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Domain 2A Catalyst for Collaboration: Supporting Technology in Teaching through PartnershipsThursday, October 12, 2000 Mark Alway, Lead Software Developer, University of Washington Tom Lewis, Director, Online Technologies, University of Washington Scott Macklin, CTO College of Education, University of Washington UWired created the Web-based Catalyst initiative to support innovation in teaching through technology. Our approach has been to utilize participatory design techniques (focus groups, design reviews, needs assessments and usability studies) in the development of next generation technologies in order to scale beyond early and second wave adopters. Catalyst has developed a new strategy centered on collaborative partnerships with campus teaching practitioners-learning, technology, and teaching research centers, libraries, and departments to better amplify promising practices and leverage resources throughout the university. Beyond Early Adopter to Full Integration of Technology in the CurriculumFriday, October 13, 2000 Fran Bagenal, Professor, Astrophysical and Planetary Sciences, University of Colorado at Boulder Rick Forsman, Director, Denison Library, University of Colorado Denver Jeremy Haefner, Dean, College of Engineering & Applied Science, University of Colorado at Colorado Springs Michael Martin, Associate VP for Technology & Learning Innovations, University of Colorado System Mollie A. McGill, Associate Director, WCET and WICHE Science, Technology & Innovation, WICHE/WCET This session will detail the University of Colorado's initiative to provide all students on its campuses with appropriate capabilities and understanding of technology, working with faculty to determine the appropriate role of technology within their disciplines. Beyond GravityWednesday, October 11, 2000 Alex De Vries, Head of Academy of Art and Design, University of Professional Education's-Hertogenbosch Andrea Boada Paramo, Visual Artist, University of Professional Education's-Hertogenbosch The Hertogenbosch Academy of Art and Design in the Netherlands has developed a system of project education in which the school cooperates with technical research industries, museums, and universities. The session will show how the resulting international workshop, "Beyond Gravity," merges traditional art techniques with modern media, presenting a new approach to art education in the digital era. Blackboard and PeopleSoft Integration: Lessons from the Front LinesWednesday, October 11, 2000 Brian Nielsen, Project Manager for Faculty Initiatives, Northwestern University Albert Steiner, Coordinator Distributed Computing, Northwestern University This presentation will detail CourseInfo from Blackboard, a package of Web-enabled instructional resources used by Northwestern University to enhance more than 300 classes with over 12,000 students. Topics will include faculty/instructor training, assignment of staff to help instructors plan resources, and automatic processes to populate CourseInfo courses with students' names, NetIDs, and e-mail addresses. Also included will be a discussion of SNAP, the middleware that ties CourseInfo to information from the PeopleSoft Student System. Courseware Development for Distance Education: Issues and Policy Models for Faculty OwnershipWednesday, October 11, 2000 Kimberly B. Kelley, Associate Provost and Dean, School of Library Information Science, The Catholic University of America The issue of who owns courseware is of great concern to faculty and the university. Regardless of the type of institution, intellectual property (IP) policies that address ownership are essential to ensure incentives to create courseware, avoid litigation, and avoid competition between institutions. This presentation will provide an overview of current policies of higher education institutions concerning faculty ownership. You'll learn the issues that universities should consider when creating IP policies that address the emerging area of courseware development and review the current models available for adaptation. Examples currently in use for faculty ownership also will be presented. Digital Rights Management in E-Learning: A Case StudyFriday, October 13, 2000 Heida Bea Ellenberger, Sales Director for DRM Publishing, Reciprocal Publishing Division Steve Griffin, Executive Director eLearning Standards Adoption & Co-founder, IMS Global Learning Consortium, Inc. Ronald Legon, Provost, University of Baltimore Digital rights management (DRM) technologies and services protect and compensate rights holders of electronic resources. This session will cover rights-related challenges facing higher education institutions in Internet-based learning programs, show how DRM addresses these challenges, and present a case study covering issues, technologies, goals, and results. Early Followers versus Early Adopters: The Use of Technology as a Change Lever Leads to Increased Learning and Decreased Costs in a Computer Fluency CourseWednesday, October 11, 2000 Carl Alphonce, Teaching Assistant Professor, University at Buffalo Helene G. Kershner, Assistant Chair, Computer Science & Engineering, University at Buffalo Barbara Ann Sherman, Teaching Assistant Professor, University at Buffalo Deborah Walters, Associate Dean, University at Buffalo Many early adopters of educational technology report increased costs, both in technology and in faculty time. This research shows how early followers can decrease costs by using existing on-line supplementary materials and a redesigned course structure that increases face-to-face contact and