Presentations' Schedule (Sort By Session)
Tracks
- EMERGING TECHNOLOGIES FOR ADMINISTRATION, INFRASTRUCTURE, AND SUPPORT SERVICES
- IMMERSIVE LEARNING AND VIRTUAL ENVIRONMENTS
- INVENTIVE USES OF MEDIA AND TOOLS
- NEW LEARNING COMMUNITIES
- PEDAGOGY AND NEW LEARNING ENVIRONMENTS
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EMERGING TECHNOLOGIES FOR ADMINISTRATION, INFRASTRUCTURE, AND SUPPORT SERVICES |
Session 1, Room: E, 8:00a.m. - 8:50a.m.
Barbara Ludlow, West Virginia University
Michael Duff, Discover Video Productions
Sue Day-Perroots, West Virginia University
Abstract:This session describes how multiple technology applications are integrated to design and deliver real time and on demand activities in courses and clinical experiences in a teacher education program. Presenters will describe components and discuss roles in providing administrative support, instruction/supervision, and technical assistance in a successful distance education program.
How the Sloan Consortium uses emerging technologies and social networking to support members
Session 2, Room: E, 9:00a.m. - 9:50a.m.
Sloan-C Staff, Sloan-C
Abstract:This paper describes findings concerned with the use of emerging technologies to facilitate member services. We report on social networking experiences for the membership and the exemplary online workshops delivered about using cutting edge tools and practices.
Using the Improvement Focused Model as a guide for evaluating the effectiveness of an Online Teacher
Session 3, Room: E, 10:00a.m. - 10:50a.m.
Lisa Snyder, Empire State College
Abstract:This study focuses on the use of the Improvement-Focused Model as a guide for evaluating the effectiveness of an online teacher training program. A mixed-method research design was also used to identify discrepancies between the needs of the target population, the program objectives, and the online courses that were delivered.
Multi-dimensional Assessment for eLearning; Traditional and Social Assessment
Session 4, Room: E, 1:00p.m. - 1:50p.m.
Thomas Downey, Embanet ULC
Abstract:This session will focus on a multi-dimensional approach to assessment of eLearning success based on the learning environment and how it prepares students for the virtual / collaborative professional environment.
Cross-Campus Community-Building & Resource-Sharing: Creating the CUNY Academic Technology Commons
Session 4, Room: N, 1:00p.m. - 1:50p.m.
George Otte, The City University of New York
Abstract:Once a matter of static repositories and incremental communication, resource-sharing can now be about social networks, working groups, collaboratively authoring -- all in a unified open-source system that is itself a mash-up of applications and utilities. CUNY seized this possibility in creating its cross-campus resource site for academic technology.
Web Conferencing: New Uses for Academic and Support Services
Session 5, Room: E, 2:00p.m. - 2:50p.m.
Brett Coup, Parkland College
Bob Richardson, Parkland College
Lori Wendt, Parkland College
Abstract:Parkland College has taken commercial web conferencing software and put it to use in multiple and inventive ways – academics (online communications course), academic support (online writing lab), student services (online advising) and helpdesk support (real-time visual assistance).
Improving Recruitment and Retention in Computer Science Courses with Virtual Enterprise and WPOL
Session 6, Room: E, 3:00p.m. - 3:50p.m.
Edgar Troudt, CUNY Kingsborough Community College
Christina Schweikert, Fordham University
Christoph Winkler, CUNY Institute for Virtual Enterprise
Stuart Schulman, KCC Center for Economic and Workforce Development
Danny Kopec, CUNY Brooklyn College
Abstract:Nationwide, CS departments are facing low enrollment and high attrition rates. This is attributed to students’ misperceptions of the skills and the career pathways as well as difficulty making an initial connection with concepts. Virtual Enterprise and WPOL are presented as novel solutions.
Use of Wikis to Support Collaboration among Online Students
Session 7, Room: D, 4:00p.m. - 4:50p.m.
Jay Alden, National Defense University
Abstract:The emergence of social networking software presents an opportunity for academic institutions to take advantage of new tools to support educational courses. One of these tools is a wiki. This session discusses the merits and challenges of using a wiki to support the activities of students during group.
Help Students On & Off Campus w/Research Proven, 24/7 Online Tutoring: Coastline Community College
Session 7, Room: M, 4:00p.m. - 4:50p.m.
