Tanya Joosten is -- educator, speaker, author, thought leader, social scientist, futurist, mastermind, beach seeker -- champion of rock/paper/scissors, Tetris, Dance Central, Madden, Spades, and pool -- introvert, amazing visionary, so essomenic, breath of fresh air, mad skillz, hottest jam, nerd, techy, and according to Dougie, "everybody love me," #iamhiphop, #iamuwm, academic loving learning and living, sarcastic, @tjoosten, and Penelope's mom. Oh, and she has a sense of humor and doesn't take herself or her accomplishments too seriously ;)
Tanya Joosten is the Director (Interim) at the University of Wisconsin – Milwaukee Learning Technology Center (LTC) where almost 3000 instructors (faculty, academic staff, and TA's) are supported in their use of digital technologies to facilitate teaching and learning. UWM offers over 40 online and blended degree programs to its app. 30,000 students.
Tanya is the author of Social Media for Educators. Her work and expertise on social media, virtual worlds, and other emerging technologies has been highlighted in The Chronicle of Higher Education, Ed Tech Magazine, eCampus News, EDUCAUSE Review, EDUCAUSE Quarterly, and other news and media publications.
She is helping develop plans for the future of education as she is a member of the UWM digital future steering committee, State of Wisconsin Superintendent's digital learning advisory council member, EDUCAUSE Evolving Technologies Steering Committee, EDUCAUSE IT Status committee, NMC Horizon Project Higher Ed Advisory Board, and Sage Publications digital media advisory board member.
Tanya is active in blended and online learning where she has taught online and blended classes for over a decade, co-chairs the UWM Online Program Council (OPC), is the campus liaison for online and blended programming, is a mentor for the Sloan-C certificate in online teaching, and is the 2013 chair of the Sloan-C Blended conference (#blend13) in Milwaukee (http://sloanconsortium.org/blended).
In leading the UWM LTC, she oversees the recognized faculty development team for online and blended teaching, the UWM Certificate in Blended and Online Teaching, the online and blended teachers users group (OBTUG), and the Sloan-C blended faculty development program. Also, she has worked with dozens of universities and colleges across the globe on developing their teaching and learning strategies and supporting instructors' use of technology.
Upcoming presentations:
2013, February 17th, Transforming Higher Education: Using Social Media to Ignite Students. Keynote. Presented at eLearning 2013. San Antonio, TX. Retrieved from: http://www.itcnetwork.org/elearning-conference/general-session-speakers.html.
2013, March 4th, Social Media in Higher Ed - Where are We Going? Panel. Presented at SXSWedu. Austin, TX. Retrievable at: http://schedule.sxswedu.com/events/event_EDUP15497.
2013, March 20th, The digital future: Who is driving the bus? Keynote. Teaching & Learning with Technology Symposium, GVSU, Grand Rapids, MI. Retrievable at: http://www.gvsu.edu/it/idel/tanya-joosten-2012-2013-symposium-keynote-presentation-23.htm.
2013, May 10th, “Social Media: Instructional and Institutional Issues,” University of Nebraska Online Worldwide Distance Education Symposium. Retrievable at: http://unit.nebraska.edu/symposium-guest-speakers.html.
2013, May 10th, “Introduction to Social Media for Instruction,” University of Nebraska Online Worldwide Distance Education Symposium. Retrievable at: https://secure.unl.edu/nutechday/.
2013, May 25th, Social Media for Educators. Keynote. BEAC Annual Conference. Banff, Alberta. Retrieved from: http://beac.ca/
Summer 2013
2013, July 8th. Strategies to ensure quality in online and blended courses. Workshop. Sloan Consortium Blended Workshop and Conference. Milwaukee, WI.
Dylan Barth, Learning Technology Consultant, Tanya Joosten, Director, Learning Technology Center, Matthew Russell, Learning Technology Consultant, University of Wisconsin–Milwaukee
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
2013, July 9th. Using MOOCs for Blended Learning. Featured Session. Sloan Consortium Blended Workshop and Conference. Milwaukee, WI.
Karen Vignare, Director, Michigan State University Global Ventures
Shari Smith, e-Education Facilitator, Rice University
Tanya Joosten, Director, Learning Technologies, University Wisconsin-Milwaukee
Panel of leaders in higher education will discuss the considerations and implication in using MOOCs for blended learning at the course and program level. More to come.
