SIDLIT 2026

Each of us has perhaps thousands of images in our cell phones, but what are we doing with them once they have been taken?  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.


A 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.


This workshop will have participants use their critical thinking skills to choose an image and craft six words or less to tell a complete story.


Be inspired to use this story writing technique as a team building activity for your next upcoming team project!


Last, 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.
 
Participants will be charged with the following tasks:
--Be concise; remember you have up to six words maximum.
--Only select words that are meaningful; critical thinking skills are required.  ;-)
--You must share a complete story.
--Consider adding conflict, action, or a resolution.
--Again, carefully, choose your words.
--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.
--Let the readers create a bigger ending in their minds.  There is power in what is NOT being said.

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?
This 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.
Attendees 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.
Participants will leave with adaptable questions they can use to review assignments, discussions, projects, and assessments at their own institutions or organizations.

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. 
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. 
Leave with practical engagement strategies and tools that are purposeful, scalable, and budget-conscious; no premium integrations required.