Fred Feldon, Coastline Community College
Bruce Wilcox, SMARTHINKING
Abstract:This session will discuss the implementation of SMARTHINKING Online Tutoring at Coastline Community College to better support faculty and students with 24/7, live, online tutoring. Included will be independent research by colleges and universities showing that online tutoring by qualified educators makes a positive impact on student success and retention.
Web-Based Laboratories for Distance Engineering Education in Jordan
Session 7, Room: O, 4:00p.m. - 4:50p.m.
Abdullah Y. Al-Zoubi, Princess Sumaya University for Technology
Sabina Jeschke, University of Stuttgart
Saleh Al-Jufout, Tafila Technical University
Olivier Pfeiffer, Technische Universität Berlin
Abstract:A WebLab is developed at Princess Sumaya University for Technology, Jordan, for future delivery of electrical engineering and information technology distance learning programs. The WebLab is a product of an international initiative that involves MIT and several European universities, mainly Carinthia University of Applied Sciences, Austria and TU-Berlin, Germany.
The Impact of Integrating a Web-Based Document Management System into the Educational Process at UIS
Session 8, Room: E, 9:00a.m. - 9:50a.m.
Burks Oakley, University of Illinois at Springfield
Vickie Cook, University of Illinois at Springfield
Abstract:The University of Illinois at Springfield has adopted a web-based document management system for use by all faculty, staff, and students. This technology has led to efficiencies in the exchange of information between students and faculty in online courses, and also to improved collaboration and increased student engagement.
Google Apps: Building a Tech Literacy Learning Community Among Arizona Teachers
Session 9, Room: E, 10:00a.m. - 10:50a.m.
Jeannette Shaffer, Maricopa Community Colleges
Abstract:Discover how the Achieving Technological Literacy in Arizona for Students and Teachers (ATLAST) Project is using the Google Apps education edition as their collaborative community of learning for Education Professions teachers. Learn how Google Apps is used for learning journals, tech team activities, teacher support and much more.
Session 1, Room: N, 8:00a.m. - 8:50a.m.
Cheryl Carter, Pepperdine University
Abstract:The Panhellenic Project, a dissertation study designed to investigate the effectiveness of using Second Life, a project wiki and informational blog to engage students in the process of learning. The instructional design elements of the project, research findings, challenges and recommendations of using these Web 2.0 technologies will be presented.
Meeting Your Pedagogical Needs More Effectively: How to Best Use Second Life
Session 2, Room: N, 9:00a.m. - 9:50a.m.
Tanya Joosten,
Abstract:Every educator wants to know is how do I use Second Life in my course? Educators are looking for not only concrete examples of Second Life use, but they are looking for pedagogically sounds best practices that are supported by research, which I will provide.
Use of Digital Compositing for Human-Avatar Interaction in Second Life
Session 3, Room: N, 10:00a.m. - 10:50a.m.
David Taylor, University of Maryland University College
Abstract:Have you ever wanted to be inside the game of Second Life? This presentation demonstrates the use of digital compositing software to project a human learning agent into this multi-user virtual environment to interact with avatars and viewers in a scripted manner for training purposes.
Excursion vs. Immersion: Two Modes of Teaching Science in Second Life
Session 4, Room: O, 1:00p.m. - 1:50p.m.
Mary Anne Clark, Texas Wesleyan University
Abstract:Genome Island, in Second Life, has been used both in immersion mode, in which all content and instruction were in Second Life, and excursion mode, in which students visited Second Life briefly as part of an on-campus class. Pros and cons of each mode will be discussed.
From Tabletop to Desktop: Converting a Simulation from the Classroom to the Web
Session 5, Room: K, 2:00p.m. - 2:50p.m.
David Shoemaker, Ph.D., eCornell
Cathy Enz, Ph.D., School of Hotel Administration, Cornell University
Abstract:This case study recounts how eCornell and the Cornell University School of Hotel Administration adapted a classroom simulation to an asynchronous, online environment. What can we learn about process, appropriate technologies, and anticipated time and expense? How does one ensure an equal if not greater level of learning effectiveness?
Using Simple Second Life Building Tools to Create Learning Objects
Session 6, Room: N, 3:00p.m. - 3:50p.m.