2013, August 7th. Strategies to ensure quality in online and blended courses. Workshop. Annual Distance Teaching and Learning Conference. Madison, WI.
Panel of leaders in higher education will discuss the considerations and implication in using MOOCs for blended learning at the course and program level. More to come.
2013, August 7th. Strategies to ensure quality in online and blended courses. Workshop. Annual Distance Teaching and Learning Conference. Madison, WI.
Dylan Barth, Learning Technology Consultant, Tanya Joosten, Director, Learning Technology Center, Amy Mangrich, Learning Technology Consultant, University of Wisconsin–Milwaukee
This workshop offers a collaborative and interactive opportunity to consider and construct a comprehensive approach to quality. Through discussions and small group activities, you will learn how the quality of blended and online programs can be ensured through faculty development and training, evidence of instructional competence, recognition of excellence, constructive evaluation and feedback, and community-building opportunities.
2013, August 8th. Survey says! Uncovering faculty support needs and instructional technology preferences .Annual Distance Teaching and Learning Conference. Madison, WI.
Amy Mangrich, Learning Technology Consultant, and Tanya Joosten, Director, Learning Technology Center, University of Wisconsin–Milwaukee
Instructional technologies are in constant flux. How do institutions determine appropriate allocation of technology resources? How can support units remove technology adoption barriers through preferred communication modes and training tools? Presenters will share a survey instrument designed to explore faculty support needs and preferences. The presentation will discuss survey results and examine how this data has informed campus strategic planning efforts.
Fall 2013
2013, October 15th. Ensuring quality in online and blended programs. Workshop. EDUCAUSE Annual Conference, Boston, MA.
Tanya Joosten, Director, Learning Technology Center, Dylan Barth, Learning Technology Consultant, University of Wisconsin-Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality. A recent study reported that "the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano et al. 2012, 128). With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. This workshop will provide a collaborative and interactive opportunity to connect with colleagues to consider and construct how the quality of blended and online programs can be ensured through faculty development and training, evidence of instructional competence, recognition of excellence, constructive evaluation and feedback, and community-building opportunities among instructors and staff.
2013, October 15th. Social media for teaching and learning. Workshop. EDUCAUSE Annual Online Conference, Boston, MA.
Tanya Joosten, Director, Learning Technology Center, University of Wisconsin-Milwaukee.
Why would you implement any learning technology in your classroom? Because it's cool? Errr...wrong. Come find out about what your pedagogical needs in the classroom may be and how you can use different social media with different characteristics to meet those needs. We will develop specific strategies and materials to get you well on your way to becoming the innovative teacher you always knew you could be.
2013, November 22nd. The flipped classroom: Taking advantage of renewed opportunities. Workshop. Sloan Consortium International Conference for Online Learning. Orlando, FL.
Karen Vignare, Director, Michigan State University Global Ventures
Shari Smith, e-Education Facilitator, Rice University
Tanya Joosten, Director, Learning Technologies, University Wisconsin-Milwaukee
The new terminology, flipped classroom, is evidence of the changing landscape in blended and hybrid teaching and learning. This renewed interest in active learning reveals additional opportunities for blended learning. Although the field of blended learning is not new, we are witnessing a revival in interest around blended learning. The overarching goal of the flipped classroom is to make the most of in-class time. We can look to our research and practices from over the past decade of blended learning to inform us in making decisions when it comes to strategy, implementation, pedagogy, research, and support for flipped classrooms. Further, we will consider how current trends in MOOCs and OER impact these opportunities in advancing the flipped classroom.
The new terminology, flipped classroom, is evidence of the changing landscape in blended and hybrid teaching and learning. This renewed interest in active learning reveals additional opportunities for blended learning. Although the field of blended learning is not new, we are witnessing a revival in interest around blended learning. The overarching goal of the flipped classroom is to make the most of in-class time. We can look to our research and practices from over the past decade of blended learning to inform us in making decisions when it comes to strategy, implementation, pedagogy, research, and support for flipped classrooms. Further, we will consider how current trends in MOOCs and OER impact these opportunities in advancing the flipped classroom.
