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A unique one-year Staff and Educational Development Association (SEDA) accredited, non-degree certificate program, inquire is designed for graduate students and instructors looking to engage in the scholarship of teaching and learning (SoTL). The inquire certificate includes face-to-face sessions and online course delivery, providing participants studying from a distance with the flexibility to conduct their own disciplinary studies while simultaneously enhancing their abilities in the scholarship of teaching and learning. A blended learning, inquiry-based program, the inquire certificate can be achieved by completing the following three successive courses: Foundations and Frameworks in the Scholarship of Teaching and learning Conducting the Scholarship of Teaching and learning Communicating Findings in the Scholarship of Teaching and learning Program participants can expect to ethically and collaboratively identify, investigate, and answer a question related to teaching and learning. The inquire non-degree program certificate will use an inquiry-based learning approach to enable students to develop and apply pedagogical knowledge and skills by collaboratively researching a self-identified question related to teaching and learning. Two mandatory face-to-face sessions occur throughout the certificate. The first face-to-face session is a four-day Action Institute running at the beginning of the first course (May 5-8, 2015). The second face-to-face session occurs at the end of the certificate during the 2016 Teaching and learning Innovations Conference at the University of Guelph. All other components of the certificate will be offered online.

"Mobile Learning Developer's Conference, Oct 5-7 2011 mLearning DevCon's focus is on mobile Learning development, not just theory. Learn about mobile Learning technologies, how to overcome barriers in development and tools that can help accomplish what you need. Whether you work in government, academic, corporate or just want to learn more about the future of training, mLearning DevCon will offer more useful and relevant information than any other mobile Learning conference. Don't just memorize terms or jot down the experiences of someone else- learn whether or not mobile Learning is right for your organization and, if so, how to actually create mobile Learning content. "

The 2015 National Forum on Active Learning Classrooms (NF-ALC) at the University of Minnesota focuses on advancing practice and research on active Learning classroom spaces. The NF-ALC will feature new session formats (see the Submission Guidelines) designed to provide opportunities for participants to demonstrate innovative practices and research that leverage the advantages of technology-enhanced Learning spaces and active Learning pedagogies. Our expectation is that participants from a wide variety of institutions will attend the NF-ALC to a) examine common issues affecting the effective use of these spaces and chart a path for their resolution; b) share successful practices that have enriched the student and faculty experience in active Learning classrooms; and c) build and deepen networks with colleagues in order to advance their campus efforts. The forum is framed by the alignment between the use of new Learning spaces and achieving the academic priorities of many universities and colleges, such as increased retention, improved graduation rates, student engagement, emerging technologies, and global Learning. Since these priorities are of broad interest to all working in higher education, international participation is most welcome.

"Using Grading Strategies to Understand and Improve Student Learning Workshop October 12-13, 2012 Cambridge, MA Good grading and good teaching go hand in hand. If you haven't taken a fresh look at your assessment strategies recently, it's likely that you're missing some powerful ways to improve your courses and deepen the caliber of Learning that takes place in your classroom. The purpose of this exclusive two-day event is to help you create purposeful, meaningful opportunities for students to learn exactly what you want them to learn. This workshop is designed to give you the freedom to think in new and innovative ways about how you teach and how you assess student Learning. The dual presenters have prepared a full menu of engaging activities for reflecting deliberately and developing the types of assessments that will improve the Learning experience in your courses. In Using Grading Strategies to Understand and Improve Student Learning, a pair of leading experts in classroom assessment will lead you through a concentrated two-day workshop designed to provide you with new tools and insights for redesigning your assessment strategies. At the end of this event, you will understand how and why improving the quality of the assessments you use in your college courses can raise the level of Learning in your classroom."

This year's Dalhousie Conference on University Teaching and Learning (DCUTL) will explore the integration of Learning technologies to foster deep Learning in courses and programs and will provide opportunities to discuss how such approaches will continue to influence the higher education landscape. The conference will feature a plenary address by Dr. Norm Vaughan, Professor at Mount Royal University's Faculty of Teaching and Learning and one of Canada's leading experts on blended Learning and the effective integration of technology in higher education Learning environments.  Dr. Vaughan will be speaking on "The Effective Integration of Blended Learning in Courses and Programs".

The 2013 National Forum on Active Learning Classrooms (NF-ALC) at the University of Minnesota focuses on advancing practice and research on active Learning classroom spaces. The NF-ALC will feature new session formats (see the Submission Guidelines) designed to provide opportunities for participants to demonstrate innovative practices and research that leverage the advantages of technology-enhanced Learning spaces and active Learning pedagogies. Our expectation is that participants from a wide variety of institutions will attend the NF-ALC to a) examine common issues affecting the effective use of these spaces and chart a path for their resolution, b) share successful practices that have enriched the student and faculty experience in active Learning classrooms, and c) build and deepen networks with colleagues in order to advance their campus efforts.