Michael DeMers, New Mexico State Univesity
Abstract:The steep learning curve of Second Life impedes its use as a learning environment. This paper illustrates how educators can create learning objects using simple Second Life tools and provide pre-training to students on a just-in-time basis. Students then possess skills needed to complete meaningful in-world assignments.
Influence of Avatar Choice on teacher perceptions and expectations of student success
Session 7, Room: N, 4:00p.m. - 4:50p.m.
Dennis Beck, Boise State University
Abstract:We have inadequate understanding about the influence of avatar choice on teacher perceptions of student success. The gender and ethnicity of students effects teacher perceptions in face to face classrooms. This presentation will provide a description, results, and implications of a large, quantitative study in Second Life on this topic.
Session 1, Room: K, 8:00a.m. - 8:50a.m.
Christine Nickel, Old Dominion University & Regent University
Richard Nickel, Old Dominion University
Abstract:Students enrolled in an Art Education course were asked to choose artwork from the University Gallery’s permanent collection and create a podcasts/vodcasts in which they connected important concepts in the artwork. This session will present details of instructional design, critical thinking, podcasting examples and best practices.
Animated PhotoFit Avatars as Pedagogical Agents: Breaking the Silence of Online Education
Session 2, Room: K, 9:00a.m. - 9:50a.m.
David Taylor, University of Maryland University College
Abstract:New plug-and-play animation software provides the ability to create lifelike pedagogical agents and animate them with lip-synced audio. These agents are being used at the University of Maryland University College as flash movies embedded in documents returned to students and in html materials posted in online classrooms.
MyTech: Using Technology to Support At Risk Two-Year College Students
Session 3, Room: M, 10:00a.m. - 10:50a.m.
Rochelle (Shelley) Rodrigo, Mesa Community College
Abstract:This presentation reports out on a study of providing "at risk" community college students with the knowledge of portable and web-based applications and how they impacted student learning and success.
Lecture Capture Technology: One size does not fit all
Session 3, Room: O, 10:00a.m. - 10:50a.m.
David Wicks, Seattle Pacific University
Andrew Lumpe, Seattle Pacific University
Abstract:This session demonstrates various lecture capture tools used at Seattle Pacific University. Presenters will show how these tools fare when assessed on Sloan-C’s Five Pillars of Quality. The session concludes with examination of presenter’s Contentcasting Technology Feature Matrix, designed to help professors determine the best tool for their needs.
What-if students design their own game tutorials?
Session 4, Room: M, 1:00p.m. - 1:50p.m.
Nagwa Abou El-Naga, Sheridan Institute of Technology
Abstract:This paper introduces an approach that allows students to create their own tutorials using game/visualization development tools available at no cost or at a nominal cost on the internet. Students post the tutorials in the online course materials website, share tutorials with their classmates, interact with them and reflect on their learning experiences.
Collaborative Student Video Exchanges to Spark Internationalization and Cross-Cultural Learning
Session 5, Room: J, 2:00p.m. - 2:50p.m.
Jon Rubin, SUNY/Purchase
Abstract:YouTube and similar sites are touted as resources for online learning, but how can we bring video production into the international online classroom to promote cross-cultural learning? We will explore the implementation of a course structured around student video exchanges between SUNY and universities abroad. Videos will be screened.
Low Cost Video Conferencing: Looking at Oovoo and Skype in the university environment
Session 5, Room: N, 2:00p.m. - 2:50p.m.
Kirk Sundling,
Abstract:Video Conferencing is expensive. An entire classroom can easily cost $50,000. With the advent of Skype and Oovoo, the novice and like are introducing this technology into the classroom with $100 or less. Tips, tricks and practical applications in the university environment presented.
It’s My World!Creating a Personal Lifelong Learning Environment That Works for Me! Build Your World!
Session 6, Room: K, 3:00p.m. - 3:50p.m.
Kathleen Kalata, Park University and LSSU
Abstract:Developing an online social network is more than implementing a web presence on facebook. Come learn how one instructor integrated current tools and technologies to build an umbrella and extend her teaching from the classroom to a model of lifelong learning using without requiring a web degree!
A Constructivist Approach to Interactive Video in Online Higher Education
Session 8, Room: J, 9:00a.m. - 9:50a.m.
Dennis Robinson, California State University Fullerton
Abstract:Video has become widely accepted as a useful medium in online instruction but it leaves the student as little more than a passive viewer. This presentation demonstrates methods to make video more interactive and engaging, and therefore to more closely fit the Constructivist model..
