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Concurrent Session 1 Title: Maximizing social & collaborative learning through BbLearn Through the social networks built within an online environment, institutions can engage students and build broader and deeper online learning communities. During this session, strategies and best practices for building online learning communities will be shared as well as methods for incorporating social and collaborative learning within the Blackboard environment.
Concurrent Session 1 Title: A Dean's, Vice President's, and President's View of Technology in Online Learning Perhaps we think that Deans, VP's and Presidents do not have views or opinions on specific technologies in online learning. But they do. This presentation starts with personal experiences of a former Dean, VP,
Concurrent Session 2 Title: Implementing an Online Learning Model in a Social Media World This presentation will look at what can happen when a social media platform is used to try to create university-wide learning communities where the dominate pedagogical model is that of more traditional online learning model characterized by structured courses delivered in a learning management system (LMS). We will share our original design of using a social media technology platform to run our voluntary learning communities and the modified traditional online learning model. Using this design, we tried to engage learners in our self-directed learning model by providing subject matter experts to facilitate the activities of the community, much like they would if we were using a traditional online learning model delivered in a LMS. A forensic analysis was completed after a year of operation so that we could try to determine what activities were actually happen in the communities and if these activities met our expectations. The findings of this analysis will be shared. Based on the findings of our analysis, we will discuss the conclusions we have drawn about the different pedagogical needs when a social media platform is used compared to a learning management system.
Concurrent Session 3 Title: Lecture Capture Technology: One size does not fit all As the demand for distance education continues to rise, the growing number of content delivery tool options can be both enticing and overwhelming. Lecture capture technology is an example of a content delivery tool where many institutions are hoping to wade through all available options and standardize on a single application. However, program requirements, as well as pedagogical issues and other criteria may lead institutions to determine that investing in multiple solutions is the best way forward. This, in turn, may lead to confusion on the part of faculty as to which tool to use. In this session, participants will see examples of how various lecture capture tools are being used at Seattle Pacific University. They will learn how these lecture capture tools fare when assessed on Sloan-C’s Five Pillars of Quality. The session will conclude with participants examining the Contentcasting Technology Feature Matrix, which was designed by the authors to help professors determine which lecture capture application will best meet their needs and the needs of their students. Lecture capture (or our preferred term, “Contentcasting”) applications discussed during this presentation include: Adobe Connect Professional, Adobe Presenter, and Camtasia Relay. Professors are also making use of two free applications: Jing and Audacity. Seattle Pacific University instructors use Blackboard as a home for links to content they create. Many professors also participate in an open content initiative by freely sharing presentations with the world through SPU’s iTunes U and YouTube sites.
Concurrent Session 4 Title: Excursion vs. Immersion: Two Modes of Teaching Science in Second Life I will describe the structure and content of two types of genetics courses I have taught using Genome Island at Second Life. One is nonmajors course in which students experienced all content and instruction in Second Life. The other is an entry-level course for majors, in which students visited Second Life for selected activities, but experienced most content and instruction in an on-campus class. Issues to be addressed will include student preparation for the class, computer access, the Second Life learning curve, instructor interaction, student responses to the environment, task compliance, and student achievement.
Concurrent Session 5 Title: Collaboration Rocks in California Higher Ed This session will feature information on collaborative initiatives across California community college and university institutions. Applied strategies will be presented, including “Enhanced Transfer Pathways” which involve close collaboration between Articulation Officers and faculty from both community colleges and California State University, Windows on the World (an interactive teaching tool to help students understand and demonstrate impact of changing behaviors on their school’s and neighborhood’s energy consumption), and e-portfolios as a tool to enhance teaching and learning and assessment for students transferring from community college to a four year institution.