The 13th annual learning conference explores how we can design, assess, and facilitate learning that engages every learner, allowing each student to build their own knowledge and contribute their own strengths to their learning and the learning of their classmates and instructors. Together, we'll explore questions that reach through and beyond content and pedagogical content knowledge, like How can one instructor engage every student in a large class? How do instructors recognize and celebrate their students' diversity without risking microaggressions? What can instructors do before, during, and after class, face-to-face and online, to support each student? How does an instructor create and maintain an environment where every student feels welcome to contribute? What critical pedagogies empower each student's unique voice? What technologies enhance a student's ability to engage and contribute? What are the promising practices in your discipline? Can they be adapted to other disciplines? Keynote address by Dr.Sarah L.Eddy, "End of Lecture?  Active learning increases student achievement".

This Institute gives instructional faculty an intensive experience in teaching and learning to support deep learning in post-secondary students. The institute is developed around core teaching strategies from planning for deep learning experiences, connecting learning objectives to rich assessment and evaluation methods, building in active learning activities into the class, obtaining feedback and formative assessment from students to planning a lesson and incorporating reflective practice into being a professional educator.

"This is the 6th annual conference on blended learning sponsored by COHERE (Collaboration for Online Higher Education & Research) and CSSHE (Canadian Society for the Study of Higher Education). It will feature Dr. Tony Bates, the well known scholar and commentator on the use of technology in higher education. His latest book is Managing Technology in Higher Education: Strategies for Transforming Teaching and learning (Jossey-Bass, 2011). In addition to taking an active part in the entire conference and doing the conference wrap-up, Tony will deliver the following keynotes: Meeting the challenge of technology: are we failing as managers? Designing university teaching to meet the needs of 21st century students The conference will also feature a number of concurrent sessions, for which we invite proposals related to one of the following streams: 1. Taking stock of blended learning in higher education: Management, policy, and research issues 2. Case studies of teaching and learning issues related to blended learning"

"The Institute for Scholarship of Teaching and Learning at Mount Royal University is pleased to announce our 2011 Centennial Symposium on Scholarship of Teaching and Learning, November 10-12, 2011 in Banff Alberta Canada. This gathering of teacher/scholars is a "practitioners conference" dedicated to developing individual and collaborative teaching and Learning scholarship, sharing nascent data and findings, going public with compelling results of completed research projects, and building an extended scholarly community. The goals of this event, and the Institute for Scholarship of Teaching and Learning at Mount Royal University, include understanding and improving student Learning through systematic scholarly inquiry and building collective knowledge for the future."

The Centers for Teaching & Technology will host the 8th annual "The SoTL Commons" conference in Savannah, Georgia. The conference brings together people engaging in Scholarship of Teaching and Learning (SoTL) and research that helps improve student Learning outcomes in higher education. The conference epitomizes that college teaching is intellectual work that is enhanced both by disciplinary scholarship and the scholarship on teaching the disciplines (SoTL) that is enhanced by both disciplinary scholarship and the scholarship of teaching and Learning. The SoTL Commons Conference is a catalyst for Learning, conversations and collaborations about SoTL as a key, evidence-based way to improve student Learning.

The Teaching Professor Conference is a place where teachers connect. This conference provides an opportunity to learn effective pedagogical techniques and interact with colleagues committed to teaching and learning excellence. Whether you are a new or experienced faculty member, teaching assistant, adjunct faculty, dean, chair, or provost, you will learn something that helps you expand your teaching and learning efforts. The plenary and conference sessions will renew and energize you … not to mention the nonstop talk about teaching throughout the conference. If you are concerned about the needs of today's college students and want to address them and, at the same time, keep standards high and push students to excel, this is the conference for you. We welcome you to join us in New Orleans, Louisiana, USA., May 31-June 2, 2013 where we'll provide the place and you provide the desire to continue to learn what students need.

We cordially invite you to participate in the 37th Annual POD Conference to be held in Seattle, Washington on October 24-28, 2012. With this year's theme, Pencils & Pixels: 21st Century Practices in Higher Education, we invite an informed exploration of the unprecedented array of technologies, both high-tech and low-tech, in use at institutions of higher learning. New technologies continue to arise, faster than most of us can assimilate. Some are seductive. Others seem to be more trouble to learn than they are worth. Some may seem frivolous, but upon closer examination have exciting applications for teaching, learning, and professional and organizational development. At the same time, many of the very best pedagogical technologies are neither new nor digital. It is probably no coincidence that the growing interest in contemplative practices and "slow teaching" is occurring simultaneously with the current smart phone and social media explosion. How are digital technologies affecting the way students learn? How can we support faculty and students-many of whom wear their smart phones like appendages-in selecting appropriate technologies for the work at hand? When, if ever, is it appropriate to insist that students, faculty, and even organizations disconnect entirely from digital tools and social media? How do high-tech and low-tech pedagogies inform each other? We invite you to share the tools, approaches, and practices that foster excellent teaching, learning, and professional development; strategies and rationale for supporting the technology-resistant to choose and use excellent digital tools; technology-related research findings; and examples of productive disengagement from technology addictions. 