Beyond Google: Easy-to-Use Innovative Resources and Alternative Search Engines You Can Use Today
Session 8, Room: N, 9:00a.m. - 9:50a.m.
Maureen Yoder, Lesley University
Ray Schroeder, University of Illinois at Springfield
Abstract:Exciting new tools and resources can increase your productivity and enhance your teaching. Innovative search tools change and improve the way we locate information. Ingenious ways to display data include a four-dimensional graphing utility. Participants will leave this session with an annotated and clickable list of easy-to-use and free applications.
Cell phone: A Web 2.0 life-line to Gab[cast] about science
Session 9, Room: J, 10:00a.m. - 10:50a.m.
Stephen Arnold,
Denise De Vito,
Abstract:Undergraduate students at a rural U.S. campus indicated their propensity to “opt out” of using technology in their future teaching as a result of unsuccessful attempts at using technology in educational activities. Using cell phones and Web 2.0 programs, students explored work-around confidence boosters in a digital story-telling project.
Session 1, Room: D, 8:00a.m. - 8:50a.m.
Matt Crosslin, University of Texas at Arlington
Harriet Watkins, University of Texas at Arlington
Abstract:Web 3.0 is just around the corner, but learning management system programs and instructional design models are not ready for the road ahead. This session will call for a new vision and direction for Learning Management Systems as well as touch on a new Instructional Design method.
Implementing an Online Learning Model in a Social Media World
Session 2, Room: O, 9:00a.m. - 9:50a.m.
Thomas Glover, Western Governors University
Stacey Ludwig Johnson, Western Governors University
Sarah "Intellagirl" Robbins, Ball State University
Abstract:Using a learning management system to create online learning communities and facilitate learning requires a certain pedagogical model. But what if a social media platform is used to operate online learning communities? Can the same pedagogical model be used equally in both types of platforms?
Wiki Transparency in Blended and Distance Learning
Session 3, Room: D, 10:00a.m. - 10:50a.m.
Thomas P. Mackey,
Abstract:Wiki transparency is discussed as a central characteristic of this open editing format that supports collaborative authorship, information literacy, project planning, and presentations in blended and distance learning. A descriptive analysis of student wiki projects based on service learning and Second Life is examined.
Beyond the Green Zone: A Report of an On-Line English Class with Iraq
Session 3, Room: L, 10:00a.m. - 10:50a.m.
robert elliott,
Char Heitman,
Abstract:What is it like to teach students in a war zone? For the past year, faculty at the University of Oregon have been involved in a pilot project teaching English to several hundred Iraqi university students and teachers. This presentation discusses the development of the course and challenges faced.
Online Learning in Museums: Voicethread, Wiki, and Blog
Session 4, Room: D, 1:00p.m. - 1:50p.m.
Herminia Din, University of Alaska Anchorage
Abstract:How might museums harness the interactive qualities of online environment for active teaching and learning for diverse learners and communities, rather than broadcast information to many? This presentation hopes to engage a broader clientele to the museum experience, and how online learning can reach global audiences.
Creating a Community of Learners Online: Changing Voices of Faculty and Students
Session 4, Room: L, 1:00p.m. - 1:50p.m.
ellen scales, Drexel University
regina ruane, Drexel University
meredith denovan, drexel University
Abstract:This paper presents findings from research into teacher preparation in an online environment for evidence of professional behaviors, collaborative relationships, and collegial development. Attention is paid to the role of the instructor moving the community forward; examples of students’ discourse cycle moving through action and transformation are included for analysis.
Learning Where We Live: Delivering Relevant Educational Communications via the Social Web
Session 5, Room: D, 2:00p.m. - 2:50p.m.
Deborah Everhart, Georgetown University
Kaye Shelton, Dallas Baptist University
Abstract:As students pass through the many environments of their multi-tasking lives, quick, personalized access to course information and communications with their instructors and peers via Facebook and SMS can not only save them time, but also increase their chances of educational success. This presentation will demonstrate effective educational just-in-time applications.
Web 2.0 & Learning Management Systems: Promoting Community and Collaboration
Session 6, Room: D, 3:00p.m. - 3:50p.m.
