Webinars
@ONE webinars are free, but require registration. We hope you will join us for one or more! If you can't make it, all of our webinars are available on-demand on our YouTube page.
Emoji Overload: Accessibility in the Age of AI
***DUE TO UNFORESEEN CIRCUMSTANCES, THIS WEBINAR HAS BEEN POSTPONED TO SPRING 2027***
Artificial intelligence tools are increasingly generating content filled with emojis, icons, and visual embellishments. While these elements can add personality and engagement, they can also introduce barriers related to accessibility, usability, readability, and interpretation. We will examine how assistive technologies interpret emojis, discuss when emojis enhance or hinder communication, and review practical strategies for using visual elements intentionally in educational and professional contexts.
Saša Stojić-Ito likes to say she fell into accessibility, pun intended. What began with a college basketball injury more than 20 years ago led her to work in Disability Student Programs & Services (DSPS), where she discovered a passion for removing barriers and creating more inclusive experiences. Since then, that passion has evolved into a career spanning accessibility, instructional design, user experience (UX), Universal Design for Learning (UDL), and, more recently, AI.
She has served as an Accessibility Specialist, Instructional Designer, Distance Education Coordinator, and Online Multimedia Specialist. She holds a Master of Science in Instructional Design & Technology (MSIDT), an Assistive Technology (ATACP) certificate, and is an IAAP Certified Professional in Accessibility Core Competencies (CPACC). She firmly believes that the best ideas emerge where curiosity, technology, and human connection intersect.
Introducing The 2027 Online Course Design Rubric
The 2027 Online Course Design Rubric is being revised, and this webinar offers an overview look at the work behind that effort. Designed for all California community college faculty, this session focuses on how the rubric is being shaped, not a walkthrough of the draft itself.
Presenters will share what has been learned through statewide listening sessions, faculty conversations, and the POCR pilot, where reviewers applied draft criteria to real online courses. These activities have surfaced valuable insights about clarity, usability, and how the rubric functions in practice for both course authors and reviewers.
Whether you are deeply involved in online course design or just beginning to explore online teaching, this session will help you understand how faculty feedback is influencing the next version of the rubric and what to expect as the work moves toward a public release at the Online Teaching Conference in June 2026.
Xochitl Tirado serves as a Faculty Mentor at @ONE and the Distance Education Coordinator at Imperial Valley College. With over 25 years of experience in education across higher education and K–12 settings, she brings a strong foundation in teaching, instructional design, and faculty development. At Imperial Valley College, she leads the college’s efforts to ensure quality and compliance in online learning, overseeing faculty training, online course design, and distance education policy. In her role with @ONE, Xochitl supports colleges statewide as a POCR faculty mentor, guiding faculty through the Peer Online Course Review process and promoting best practices in online teaching.
Maria Elena Fernandez serves as a Faculty Mentor at @ONE. She is the Distance Education and Instructional Design Coordinator at College of the Siskiyous, where she leads strategic initiatives in online education, supports faculty development, and advances quality in instructional design. She brings strong skills in curriculum design, digital learning design, faculty training, and instructional innovation—developed over more than 30 years in the California Community College system—to her role as a POCR Faculty Mentor with @ONE.
When Canvas Goes Down: A Guide to Instructional Continuity
How do we keep teaching and supporting students when our primary instructional platform is suddenly unavailable?
In this webinar, we’ll share how that experience prompted City College of San Francisco to develop an Instructional Continuity Planning Guide and explore practical strategies for maintaining instruction during an LMS disruption. Topics will include communicating with students, accessing and sharing course materials, continuing synchronous or asynchronous instruction, adapting assignments and assessments, and using backup options such as email, Zoom, Pronto, Simple Syllabus, and institutionally supported cloud tools.
We’ll also look at how CCSF developed the guide, including the process used to identify practical alternatives, organize faculty guidance, and create a resource that could be used quickly during an outage. Administrators and instructional leaders will leave with ideas for facilitating a similar continuity-planning process at their own institutions.
Participants will leave with both practical strategies for teaching through an LMS disruption and a framework for strengthening instructional continuity and campus readiness before the next unexpected outage occurs.
Jennifer Kienzle, PhD (Communication Studies)is the Associate Dean of Online Learning at City College of San Francisco, where she leads initiatives supporting online education for credit and noncredit programs. Her work focuses on faculty development, educational technology, distance education policies, and the thoughtful integration of emerging technologies, including generative AI, into teaching and learning. She currently serves as Vice President of the Distance Education Coordinators Organization (DECO), a statewide organization supporting distance education professionals across California’s community colleges. Previously, she taught Communication Studies classes, primarily in Interpersonal and Intercultural Communication. She collaborates with faculty, staff, and campus leaders to strengthen online learning practices and expand support for both instructors and students.
Alex Hosmer has spent his career exploring how technology can support teaching and student learning. Before joining City College of San Francisco in 2017, he taught ESL for 25 years, where his interest in educational technology grew from using digital tools with his own students to managing an LMS and training faculty and staff across his university. Now a Senior Trainer in CCSF’s Educational Technology Department, Alex supports faculty in using Canvas and other educational technologies to create effective and accessible learning experiences for students. His work also includes faculty professional development, online course design, accessibility, and the thoughtful use of emerging technologies such as generative AI. Outside of work, Alex enjoys salsa dancing with his wife and volunteering with the National Park Service on trail restoration projects in Yosemite.
