women who were writing and publishing during an informational boom with the advent of the printing press\, we can parallel Early Modern trends with 21st century pedagogical standards. &nbsp\;Women Writers in Context\, The Reception and Circulation of Early Modern Women's Writing\, and The Pulter Project can help us collate a network of women writers who used both manuscript culture and early print realities. These three platforms can act as examples of both open access and proprietary standards. &nbsp\;Why\, in an era when accessing printed Renaissance primary sources can be costly and time consuming\, do digital databases need to exist beyond a paywall.\n\nBy taking a sampling of three different genres in Renaissance Women's Writing: spiritual autobiography\, mother's legacies\, and science writing\, I will show that digital platforms necessarily need to exist to bridge the gap between printer and reader. &nbsp\;I also will introduce two textual analysis tools: Voyant and Wordcounter that mediate Renaissance writing in an era when OCR does not always yield high quality transcriptions.\n\nFinally\, I will address how best to incorporate Renaissance writers and book history into our 21st century syllabi. &nbsp\;While much of this presentation spends time discussing women writers\, I will close by looking back at traditional pedagogical choices to include in our curriculum: Geoffrey Chaucer and William Shakespeare. &nbsp\;Open access apps that include manuscript pages and concordances can help us get Chaucer and Shakespeare into the palms of students. &nbsp\;How can we encourage our students to be inventive with their inquiry into the Renaissance period\, understanding that many genres exist including sonnets\, epic poems\, drama\, science fiction\, and more. &nbsp\;What could it have been like to go shopping for new books near St. Paul's in London\, a key hub for the book selling trade?
CATEGORIES:EDUCATIONAL RESEARCH AND DATA ANALYSIS
LOCATION:VH 242\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:f708f356150f6134ab4bb74cb5e2ef35
URL:http://sidlit2026.sched.com/event/f708f356150f6134ab4bb74cb5e2ef35
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T194500Z
DTEND:20260731T204000Z
SUMMARY:Session 4B: Generativism: Defining a New Learning Paradigm in the Age of Generative AI
DESCRIPTION:The rapid integration of Generative AI (Gen AI) into education raises fundamental questions about whether its unique dynamics constitute a new learning paradigm. Utilizing Thomas Kuhn’s theory of paradigm shifts\, this presentation investigates whether the anomalies created by Gen AI can be adequately explained by established learning paradigms: Behaviorism\, Cognitivism\, and Constructivism. Behaviorism cannot fully address the probabilistic autonomy of AI systems. Cognitivism struggles to accommodate cognitive processes distributed across human and AI systems. Constructivism\, assuming shared cultural backgrounds\, fails to account for dilemmas of authorship when learners co-construct meaning with algorithms. To resolve these anomalies and align with the SIDLIT 2026 theme\, "Tech in Education: Transforming Learning for All\," this session formally proposes "Generativism." In this new paradigm\, learning is a distributed meaning-making process enacted within a human-AI-artifact ecology. Knowledge validation shifts to epistemic reflexivity\, requiring learners to critically interrogate and refine both their reasoning and AI-generated outputs. The core mechanism is the "interaction episode\," characterized by iterative cycles of prompt-based inquiry\, AI generation\, learner critique\, and refinement. This presentation offers educators and researchers a coherent conceptual framework for designing and analyzing transformative learning environments in the Gen AI era.