Katherine Hayden, California State University San Marcos
Dennis O'Connor , University of Wisconsin-Stout
Abstract:Web 2.0 tools combined with learning management systems like WebCT®, Desire2Learn or Moodle®, provide opportunities for information driven collaborative writing and research. We will present a comparison of Diigo and del.icio.us social bookmarking, an overview of Google Docs, and a demonstration of how survey tools build online community.
Social Networking to Build Community with Ning
Session 7, Room: E, 4:00p.m. - 4:50p.m.
Michelle Macfarlane, Sierra College
Abstract:Social networking sites are a part of most students’ everyday lives. They provide a vehicle for communication as well as self-expression. This presentation illustrates how Ning, a closed, customizable social networking tool, can be used to enhance the learning experience of students and build classroom community.
Can Online Social Networks Democratize Learning and Education?
Session 7, Room: K, 4:00p.m. - 4:50p.m.
Wenli Jen, University of Southern California
Rex Chen, University of California, Irvine
Abstract:Our work describes the promise of using online social networks for future e-learning where technology and education are progressing side-by-side as it converges to democratize learning and education. In particular, this paper employs an empirical study and discusses the design and development of online social networks for learning.
Fostering New Learning Communities, Nurturing Online Learning Ecosystems
Session 9, Room: D, 10:00a.m. - 10:50a.m.
Holly Rae Bemis-Schurtz, NMSU/RETA
Susan Bussmann, Ph.D., NMSU/RETA
Abstract:Learning ecosystems integrate course management systems, Web 2.0 tools, and social networks. In this context, new learning communities emerge, demonstrating new communication styles across touchpoints and channels. The ecosystem model connects pedagogy and practice to tools, enhancing new learning communities. Strategies for implementing, fostering and assessing communities will be shared.
Session 1, Room: J, 8:00a.m. - 8:50a.m.
Jan Schmittauer, Ohio University Chillicothe
Abstract:Using the Freecorder Toolbar browser-based audio recording program to comment on student work saves immeasurable time for teachers and provides students with a more personal, engaging response to email questions, discussion board posts, blogs, wikis, or any papers or projects.
The Instructional Value of Storytelling
Session 1, Room: L, 8:00a.m. - 8:50a.m.
Patricia McGee,
Abstract:The value and power of storytelling is universal across cultures, across disciplines, and over time. Given the rapid proliferation of digital storytelling tools in the 21st century, there exists little research to guide our pedagogical applications. This session provides frameworks for effective storytelling that can enrich and ensure learning.
Taking the Fear Out of Student Collaborative Projects
Session 2, Room: D, 9:00a.m. - 9:50a.m.
Patricia Delich, Ed.D., elearningnetworks.com
Joy Thompson, M.F.A., Ed.D., University of St. Francis
Abstract:This session provides methods for dealing with the challenges of collaborative assignments, particularly in online courses. Examples are given showing how multiple technologies are used to provide a platform for combined individual and group work to maximize learning. Participants are encouraged to share their problems and solutions to collaborative projects.
Authentic Assessments for Sharpening Students’ Creative and Innovative Skills with Web 2.0 Tools
Session 2, Room: J, 9:00a.m. - 9:50a.m.
Diana Zilberman, Baltimore City Community College
Abstract:This highly interactive session invites participants to walk in students' shoes while engaged in a creative group project that uses Web 2.0 technologies and reaches across multiple disciplines including literature, history, politics, and music. The project will serve as a model for similar authentic assessments.
Social Media and Social Learning: A Perfect Fit or a Close Encounter?
Session 2, Room: L, 9:00a.m. - 9:50a.m.
Nada Dabbagh, George Mason University
Abstract:This presentation will focus on the role of social media in the learning organization and related drivers and barriers, and will provide a 3-level cyclical model that demonstrates how social media can be leveraged to design personal learning experiences (PLEs) and social learning experiences (SLEs).
SMARTS: Aligning Institutional Support for Student-Directed Learning
Session 2, Room: M, 9:00a.m. - 9:50a.m.
James Mazoue, James Madison University
Christie Liu, James Madison University
Abstract:What, at your institution, are the possibilities for integrating Web 2.0 technologies and pedagogies of student engagement into the curriculum? This session presents the results of a pilot program that offers a sustainable model for building new learning environments around the use of student-directed technologies.
Transforming Teaching and Learning Challenges in the California State University system
Session 3, Room: K, 10:00a.m. - 10:50a.m.
