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Track 4"That's Great, But You'll Never Get It Built": The Computing Lab Redefined at the University of ChicagoWednesday, October 31, 2001 Chad J. Kainz, Sr. Director, Academic Technologies & Client Relations, University of Chicago The library, central computing, and biological sciences at The University of Chicago embarked on a "no limits" study to design the "perfect" computing cluster. What emerged was a radically different collaborative learning environment for faculty and students. This presentation will cover the environment's design, construction, and usage and explore the resulting change in cross-organizational collaboration. A How-To Survivor Guide for Faculty: More than "Outwit, Outlast, and Outplay"Wednesday, October 31, 2001 Angela M. Ambrosia, Faculty Chair, Allied Health, Rio Salado College Patricia S. Case, Faculty Chair, Social Sciences, Rio Salado College Laura Helminski, Faculty Chair, Communication/Reading, Rio Salado College The very nature of teaching means that faculty continually adapt and reinvent their work. Although faculty have always had control over many of the variables "inside" our courses, more influences currently come from external forces that result in internal changes, such as including new technologies and the changes in the new economy. We are now experiencing deep changes and are teaching in a technology-driven environment; we are not existing in a "deadly, baking wasteland." Our "how to" survivor guide for faculty is not based on more training and more meetings; it is based on the survival skills of "surfacing new mental models," "systems thinking," and "team learning." Bridging the Digital Divide: Challenges and PotentialsMonday, October 29, 2001 A. Deloris James, Instructor, Professional Writing Program, Dept. of English, University of Maryland Charleita Jones, Acting Director - Academic Computing, Bowie State University Nola Stair, Senior Information Technology Specialist, The Johns Hopkins University A successful, historically black university's technology training program will be used to explore how the challenges of minimal resources and an overworked faculty can be overcome when incorporating instructional technology into the curricula. Our presentation will focus on the issues that others working with underserved populations may encounter. Curricular Collaboration with TechnologyMonday, October 29, 2001 Scott E. Siddall, Partner, The Longsight Group LLC A three-year program fostering collaboration with technology among liberal arts colleges has created new opportunities for student learning and new approaches for faculty innovation with technology. The importance of discipline-based collaborative work and faculty-to-faculty contact will be reviewed. The details of the successes and failures in the program will be discussed in broad terms as principles applicable to a range of institutional missions. Design Standards and Practices for Developing Large-Screen Presentation ClassroomsMonday, October 29, 2001 Andrew Faunce, Associate Director, Classroom Technology Services, Dartmouth College Integrated facility and technology system design contributes powerfully to the effective use of IT in the classroom. A recommended approach to integrating these designs along with practical guidelines for determining room shape, display size, seating orientation, lighting and light control, sound reinforcement, and other requirements will be presented. Designing Effective Web-Based Pedagogical StrategiesWednesday, October 31, 2001 Shirley Waterhouse, Director, Educational Technology, Embry-Riddle Aeronautical University Too often, technology is implemented just for the sake of technology, not necessarily to promote pedagogical effectiveness. Designers of Web-based instruction must focus on important Web-based pedagogical strategies that enhance teaching and learning; and technology should be utilized as the enabling factor, not the primary factor in promoting positive changes in teaching and learning environments. This session will explore numerous Web-based pedagogical strategies that are effective for both classroom-based learning as well as distance learning. Developing International Consortia: Collaboration, Content, CooperationWednesday, October 31, 2001 Dean Sutphin, Associate Dean/Director, Agriculture & Life Science, Cornell University This presentation will focus on the establishment and operation of a Global Seminar on the Environment and Sustainable Food Systems that involves multiple universities around the world. This model utilizing innovative pedagogy integrated with advanced distance learning technology, live interactive video, satellite and compressed video streaming will be highlighted in a paper and PowerPoint presentation. Video clips from actual events will illustrate how international problem-solving teams address critical issues together. Driving Institutional Transition to the Learning Paradigm with Faculty Authoring Experiences: Coupling Transformation and ScalabilityTuesday, October 30, 2001 Donald P. Buckley, Professor of Biology & Director of Learning Technology - Sciences, Quinnipiac University Most faculty still operate within the confines of the instructional paradigm. Effective institutional transition to the leaning