
2023 Projects
Improving Digital Literacy Using Universal Design for Learning Resources for Designers, Developers, and Digital Content Users
Problem Statement
Higher education often falls short in fully integrating the principles of universal design for learning (UDL) and accessibility, which impedes digital literacy.
Task
Create resources to help content developers/designers and spark user understanding and expectations.
Project Workflow
The team consisted of learning professionals from Cecil, Howard, Prince George’s, and Montgomery Colleges. Collectively, they:
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Developed a shared definition of digital literacy
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Clarified the problem statement
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Identified barriers/impediments to digital literacy and UDL adoption
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Designed a framework for examining the creation and use of accessible content
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Worked as a team to verify the framework manifested UDL principles and reflected each professional's learning lens
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Modified and refined the initial concept to create infographics that make UDL actionable
The team produced two infographics, one meant for content designers and one targeted toward content users (students).
Improving digital literacy by using universal design strategies
Meant for content designers, this infographic is UDL checklist that is mapped to the UDL principles. It incorporates “good, better, best” practices as a method to gauge continuous improvement, based around the “3 RS” of Respond, Refresh, and Reimagine.
Digital literacy expectations 4 students
Designed for the primary users of the content, this infographic addressed student expectations when interacting with digital content in the online environment. These expectations include institution-wide practices, technology and digital literacy, content accessibility, and engaging learning experiences.
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Team Members
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Robyn Alexander, Howard Community College
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Lindsey Barclay, Prince George's Community College
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Christine Crefton, Montgomery College
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Julie Eller, Cecil College
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Elysse Meredith, Montgomery College
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Suzette Spencer, Montgomery College
Mentors
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Isabel DeFeo, Carroll Community College
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Marjorie Rawhouser, Anne Arundel Community College

AI Toolkit Checklist
Generative AI: A New Frontier for Community College Pedagogy Across Course Modalities On November 30, 2022, the release of ChatGPT reached 1 million subscribers in less than 5 days. It took Instagram 2.5 months to reach that number. Community college faculty are in a unique position to lead the way in adopting Generative AI to support student learning and success across different course modalities, including online, hybrid, and in-person courses. To aid faculty in effectively and ethically integrating Generative AI, a comprehensive Generative AI integration toolkit tailored to community colleges is presented in this paper. This toolkit contains several resources that can be used to create authentic learning experiences for students enabling them to quickly adapt to the rapid changes in an AI-driven workforce.
AI: A New Tool or Old Friend? AI (Artificial Intelligence) may seem like a new technology, but it has been around since the 1950s and has permeated 21st century living. In fact, you may have used it already today or at least you are likely to at some point. Maybe you asked Siri or Alexa for today’s weather forecast. Or, maybe you listened to a suggested playlist from Spotify or Apple music during your morning run. Perhaps you used Google Maps or Waze for the fastest route to your off-campus meeting. Did you use Word’s spelling and grammar checker or Grammarly to proof your weekly course announcement? Did you engage your anti-lock brakes on your way to work today? All of these activities involved AI.
AI Evolution: An Ongoing Process In the mid-20th century, the development of electronic computers helped usher in the modern era of AI. By 1956, the term "artificial intelligence" was coined, formally establishing the field. Over the decades since, AI has experienced periods of enthusiasm (AI summers), and periods of skepticism (AI winters) as society grapples with whether AI is “good or bad” for humanity. Recent advancements in machine learning, deep learning, and neural networks have fueled the current AI renaissance, leading to breakthroughs in various applications, most notably natural language processing. A timeline is provided highlighting key advancements in AI.
Checklist
This checklist is intended to help faculty/staff use various AI tools in a responsible way.
Toolkit Glossary
Key AI Terms for Educators Understanding basic AI terminology will help educators stay informed about the latest advancements in AI technology and explore its potential for enhancing teaching and learning in their classrooms. It's important to note that AI is still evolving, and its application in education is ongoing. However, understanding the basics of AI will provide educators with a solid foundation to navigate this rapidly changing field and make informed decisions about its integration into pedagogical practices. This glossary will help provide the foundation educators need to speak knowledgeably about AI in the classroom.
AI Comparison Chart
This chart is designed to help compare various AI tools.
Developed By:
Dana Gullo, Cecil College
Shawn Crosby, Community College of Baltimore County
Eileen Hardin, Community College of Baltimore County
Julie Horton, Frederick Community College
Christina Gentile, Montgomery College
Hoa Nguyen, Montgomery College
(Group Mentor: Dr. Michael Mills, MOL Board Chair)

Guide to Online Course Assignment and Instructor Qualifications
Online Learning Checklist
This “checklist” was developed to assist faculty in evaluating their online course to ensure that the course adheres to what is required by law (some course may have certain requirements depending on organization it may be for), meets accreditation standards for online instruction, and follows best practices to achieve student success.
Guide to Online Course Assignment and Instructor Qualifications
In today's digital age, online courses have become a cornerstone of education, offering flexibility and accessibility to learners worldwide. However, ensuring the quality of these courses and the proficiency of instructors is crucial for a successful learning experience. This comprehensive guide outlines the criteria for assigning online courses and the essential qualifications for instructors to excel in the online learning environment.
Developed By:
Kari Everett, Harford Community College
Michele Catterton, Harford Community College
Jessica Adams, Harford Community College
Joseph Rafter, Frederick Community College
(Group Mentor: Dr. Dionne Throne, MOL Board Chair)