Jeff Gold,
Brett Christie,
Kathy Fernandes,
Jim Julius,
Abstract:This session will provide several models that assist faculty in moving from a face-to-face to an online environment. LMS best practices, a rubric for online instruction, Universal Design for Learning Principles, and other rich resources will be shared for enhancing the teaching and learning environment.
Using Video-Collaboration Technologies in Blended Courses – Student and Faculty Reflections
Session 3, Room: J, 10:00a.m. - 10:50a.m.
Tanya Zlateva, Boston University
Lou Chitkushev , Boston University
Leo Burstein, Boston University
Abstract:This paper explores the role of live multi-point video collaboration in blended learning environments. We present our experience in piloting video-collaboration in graduate computer science courses and discuss aspects of pedagogy, technology, and administration, solution approaches, and student and faculty feedback on the educational value and challenges of video collaboration.
Using the CoI Framework to Assess the Efficacy of New Technologies
Session 4, Room: K, 1:00p.m. - 1:50p.m.
Phil Ice, American Public University System
Jason Dom, American Public University System
Abstract:This presentation will introduce participants to methodologies for using the Community of Inquiry Framework to assess the effectiveness of technological implementations in online environments.The empahsis will be on application at various institutional levels. Discussion will focus on case studies and audience generated scenarios.
He-We-Me, here we go! A new model for collaborative work and personnal development at the University
Session 5, Room: L, 2:00p.m. - 2:50p.m.
Christophe BATIER, Université Claude Bernard Lyon 1
Anne Marie PERRAUD, Université Claude Bernard Lyon 1
Abstract:We will prove that the device we designed is successful
Indeed the process works very well with the change of paradigm in teaching and learning and also with the use of collaborative tools available on our pedagogic platform. Students get involved teachers manage activities and valid contents. Everyone is active.
Authentic Assessment of Social Networking using Electronic Portfolios
Session 5, Room: M, 2:00p.m. - 2:50p.m.
Jeton McClinton, Jackson State University
Abstract:Two key themes have evolved for the 21st century educator; authentic assessment and the use of advanced technologies. This presentation will discuss electronic portfolios and their potential for building social networking facilities at the same time present a method of assessment that utilizes performance measures collected via real-time feedback.
Teaching and Learning in a 3D Virtual Universe
Session 6, Room: J, 3:00p.m. - 3:50p.m.
Leigh Harris, UCLA Writing Programs
Annelie Rugg, UCLA Center for Digital Humanities
Abstract:Co-presenters from instructional and technological perspectives will share the pedagogical objectives and outcomes of a pilot UCLA humanities writing course taught in the 3D virtual universe, Second Life.
VoiceThread: Building Collaborative, Community-Oriented Learning Spaces
Session 6, Room: L, 3:00p.m. - 3:50p.m.
Michelle Pacansky-Brock, CSU East Bay
Abstract:This presentation examines the use of VoiceThread, a free online tool, as a discussion tool in an online art history class. Studetn survey results will demonstrate its effectiveness to foster community, increase engagement, promote presence and improve understanding of visual concepts. Move over discussion board!
Teaching Naked: Why Removing Technology from Your Classroom Will Improve Student Learning
Session 6, Room: M, 3:00p.m. - 3:50p.m.
Jose Bowen, Southern Methodist University
Abstract:Technology outside the classroom can increase your interaction with students in the classroom. Here are ways for faculty to take advantage of new resources and virtual communities to improve student learning and expand the time and quality of discussion in class.
Twitterpated by twitter and other web 2.0 technologies for instructional
Session 6, Room: O, 3:00p.m. - 3:50p.m.
Alexandra M. Pickett, SUNY Learning Network
Abstract:This presentation will highlight & demonstrate ways in which freely
available technologies such as twitter were used in my summer online
course and could be used to enhance instruction. Tools will be
demonstrated, uses will be discussed, and examples shown. Participants
will be invited to join and explore selected tools.
Next Generation TextBooks
Session 7, Room: J, 4:00p.m. - 4:50p.m.
Murugan Pal, CK-12 Foundation
Neeru Khosla, CK-12 Foundation
Abstract:Using an open-source, web-based model termed the "FlexBook," this presentation will detail our efforts to pioneer the creation and dissemination of high quality educational webtexts, that scaffolds the learner's journey aligned with standards-based body of knowledge.