provides multiple means for students to learn course concepts. Evaluation of Scalable Applications of Information Technology to On-Campus LearningFriday, October 13, 2000 Harry R. Matthews, Director of Mediaworks, University of California, Davis This presentation will show how UC-Davis is transforming large general-education courses in a cost-effective way that maintains high academic standards in the face of rising student enrollments. Included in the session will be specifics concerning program evaluation by a multidisciplinary group of faculty and staff funded by the Mellon Foundation. Exchanging Messages or Meeting Minds?Wednesday, October 11, 2000 Anne Parrella, Professor of History, Tidewater Community College Rapid adoption of computer-mediated education sparks a lively debate among educators. In particular, the possibility of transferring the entire post-secondary educational experience to an online university marks a significant departure from existing practices and raise major questions about the purpose of education. One focal point of these discussions is communication. Is all communication within an educational setting essentially a single form of experience? The aim of our paper is to clarify these issues and establish a framework for addressing fundamental questions. Faculty Development: Successes and Lessons Learned from Pittsburgh, Florida, Virginia Tech, and Wake ForestThursday, October 12, 2000 David G. Brown, Provost Emeritus, Wake Forest University Tom Head, Chief of Staff & Director for Administration, Learning Technologies, Virginia Tech Terry Morrow, Associate Director, Office of Academic Technology, University of Florida Joanne M. Nicoll, Associate Director, University of Pittsburgh Professional development efforts must direct and assist faculty with the expanding role of technology in teaching and learning. This presentation will provide broad concepts and specific activities of faculty development "best practices" from four major universities. Topic areas include motivating faculty, training strategies, organizational structures, and special programs. Faculty/Student Interaction at a Distance: Seeking BalanceThursday, October 12, 2000 Kathy S. Gresh, Instructional Designer, School of Public Health, The Johns Hopkins University Susan Mrozowski, Instructional Designer, School of Public Health, The Johns Hopkins University What strategies and technologies have been used to conserve faculty time and preserve quality communication between students and faculty? This presentation will explore impacts on faculty/student satisfaction with the integration of various technologies into full Internet-based graduate courses for the purpose of faculty/student interaction. Five Robust Implementations of Course Management Systems, Part 1Wednesday, October 11, 2000 Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh Steve Salik, Manager, Instructional Systems, W. P. Carey School of Business, Arizona State University Sonny Stowe, Assistant Director for E-Learning, Rochester Institute of Technology Rosalind Tedford, Information Literacy Librarian, Wake Forest University H. David Womack, Librarian, Instruction and Outreach, Wake Forest University This special combined session will describe the strategies and experiences of five very different institutions in selecting and successfully implementing course management systems. These institutions had different motivations for adopting a course management system and their implementation strategies varied according to the institutional culture and prior experience with such tools. The five panelists will discuss the key issues they faced and suggest some general guidelines for success and pitfalls to avoid in ensuring that such projects scale across institutional and learning modalities. Part one features three of the five institutions: Wake Forest University, Arizona State University, and Rochester Institute of Technology. A 20-minute break separates the two parts of this megasession. Five Robust Implementations of Course Management Systems, Part 2Wednesday, October 11, 2000 Angela M. Ambrosia, Faculty Chair, Allied Health, Rio Salado College Laura Helminski, Faculty Chair, Communication/Reading, Rio Salado College Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh This special combined session will describe the strategies and experiences of five very different institutions in selecting and successfully implementing course management systems. These institutions had different motivations for adopting a course management system and their implementation strategies varied according to the institutional culture and prior experience with such tools. The five panelists will discuss the key issues they faced and suggest some general guidelines for success and pitfalls to avoid in ensuring that such projects scale across institutional and learning modalities. Part two features Rio Salado College and the University of Pittsburgh, and concludes with an open Q&A session with all five institutions. From Place to Space: Perspectives on Web Course Management Software SupportWednesday, October 11, 2000 Gordon E. McCray, Associate Professor, Information Systems, Wake Forest University Terry Morrow, Associate Director, Office of Academic Technology, University of Florida Gary E. Wittlich, Distinguished Consulting Technologist, UITS, Indiana University Panelists from three technology-oriented universities will discuss lessons learned in supporting commercial and home-grown Web course management software and requirements for the next generation of such software. I Can't Define a Great Online Course but I