Show Your Work" — Then AI Called My Bluff: Rethinking What Our Assessments Actually Measure
If AI can produce what we've been asking for, what were we actually asking for? I spent years telling students to show their work — and it wasn't until AI that I let myself question an educational tradition of scoring human intellect that never felt completely right.
For over a century, education has asked students to produce things — essays, tests, rubric-scored papers — and called it evidence of learning. It wasn't a bad idea. It was a practical one. But somewhere along the way, the final submission became the point, and the thinking and learning behind it became invisible.
This presentation isn't about AI detection, policy, or whether students are cheating. It's about an older, quieter problem: assessment built around collecting output and predetermined outcomes, not witnessing genuine learning — the confusion, the questions a student doesn't know how to ask yet, the moment something finally clicks. As educators, we work within systems that need the cleaned-up product at the end — the scores, the outcomes, the things that can be counted. But now we have an opening to design assessment around what we actually care about: the learning itself.
Dr. Rachel Tatro-Duarte is a Professor of English at Porterville College and an AI Fellow for the California Community College Chancellor's Office. Her EdD research developed a VR Learning Model for experiential engagement in literature — work that began with her immersive field studies in Greece as a Graduate Scholar Awardee and in Italy as a National Endowment for the Humanities scholar. That same pursuit of authentic encounter over surface performance now drives her assessment design work, which centers the visible process of thinking over polished output.
Understanding the Course Outline of Record (COR): What It Is, Where to Find It, and How to Use It
Course outlines of record (CORs) are fundamental to community college curriculum. Explore the basics of CORs, including their legal foundations and varied purposes and audiences, as well as the ways faculty can use CORs to support faculty preparation and equitable student learning.
Cheryl Aschenbach is a Lassen College teacher and faculty leader who nerds out on all aspects of curriculum and governance. As a long-time faculty member and leader at Lassen Community College, Cheryl has local experience as academic senate president, curriculum chair, consultation council co-chair, and accreditation chair. She has also served the Academic Senate for California Community Colleges for many years, previously as president (2023-2025) and now as the Common Course Numbering Faculty Director. As a teacher, leader, and collaborator, Cheryl strives to facilitate learning and leadership experiences that empower students, staff, and faculty to engage their individual and collective voices to affect change in the spaces that matter most to them.
Disciplinary Reflection in the AI Age
Does the rise of AI tools change how we teach? Does it change what we teach? How, in other words, should we think about the discipline-specific skills and knowledge that we share with students in the age of AI? AI raises many practical questions about our day-to-day teaching, but it also presents an opportunity to rethink more fundamental aspects of our disciplines. This presentation argues that departments across the California community colleges would benefit from focused discussion about such questions, and that the answers will almost certainly be different for different departments. What are the core skills and concepts that each discipline needs to defend against the temptations of AI shortcuts? What new skills might we adopt? What old skills might we deemphasize? What do we want to keep, and what do we want to change? And how might targeted use of AI tools help students learn our core skills and values more effectively?
This webinar will describe the experience of an instructor reflecting on these questions and will share some of the conclusions drawn so far. Most importantly, it will share templates that other disciplines and departments can use to organize their own versions of this conversation.
Spencer Robins is an instructor and co-chair of the English Department at Saddleback College in South Orange County, where he co-chairs taskforces on AI response for the English Department and the School of Humanities and Social Sciences. He has almost two decades of teaching experience in California community college, university, and K-12 classrooms. He has led numerous professional development workshops on inquiry-focused pedagogy and has led several research projects in interdisciplinary literary studies.
Custom-Designing Chatbots for Learning
Educational chatbots are everywhere, from common classrooms to Khan Academy. The results: mixed. To understand why, we’ll examine the lessons learned and the bots that were built when dozens of college instructors collaboratively explored the frontiers of AI-mediated learning of language and content via Playlab app development. Instructor-created chatbots designed for learning through communication will be analyzed and shared, and tips for building original chatbots will be provided.
Dr. Chris Stillwell is a tenured ESL professor and co-PI for a California Learning Lab AI FAST grant at Saddleback College, where he has led the ACE (AI, Communication, Education) project. A globally experienced teacher educator who has worked across four continents, he has received awards for excellence in online instruction and AI innovation. Prior experience includes work as a distance education coordinator at College of the Sequoias and as an instructor and master teacher at Columbia University.
The Evolution of Ethics: Navigating Generational Shifts with AI
As Generation Z and Alpha reshape expectations for trust, access, and technology, online educators are navigating new ethical challenges and opportunities. This webinar explores how faculty, staff, and administrators can strengthen academic integrity, student trust, and educational quality in rapidly changing digital environments.
This webinar will share practical, human-centered approaches to AI integration, AI policies & Ethical challenges, and digital surveillance. The discussion will also examine how institutions can support faculty and students amid growing technological and professional pressures.
Join us to connect with colleagues, exchange effective practices, and help shape a more ethical, equitable, and innovative future for online education.
Amy Leonard is an English and online education faculty member at De Anza College, where she serves on the Committee on Online Learning. With more than 20 years in higher education, she specializes in ethical AI integration, humanizing online learning, Universal Design for Learning, and OER/ZTC course development. A California Community Colleges AI Change Maker, Amy leads faculty development, contributes to institutional AI policy, and designs equitable digital learning experiences. Her recent research centers student perspectives on AI in education. She is also a published writer, conference presenter, curriculum designer, and creator of De Anza’s Literary Desktop Publishing career education program.