The mission of Global Learn conferences and events is to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed. 28 Global Learn serves as a means to connect and engage creative educators, researchers, consultants, training managers, curriculum developers, and others in the topics and fields in which they are passionate about.

"Collaborating for Learning will focus on the many ways faculty, students and disciplines collaborate to produce the meaningful Learning we strive to foster in our students. The conference will live up to its name, and provide opportunity for Learning together in ways that allow us to enhance our practice, grow our research on how students learn, and build our community. It is a collaborative event where faculty, graduate students, post doctoral students, librarians, student services professionals and students are invited to discuss their insights, experiences and related research. Some of the themes for consideration include collaboration inside the classroom, outside the classroom, collaboration among the disciplines and collaboration in inquiry. "

"Learning analytics (LA) is the collection and analysis of data associated with student Learning. The analysis of this data, coming from a variety of sources like the LMS, the library, and the student information system, helps us observe and understand Learning behaviors in order to enable appropriate interventions. The reports that an LA application generates can be helpful for instructors (regarding student activities and progress), for students (regarding their progress), and for administrators (regarding course and degree completion data). LA applications help instructors monitor student progress, students evaluate their own performance, and administrators track course and degree completion. Although still emergent, Learning analytics is a rapidly expanding area of research and a practice worthy of exploration."

In exploring the conceptions of our profession and how institutional directions shape our practice in diverse landscapes, we invite you to explore the following questions: How do the strategic priorities of our institutions shape our approach to educational development? What are our roles in shaping institutional priorities? What should they be? How do we position ourselves in our institutions to influence strategic decision-making about teaching and learning? On the spectrum of responsibilities from meeting the learning needs of individual teachers to facilitating institutional change, how do we reconcile the tensions that the expanding roles of educational development specialists can create? As institutional directions move to a greater focus on assessment of teaching performance, institutional accountability, e-learning and m-learning, how are the roles of educational developers, instructional designers, and curriculum specialists changing? To what degree to we want to harness these trends to shape how our profession is conceptualized?

"Emergent Dialogues in Assessment"   In the last decade, the higher education sector has been confronted with increasing skepticism about its effectiveness and quality from government agencies and employers, as well as from prospective students and their families. In the face of such criticism, higher education's response has been very weak, as illustrated by the inclusion of assertions that these skeptics should trust us; the production of weak and misleading reports on institutional quality; and accreditation-based assertions of quality based on criteria that miss the point of the skeptics' criticism. While we assert quality in many ways, we rarely do it in a way that answers the central, critical question these skeptics want answered: will graduates be able to function and succeed in the world after graduation?  Colleges and universities can no longer avoid answering that question, nor can they try to answer it with surrogate measures.   The demand answers that are both rigorous and practical is being exacerbated by fundamental changes in student demographics and the way higher education institutions "do business."  Growing adult/returning student populations, more diverse student bodies with more diverse needs, and an increasingly challenging economic environment  will force higher education to be more flexible and accountable, but with fewer resources. In this environment assessment practitioners can play a major role in evaluating and developing response strategies like translating learning into credit (e.g. prior learning assessment), "direct assessment programs" ( e.g. competency-based education), and emergent learning environments (e.g. adaptive learning).  

AAEEBL is the Association for Authentic, Experiential and Evidence-Based Learning.  At these conferences: Learn how your colleagues are changing their approaches to teaching, how technology can be more friendly and why eportfolios are spreading in higher education. Join the community:  AAEEBL is the only eportfolio professional association in the U. S. Learn the latest about eportfolios:  AAEEBL and AAC&U offer the best conferences in the U. S. on eportfolios in the winter, spring, summer and fall. Catch up on the latest thinking on how best to re-design Learning experiences.

"E-Learn--World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education is an international conference organized by the Association for the Advancement of Computing in Education (AACE) and co-sponsored by the International Journal on E-Learning. This annual conference serves as a multi-disciplinary forum for the exchange of information on research, development, and applications of all topics related to e-Learning in the Corporate, Government, Healthcare, and Higher Education sectors. "

This annual conference serves as a multi-disciplinary forum for the exchange of information on research, development, and applications of all topics related to e-Learning in the Corporate, Government, Healthcare, and Higher Education sectors.