Know When I See One: Lessons To DateWednesday, October 11, 2000 Lee R. Alley, Vice Chancellor for Information Technology, Nevada System of Higher Education We can now construct a "collective wisdom" from early pioneers' hundreds of successes and failures with online courses-for example, frequent and immediate assessment feedback, frequent student interaction, and intuitive Web site navigation. This presentation will outline the results of an empirical national study called "Criteria for an Excellent Online Course." ICDE, the Global Organization for Distance Learning: Presenting Three Successful Leading Edge University Models for Distance and Web-Based LearningThursday, October 12, 2000 Gabriel Ferrate, Rector, Universitat Oberta de Catalunya Jeff McDonell, Director of ITSC, Lingnan University of Hong Kong Reidar Roll, Secretary General and CEO, International Council for Open and Distance Education Gunther Schlageter, Dean, Fernuniversitat ICDE is the global non-governmental organization for distance and web-based learning. Founded in 1938, more than 130 countries are today members of ICDE. ICDE embraces most of the world's leading distance learning institution, and serves as the global framework for communication, cooperation and development in distance learning. For this panel ICDE has chosen to present three of the leading distance and web-based universities in the world outside the United States. Making the Transition: Helping Faculty to Teach OnlineFriday, October 13, 2000 Rena M. Palloff, Core Faculty, Capella University Based on the presenters' book, Building Learning Communities in Cyberspace, this session will explore faculty training needs in order to help them shift the ways in which they organize and deliver material so as to empower learners to take charge of their own process and increase interactivity in online courses. The role of IT professionals in supporting this transition will also be discussed. Managed Chaos: Learning in Technology Enhanced EnvironmentsThursday, October 12, 2000 Meg Scharf, Associate Director for Public Services, UCF Libraries, University of Central Florida Karen L. Smith, Director, Faculty Center for Teaching & Learning, University of Central Florida Learning and information management in technology-rich environments is a nonlinear process that teachers cannot pretend to control. As will be shown in this session, UCF's teaching and information management strategies build on metaphors and models borrowed from dynamical systems and complexity theories to help teachers and others understand learning processes and effectively guide students in complex environments. Measuring the Effectiveness of Distance EducationWednesday, October 11, 2000 Barbara B. Lockee, Associate Professor, Virginia Tech David M. Moore, Professor, College of Human Resources and Education, Virginia Tech How can we determine the quality of distance-delivered instruction? Unfortunately, a popular approach is to compare achievement between campus-based and distance courses. This session will explain the flawed logic behind such comparisons and provide effective strategies for assessing the effectiveness of distributed learning experiences. MERLOT: A National Teaching and Learning Network for FacultyThursday, October 12, 2000 Gerard L. Hanley, Senior Director, Academic Technology Services / Executive Director, MERLOT, California State University, Office of the Chancellor Bruce A. Mason, Faculty Advisor for Information Technology, University of Oklahoma Jessica Somers, Executive Director, Academic Innovation, Advanced Learning Technologies, Board of Regents of the University System of Georgia MERLOT, an organization of twenty-three higher education systems, consortia, and institutions, provides digital learning materials to faculty using the world wide web for teaching. An overview of the organization, the peer review processes to identify high quality materials, and the tools MERLOT uses to build discipline-specific faculty communities will be presented. PATRON: Using a Multimedia Digital Library for Learning and Teaching in the Performing ArtsThursday, October 12, 2000 Elizabeth Lyon, Director, UKOLN, University of Bath This session will provide a demonstration of PATRON (Performing Arts Teaching Resources ONline), which delivers audio, video, scores, notation, and theater scripts via an innovative Web-based interface. Digital objects are linked subjectively by users in profiles with different formats and functions-for example, e-notebook, multimedia essay, and synchronized timeline. Metadata are implemented in XML and extended Dublin Core. Teaching, Learning, and Technology: An Emerging and Contextual Faculty Support ModelWednesday, October 11, 2000 Ahmad Kashif Asdi, Senior Instructional Designer, Capella University Daniel F. Detzner, Associate Dean for Academic Affairs, University of Minnesota Linda A. Jorn, Director of the Digital Media Center, University of Minnesota John L. Sonnack, IT Professional, University of Minnesota JD Walker, Manager, Research and Evaluation Services, University of Minnesota Collegiate Deans and Directors of Central Units are looking for best practices in the area of technology enhanced learning (TEL) faculty support. Presenters will discuss a TEL faculty support model that can be adapted to the specific mission of colleges, promote cross-unit collaboration, and adapt to changing environments. Attendees will learn about practical ideas and processes that can be modified to meet their institutional environments. Technology, Teamwork, and Teaching Meet in the ClassroomFriday, October 13, 2000 Steve Kurncz, Information