Concurrent Session 6 Title: Twitterpated by Twitter and other Web 2.0 Technologies Web2.0 has brought about a grassroots revolution resulting in a global democratization of access to tools, information, experts, content, and education and changed how education is delivered, conducted and defined. I believe it is my obligation as a responsible netizen and educator in this moment to participate, to evaluate, to document, and to expose and engage students and faculty to and in this process. How, why & what happened when I stitched together web2.0 technologies (twitter, voicethread, diigo, edublogs, jing, meebome, audacity, youtube, polldaddy, & breeze) into one fully online course (in moodle). I chose to incorporate tools external to the CMS for several reasons: 1. to explore, test, & evaluate the instructional potential & use of web2.0 cooltools to enhance online instruction, interaction, & engagement. 2. to enhance the fully online primarily text-based asynchronous teaching & learning environment with a little bling for the above stated reasons. 3. to provide student access to resources & content they created & contributed to the class to persist beyond the end of the term. This presentation will demonstrate ways in which these tools were used in my summer2008 online course & could be used to enhance instruction. Tools will be demonstrated, uses discussed, & examples shown. Attendees will be invited to join & explore selected tools. Relevant links to this proposed presentation: http://www.screencast.com/t/MOLSgi8Y - tour of ETAP687 (example of jing screencast). http://voicethread.com/book.swf?b=38310 – icebreaking activity for ETAP687. http://www.youtube.com/v/MvtxAkPP1xM&hl=en&fs=1&color1=0x402061&color2=0... – ETAP687 welcome. http://twitter.com/ETAP687 - ETAP687 course announcements. http://groups.diigo.com/groups/ETAP687 - shared references for ETAP687. http://etap687.edublogs.org – professor and student blogs for ETAP687. http://tinyurl.com/5l83or - exemplar courses for observation (faculty podcasts) for students in ETAP687.
Concurrent Session7 Title: Web-Based Laboratories for Distance Engineering Education in Jordan The higher education system in Jordan has undergone remarkable progressive change, in terms of both quantity and quality in the last ten years an currently entering a period of transformation as high participation rates of the student body are rapidly diversifying. A number of diverse new institutions, both public and private have been established, with innovative programs and new specializations, to meet the demands of the society and the economic development plans. A rapidly growing number of distance learning programs are being envisaged in science, engineering and technology. WebLabs, which represent the new age for engineering education in which students will be able to carry out experiments in a remote fashion through the Internet; are being integrated in engineering and information technology curricula in a handful of in universities as part of a plan for future implementation for delivery in distance learning programs. WebLabs can be accessed from anywhere at any time while carefully maintained to capture many of the benefits of hands-on labs to effectively address the inefficiencies and shortcoming of traditional as well as virtual labs. This paper describes an online electrical engineering education laboratory developed by Princess Sumaya University for Technology, Jordan, in cooperation with several European universities, mainly Carinthia University of Applied Sciences, Austria and TU-Berlin, Germany. Student clients are able to access the laboratory from the classroom via local area network (LAN) or from anywhere beyond campus via the internet. In the design, a server that hosts virtual instruments (VIs) is programmed with LabView to control the experiments, which are constructed using National Instruments ELVIS workstation. The lab contains expandable sets of remote experiments, learning resources, and assessment activities. A supplementary easy-to-use authoring tool enables instructors to produce appealing and pedagogically sound interactive activities suitable for various distance learning educational levels.
Concurrent Session 8 Title: ET for All: Accessibility Issues and Solutions Can online faculty provide accessible instructional materials for students who have sensory, motor, and learning disabilities or other "at risk-ness" AND take advantage of new and emerging technologies? A fifth of U.S. residents reported some level of disability in 2005 (US Census 2008). These 54.4 million Americans are roughly equal to the combined total populations of California and Florida. Join us and learn how our expert panelists are meeting these design challeges at higher ed institutions with strategies to raise awareness, provide quick and easy (and slow and steady) tips and training, to produce "online curb cuts" for all students.
Concurrent Session 9 Title: Learning for the New Mobile Society The way that we live, work, play, and learn is being impacted by the increasing mobility of our society. For mobile innovators, it is our responsibility to design for the needs of our changing audience. In this session we’ll examine key trends, design techniques, and technologies that are fast emerging to meet the challenges and changes of today and tomorrow. How do we design for stolen moments of learning, rather than entire classes? We’ll explore world class examples of mobile (m)Learning from academia, government and industry. Learn how to stretch the boundaries of learning technology to include not just eLearning, but mLearning. See how companies like 3Com, Vodafone, Nokia, Symbol and others are delivering value through mobile learning content. Explore advanced concepts like mobile learning games and simulations, location awareness, transcoding, mobile social networking and collaboration. |
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