Supporting Students’ Cross-Campus Collaboration Through Educational Social Networkingork
Session 7, Room: L, 4:00p.m. - 4:50p.m.
Christoph Winkler, CUNY Institute for Virtual Enterprise
Edgar Troudt, CUNY Institute for Virtual Enterprise
Abstract:The presentation will feature two innovative approaches utilizing educational and professional social networking sites to support instruction in the classroom, engage students in extracurricular activities, and showcase student work to potential employers.
Digital Learning Approach for Teaching Introductory Chemistry Courses
Session 8, Room: D, 9:00a.m. - 9:50a.m.
Mohamed Ayoub, University of Wisconsin-Washington County
Abstract:Interactive digital learning objects are designed and proven to help enhance learning and visualization of introductory chemical concepts, such as balancing chemical equations, heat/energy, oxidation numbers, and acid-base chemistry. A simple visual design of each learning object consists of question, hint, sandbox, tutorial, chalk talk, and self-check problems.
Announcing a New, Open, E-Learning Management System, ELMS
Session 8, Room: K, 9:00a.m. - 9:50a.m.
Keith Bailey, The Penn State University
Bryan Ollendyke,
Abstract:The Penn State College of Arts and Architecture’s e-Learning Institute has built a technical infrastructure to support its e-learning initiative. The purpose of this presentation is to demonstrate how an open-source application has been customized to improve its e-learning efforts.
Interactive Distance e-Learning for Isolated Communities: The Australian Experience
Session 8, Room: L, 9:00a.m. - 9:50a.m.
Steve Crump, University of Newcastle Australia
Abstract:This presentation will introduce a symposium on satellite-based interactive distance e-learning in Australia. The context is the expansion and reform of educational services to these communities and the way pedagogy and identity are shifting for both teachers and students.
Cognitive Cartography: Concept Mapping as a Tool to Support Problem Solving and Meaningful Learning
Session 8, Room: M, 9:00a.m. - 9:50a.m.
Margaret Cheatham, University of Cincinnati - Raymond Walters College
Abstract:Concept mapping is a strategy which can be used to help students organize their thinking, identify important concepts, and visualize the relationships between and among concepts. Add concept mapping software and a public server to the mix, and suddenly interesting opportunities are available for collaboration and conceptual growth!
Global Learning Management Systems: the Integration of Lifelong e-Portfolios
Session 9, Room: K, 10:00a.m. - 10:50a.m.
Dennis King, Fort Hays State University
Milton Hakel, Bowling Green State University
Ali Jafari, Indiana University Purdue University Indianapolis
Abstract:Dr. Ali Jarfari developed a global learning system called Epsilen providing lifelong ePortfolio(s), a learning system built around web 2.0 pedagogies, and New York Times Knowledge Network access. This presentation will document the adoption of Epsilen at BGSU and FHSU, including the integration options of popular LMS systems like Blackboard.
Strategies for Designing and Supporting Student-Generated Content
Session 9, Room: L, 10:00a.m. - 10:50a.m.
Eunbae Lee, University of Illinois Global Campus
Jason Mock, University of Illinois Global Campus
Abstract:This presentation discusses pedagogical and technological strategies to facilitate student-centered learning in an entirely online higher education program in which students are empowered choose which technologies they wish to use and create assignment deliverables. Activity ideas for student-generated content, feasible technologies, and the guidelines to technological support are provided.
Discovery learning through ubiquitous technologies and open educational resources
Session 9, Room: M, 10:00a.m. - 10:50a.m.
Tony Toole, e-College.ac Ltd
James Williams, Swansea Metropolitan University
Abstract:This paper describes the outcomes of an action research project exploring the future direction of technology-enhanced learning. The project tested the proposal that educational content would be harvested from global internet sources and delivered, using a discovery learning pedagogic approach, through personalised learning environments constructed using Web 2.0 services.
Relevant Math, Meaningful Science
Session 9, Room: N, 10:00a.m. - 10:50a.m.
Meg Benke, Empire State College/SUNY
Nikki Shrimpton, Empire State College
Abstract:Adult learners often avoid quantitative or science studies and colleges have not always been good about making connections that are meaningful to learners. THis presentation describes a four-year project with 15 courses to enhance quantitative and scientific literacy. Research was conducted on student outcomes and relevancy.
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