Technology Auditor, Michigan State University Sandra E. Poindexter, Professor of Computer Information Systems, Northern Michigan University Laptops for students, increased teamwork and group interaction, and teaching as a facilitator of active learning have successfully converged in the classrooms of Northern Michigan University. This presentation will offer practical guideposts for integration strategies, theory, and outcomes assessments. The Cultural Impact of Enterprise Course Management SystemsThursday, October 12, 2000 Deborah Everhart, Chief Architect, Blackboard Inc. Charles F. Leonhardt, Principal Technologist, Georgetown University Georgetown University integrated CourseInfo Enterprise Edition with existing student information and authentication systems, creating single sign-on learning environments for all courses. This full-scale implementation raised questions concerning content ownership, student expectations, data management, security, and privacy. This presentation will analyze these cultural impacts and provide practical advice for managing organizational change. The Revolution Will Not Be Digitized: Campaign Strategies for Sustainable Faculty Development and Instructional InnovationFriday, October 13, 2000 Jean Ann Derco, Executive Director, Educational Technology, The University of Tennessee Ann Kovalchick, Deputy CIO, Tulane University Susan M. Zvacek, Director, Instructional Dev & Support, University of Kansas The successful utilization of technologies toward instructional reform requires a plan. In this session, three instructional designers describe how to employ strategies ranging from formal change models to guerilla tactics in the effort to establish programmatic initiatives that leverage technologies, focus on student learning, and account for organizational culture. These presentations emphasize the need to create technology support services that meet diverse faculty needs and that brace institutional collaborations. Using Web-Based Learning to Improve Instruction and Reduce CostsThursday, October 12, 2000 David M. Hart, CCBIT Executive Director, University of Massachusetts Amherst Linda L. Slakey, Dean, University of Massachusetts Amherst William Vining, Director, General Chemistry Program, University of Massachusetts Amherst The Online Web-based Learning (OWL) software system provides an electronic learning and assessment environment for large-enrollment undergraduate courses. OWL is used by 8,000 students per year in over 15 departments. Presenters will report on significant increases in student performance in classes using OWL and on substantial costs savings to departments using OWL. Venturing Online: Developing and Implementing an E-Learning StrategyWednesday, October 11, 2000 Jillinda J. Kidwell, IBM Corporation Diana G. Oblinger, President and CEO, EDUCAUSE This session will describe the strategic planning process utilized by a client institution to assess internal strengths and external opportunities toward the development of a business plan for e-learning. Also described will be the ongoing implementation of this strategy, including issues related to technology, governance, organization, processes, policies, alliance partners, marketing, and funding strategies. We will conclude by discussing lessons learned and suggestions for other institutions. Virginia Tech's Distance and Distributed Learning (DDL) Fast Track ProjectThursday, October 12, 2000 Miriam E. Guthrie, Coordinator, Special Initiatives and Outreach, Virginia Tech Mark Raby, Associate Director, Institute for Distance and Distributed Learning, Virginia Tech Roy Robbins, Associate Director, Planning and Assessment, Virginia Tech Sherri Guilliams Turner, Graduate Program Review, Virginia Tech Thomas W. Wilkinson, Director, Institute for Distance and Distributed Learning, Virginia Tech The Institute for Distance and Distributed Learning and Administrative Information Systems at Virginia Tech have worked together to provide essential services for distance learning students as the university implemented new student, financial, and Web-based course management and delivery systems. This partnership and how an integrated system was developed will be described and demonstrated. What It Takes: New Roles, Competencies and Models for Implementing Online Distance EducationWednesday, October 11, 2000 Lawrence C. Ragan, Director, Faculty Development, The Pennsylvania State University Peter Williams, Director of Distance Education, Rogers State University Online courses offer unprecedented access and learning opportunities for students and faculty alike. In contrast to resident education, the successful implementation of an online course requires a larger team effort. This session will address the changing roles and responsibilities of these teams as well as present new support models for distance education. Who Is the Online Student?Friday, October 13, 2000 Joel L. Hartman, Vice Provost, Information Technologies and Resources and CIO, University of Central Florida Barbara E. Truman, Director, Course Development & Web Services, University of Central Florida Thousands of students enroll in online courses every year. Who are these students? What factors contribute to their academic success and persistence? What are the relationships between students' learning styles and success in the online environment? Results from a multiyear study of students taking online courses at the University of Central Florida provide answers to these questions and others to be posed and discussed in this timely session. |
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