paradigm will require transformational faculty development that scales effectively to serve the numbers and needs of middle and late adopters. A two-stage authoring model designed to meet these goals will be presented. E-Sherpas: Strategies for Supporting Web-Based Knowledge Building CommunitiesTuesday, October 30, 2001 Paul E. Resta, Director, Learning Technology Center, University of Texas at Austin The e-sherpa represents a nonauthoritarian support person for Web-based collaborative learning environments. The roles, strategies, issues, benefits, and problems in the use of e-sherpas in a computer-supported collaborative learning environment will be presented along with the implications for designing future Web-based knowledge building communities. Faculty Technology Development Programs that WorkMonday, October 29, 2001 David G. Brown, Provost Emeritus, Wake Forest University Janet R. de Vry, Infomation Resource Consultant, University of Delaware Terry Morrow, Associate Director, Office of Academic Technology, University of Florida George H. Watson, Interim Dean, College of Arts and Sciences, University of Delaware Three universities with very high faculty participation rates will present three different solutions for supporting faculty. The solutions are all flexible, homegrown, and cost effective. Topics will include "Training Programs that Expand to Meet Demand" (UFL), "Student Technology Assistant Program that Makes a Difference" (WFU), and "Faculty/IT Partnership that Transforms Learning" (UD). How to Combine Faculty Readiness Assessment with Faculty EngagementMonday, October 29, 2001 George M. Brophy, CIO, University of Hartford Paul R. Hagner, Albion College Walter Harrison, President, University of Hartford Donna M. Randall, President, Albion College The University of Hartford has developed a process in which the twin goals of readiness assessment and faculty engagement are combined into one effort. This approach allows identification of four types of faculty members and begins the engagement process both in one step. The process is scalable to other university settings. Introductory Psychology Online: Solutions for Delivering High-Enrollment, Collaborative e-Learning CoursesTuesday, October 30, 2001 Ken Graetz, Director, Teaching, Learning, and Technology Services, Winona State University Donald J. Polzella, Associate Dean, College of Arts and Sciences, University of Dayton Beginning in fall 2001, the University of Dayton will deliver all sections of Introductory Psychology via a distributed, online course. This presentation will address two major issues related to the online delivery of high enrollment introductory courses: (1) marketing the course within your institution and (2) supporting communication and collaborative learning. Looking Beyond Course Development ToolsTuesday, October 30, 2001 Ellen Yu Borkowski, Director, Academic Support, University of Maryland Sunil Hazari, Faculty Research Associate, University of Maryland Many faculty are now comfortable using first-generation commercial course development tools. It is time to help reengineer faculty thinking to focus more on pedagogical issues. Using examples, the presentation will describe this paradigm shift, and help participants look beyond the tools features into the rough terrain of effective pedagogy. Managing Web-based Distributed Learning: Three Campus PerspectivesMonday, October 29, 2001 Kathleen Burnett, Associate Dean and Associate Professor, Florida State University Leigh Estabrook, Professor, Graduate School of Library & Info Science, University of Illinois at Urbana-Champaign Philip M. Turner, Learning Enhancement Specialist, University of North Texas A multiyear experience in the delivery of master's level Web-based distance learning programs at Florida State University, University of Illinois at Champaign-Urbana, and the University of North Texas will be discussed. The presentation will provide campus perspectives related to measuring distance learning outcomes, cost effectiveness, growth management, intellectual property, and faculty commitment and compensation issues. Online Collaboration in a Face-to-Face Educational Setting: Myth or Challenge?Monday, October 29, 2001 Gert-Jan Los, Project Manager ICT in Teaching & Active Learning, Vrije Universiteit Amsterdam The Vrije University of Amsterdam is striving to make the student's learning process more active, reflective, and independent. We will present a framework for successful implementation of a virtual-learning environment in a face-to-face educational setting that supports this learning process. We will show examples to illustrate the framework. Open Knowledge Initiative Summit: Do Current Learning Management Systems Promote Good Pedagogy?Tuesday, October 30, 2001 Charles Kerns, Education Technology Manager, Stanford University Phillip D. Long, Prof. of Innovation & Visiting Research Scientist, MIT Learning management systems (LMSs) are becoming an essential component in the higher education toolbox. Campuses are making enterprise decisions to deploy them as a foundation for technology-enabled learning. The extent and manner to which they support different teaching approaches is far less clear. This session will present the results of the MIT/Stanford Open Knowledge Initiative Learning Management