From Blueprints to Bricks: What's New in Online Ed?

Hear from the Online Ed team about the essential building blocks of a distance learning course and some time-and-effort-saving tips to create a smoother, less labor-intensive teaching experience. Then, take a look at distance education trends at College of the Canyons, as well as resources for both students and faculty! 

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• View Time & Effort Savers Padlet

Keynote Presentation: Sustainable & Flexible Teaching for Online Success 

With over two years of online teaching during the COVID-19 pandemic behind us, how can we best meet students’ needs during this unprecedented time? How can we make online teaching sustainable for ourselves as faculty? In what ways can we incorporate flexibility while still being rigorous? Why is care so critical to online teaching? In this keynote and breakout rooms, we will explore building blocks for rubrics and syllabus language, examples of trauma-informed pedagogy, and strategies for communicating care to our students. You can do it! We can help!

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• About Keynote Presenters

  For over two decades, Maritez Apigo has had the honor of teaching English and ESL in community colleges, high schools, and middle schools in the Bay Area, California and in Hawaii. She has been teaching online since earning her M.A. in English and TESOL from SFSU in 2012, and she holds an Online Network of Educators (@ONE) Certificate in Online Teaching and Design and an @ONE Advanced Certificate in Online Teaching Principles. Currently, she is the Distance Education Coordinator, the Open Educational Resources (OER) Coordinator, and an online and hybrid English Professor at Contra Costa College. As a leader in online education, she trains faculty in online pedagogy at the college, district, and state levels. She is an @ONE Online Course Facilitator of four professional development courses. Her passions for social justice, equity, innovation, and student success are illuminated in her work. When she’s not teaching, you might discover her behind the turntables DJing, in the dance studio working on her dance technique, or at a soccer field cheering on her two young children.

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  Twitter: @maritezapigo

  Recent Publications:

  • Podcast: “Online Learning Equitable Practices with Maritez Apigo” 
  • Article: “Conveying Care Online”
  • Article: “Beyond Lectures: Synchronous Student-to-Student Interaction”
  • Article: “Beyond Discussion Forums: Asynchronous Student-To-Student Interaction Online”
  • Article: “Humanizing Your Online Courses With Flipgrid”

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  Jamie A. Thomas combines her background in linguistic anthropology and applied linguistics to creatively center marginalized voices and concerns in online pedagogy and professional development. Recently, Jamie was named by Intuit as one of 100 top Los Angeles area educators. She also received the 2022 Distance Education Excellence award at Santa Monica College, where she has been an Assistant Professor of Linguistics since 2019. Jamie enjoys connecting with faculty throughout California as an Equity facilitator for the CVC/Online Network of Educators (@ONE), and supports the CCCOER “Open for Antiracism” initiative as a project advisor and faculty coach. Jamie is also a Mellon/ACLS Community College Faculty Fellow (2021-2022) and Principal Investigator for the project, “Closing Racial Equity Gaps in Online Teaching of Introductory Linguistics.” Her research explores the racialized and embodied learning experiences of college students as connected to cultures of instruction and global popular culture. She has written and edited two books, including Zombies Speak Swahili: Race, Horror, and Sci-fi from Mexico to Tanzania and Hollywood (forthcoming). Jamie holds a PhD in Second Language Studies from Michigan State University, and previously taught at Middlebury College and Swarthmore College.

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  Twitter: @jamieisjames / Instagram: @jamieisjames 

  Recent Publications:

  • Article (forthcoming 2023): “Community College Linguistics for Educational Justice: Content and Assessment Strategies that Support Antiracist Teaching.” In A. Charity Hudley, C. Mallinson, and M. Bucholtz (Eds.), Inclusion in Linguistics. New York: Oxford University Press.
  • Article (2022): “‘Don’t Stress This Test!’: Inclusive Assessment Strategies that May Reduce Test Anxiety and Expand Success” @ONE Blog
  • Presentation Video (2022): “From Gotcha to ‘You Got This!’: Online Teaching Strategies that Uplift Students, Build Interactivity, and Increase Retention” @ONE Equitable Online Teaching workshop series. 
  • Article (2022): “Dying to Live in Octavia Butler’s Kindred and Breonna Taylor’s America: Discourses of Policing, Misogynoir, ‘Runaways’, and Zombies.” In R. Gibson and J. M. VanderVeen (Eds.), From Animus to Zombi: Global Perspectives on the Liminality of the Supernatural, pp. 93-112. Lanham, MD: Rowan & Littlefield.
  • Article (2021): “Personal Protective Equipment Against Anti-Blackness: Communicability and Contagion in the Academy." With M. Bucholtz. Journal of Linguistic Anthropology, 31(2), 287-292. (Special Issue on Language and White Supremacy)
  • Article (2021): “Ghanaian Multilinguals on Study Abroad in Tanzania: Learning Swahili Through Akan/Twi and Cultures of Storytelling.” In W. Diao and E. Trentman (Eds.), The Multilingual Turn in Study Abroad, pp. 13-42. Bristol: Multilingual Matters.
  • Book (2019): Embodied Difference: Divergent Bodies in Public Discourse