CATEGORIES:EDUCATIONAL RESEARCH AND DATA ANALYSIS
LOCATION:VH 243\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:c2e918c5a401cd38f7b9cff61c15301b
URL:http://sidlit2026.sched.com/event/c2e918c5a401cd38f7b9cff61c15301b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T194500Z
DTEND:20260731T204000Z
SUMMARY:Session 4F: Turning Canvas Course Outcomes into Actionable Insight
DESCRIPTION:This session provides an in-depth look at how the drafting program at Johnson County Community College utilizes Canvas to systematically collect and analyze data related to course-level competencies\, program outcomes\, and institutional learning outcomes(ILOs). Participants will learn how assignments and assessments in Canvas are aligned with specific learning objectives\, enabling automated tracking of student performance against established benchmarks.\nThis session will cover:\n• Outcome Mapping: How competencies and outcomes are linked to course activities in Canvas.\n• Data Collection Process: Methods for capturing performance data through rubrics\, assignments\, and quizzes.\n• Reporting and Analysis: Using Canvas tools and integrated analytics to generate reports that inform continuous improvement at the course\, program\, and institutional levels.\n• Best Practices: Strategies for ensuring accurate alignment and meaningful interpretation of results.\n\nBy the end of the seminar\, attendees will understand how Canvas can serve as a powerful tool for evidence based decision-making\, while supporting student success through transparent learning outcomes.\n\n
CATEGORIES:EDUCATIONAL RESEARCH AND DATA ANALYSIS
LOCATION:VH 111\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:4b527d39c915abecf5e9ae44c15854a1
URL:http://sidlit2026.sched.com/event/4b527d39c915abecf5e9ae44c15854a1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T194500Z
DTEND:20260731T204000Z
SUMMARY:Session 4C: From Assignment to Alignment: Improving Engagement and Assessment with Copilot
DESCRIPTION:This session explores how instructors can use Microsoft Copilot to re/design course assignments and rubrics to better align with course- and program-level learning outcomes and increase student autonomy\; we will also discuss using Copilot in creating and revising rubrics. Drawing on examples from undergraduate psychology courses\, we will consider and practice how to use Copilot to create or revise SLO-driven assignments while maintaining flexibility and supporting student autonomy.\n&nbsp\;\nParticipants will work through examples of assignment revision using Copilot and see how those changes shape the development of clearer\, better aligned rubrics. By looking at concrete before-and-after examples\, we will explore how small adjustments in assignment design (i.e.\, language\, weight\, adding examples and models) can improve student understanding of expectations and help make assessment more straightforward\, which can also increase student performance.\n&nbsp\;\nThis session focuses on practical uses of Copilot\, and by the end\, participants will have had the opportunity to redesign an assignment or rubric implemented in their own courses using Copilot. The focus is not on adding more work\, but on using Copilot as support that helps instructors create assignments and rubrics that fit more strategically and intentionally within the course arc.
CATEGORIES:EDUCATIONAL TECHNOLOGIES
LOCATION:VH 122\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:fa2f5ed66ffe3307e23ac2c96884b682
URL:http://sidlit2026.sched.com/event/fa2f5ed66ffe3307e23ac2c96884b682
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T194500Z
DTEND:20260731T204000Z
SUMMARY:Session 4E: Design Over Dollars: Choosing Engagement Tools That Matter
DESCRIPTION:High engagement doesn’t come from expensive tools\; it comes from intentional design. In this session\, we’ll share how our nonprofit team builds highly engaging Canvas professional development for adult learners ages 14–70+ by thoughtfully selecting and layering the right tools for the right purpose.&nbsp\;You’ll see real examples of how we use Canvas with interactive slides\, flip cards\, embedded activities\, and structured discussions\; alongside aligned objectives\, reflection\, and knowledge checks\; to create meaningful learning experiences. More importantly\, we’ll unpack the “why” behind each choice: how we match tools to learning goals\, cognitive load\, application\, and desired levels of interaction.&nbsp\;Leave with practical engagement strategies and tools that are purposeful\, scalable\, and budget-conscious\; no premium integrations required.&nbsp\;
CATEGORIES:EDUCATIONAL TECHNOLOGIES
LOCATION:VH 332\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:e8981dafb4f6fc36105dccb4f6750521
URL:http://sidlit2026.sched.com/event/e8981dafb4f6fc36105dccb4f6750521
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260706T181231Z
DTSTART:20260731T194500Z
DTEND:20260731T204000Z
SUMMARY:Session 4D: Our First Year Partnering with the Center on Rural Innovation – Artificial Intelligence Consortium (CORI-AI Consortium)
DESCRIPTION:During our inaugural year in partnership with the Center on Rural Innovation’s Artificial Intelligence Consortium (CORI-AI Consortium)\, Emporia State University (ESU) engaged in a collaborative\, community-centered initiative to advance AI literacy and institutional capacity within a rural context. As part of the “Higher Ed AI Consortiums in Rural America” project\, supported by Microsoft and LinkedIn\, ESU partnered with Emporia Main Street and the Emporia Public Library to design and implement a scalable and sustainable framework for AI education delivery. What transpired from this partnership was the development of a flexible “template app” that supports the delivery of repeatable workshops across diverse audiences. Grounded in a train-the-trainer framework and a growing community of practice\, the model enables facilitators to maintain consistency while adapting content to local needs. The resulting model offers implications for broader adoption\, contributing to workforce readiness and regional economic development in increasingly AI-integrated landscapes. This presentation shares both the process and the outcomes of this first year\, highlighting lessons learned at the intersection of community engagement and the push for equitable AI understanding\, usage\, and exploration.
CATEGORIES:EDUCATIONAL TECHNOLOGY LEADERSHIP
LOCATION:VH 126\, 1701 Morse Drive\, Emporia\, KS 66801
SEQUENCE:0
UID:bab57c0011cae5bff3efe72dcc6b8700
URL:http://sidlit2026.sched.com/event/bab57c0011cae5bff3efe72dcc6b8700
END:VEVENT
END:VCALENDAR