Systems Summit and other studies comparing teaching styles, learning modes, and the means by which LMS tools enable, support, or inhibit faculty trying to use them in their teaching. Principles of ScalabilityMonday, October 29, 2001 Paul R. Hagner, Albion College Joel L. Hartman, Vice Provost, Information Technologies and Resources and CIO, University of Central Florida One approach to transforming the institution is to create an environment where as many faculty and students as possible have successful experiences with changing teaching and learning. The presentation will center on sustaining transformation through faculty involvement, support, and assessment, and how the path selected determines the scalability. This discussion is framed partly by work done during the 2000 NLII Focus Group Sessions and by research on faculty engagement and support conducted by Dr. Paul Hagner. READY ProjectWednesday, October 31, 2001 Victoria Cross, Academic Coordinator, Dept of Psychology, University of California Office of the President Dr. Cross will demonstrate two content areas (partnering in the learning marketspace, and distance learning) of the READiness inventorY (READY) system, which is a web-based dynamic decision making tool to help campus leadership evaluate the capacity of their respective institutions to use of technology to accomplish institutional goals. SUNY Learning Network: Transformational Online Learning ProgramTuesday, October 30, 2001 Eric E. Fredericksen, Associate Vice Provost, University of Rochester Peter J. Shea, Professor, University at Albany, SUNY This session will provide an overview of the SUNY Learning Network, the premier online learning program of the Office of the Provost of the State University of New York. Discussion will focus on how SUNY has implemented this replicable, scalable, and transformational program that has helped create a high-quality, enterprise-wide, online teaching and learning environment serving 52 SUNY colleges; more than 1,000 online faculty; and tens of thousands of students enrolled in more than 40 complete, online SUNY degree programs. Targeting Transformation: Taking the Big Step in Teaching and Learning with TechnologyTuesday, October 30, 2001 Kathleen Christoph, Director, Academic Technology, University of Wisconsin-Madison Anne H. Moore, Associate Vice President, Learning Technologies, Virginia Tech Ruth M. Sabean, Assistant Vice Provost, Educational Tech, retired, UCLA What can technology really do to significantly impact teaching and learning? Panelists involved in different stages of planning, organizing, implementing, and assessing programs aimed at major, systemic change will use their experiences to offer guidelines for readiness, strategies for the various stages, and models for implementation. Technology: Catalyst for Reflection and Change in Higher EducationTuesday, October 30, 2001 Rosemary Skeele, Professor, Director Graduate Studies and Special Programs, Seton Hall University Three university programs have structured program and curricular change around the integration of technology into the curriculum. Faculty will demonstrate technology curriculum mapping, integration of International Society for Technology in Education standards, course redesign, Web-based learning materials (syllabi, learning activities, discussion groups, electronic advisement tools, e-journals, portfolios), compliance initiatives, and partnerships that encourage technology integration. Ten to Get Ready: A Framework for Technology Across the CurriculumTuesday, October 30, 2001 Anne Scrivener Agee, Vice-Provost for Information Technology and Chief Information Officer, University of Massachusetts Boston Dee Ann Holisky, Senior Associate Dean, College of Humanities and Social Sciences, George Mason University Star A. Muir, Associate Professor of Communication, George Mason University Technology skills integrated throughout degree programs help students acquire the IT fluency they need for success in their academic careers and after graduation. This panel draws on George Mason University's thriving Technology Across the Curriculum initiative to identify 10 critical resources, processes, and infrastructure issues that define success or failure. The Faculty Fellows Program: Forming a Community of Educators around High-Performance ComputingWednesday, October 31, 2001 Jeff Sale, Educational Programmer, University of California, San Diego The Faculty Fellows program established by the NPACI EdCenter supports faculty efforts to integrate high-performance computing into undergraduate curricula. Through release time, support from the EdCenter development team, and a 1-hour biweekly meeting with the fellows, the program has been successful in fostering interdisciplinary collaboration to promote undergraduate curricular development. The Interactive Syllabus: A Resource-Based, Constructivist Approach to LearningTuesday, October 30, 2001 Sylvie L.F. Richards, Media and Instructional Technologist, City University of New York The Interactive Syllabus is a robust multimedia teaching and learning gateway. With the Interactive Syllabus, an instructor constructs a compelling environment where students become immersed in the topic. Links to multimedia and interactive assignments provide students with enriched learning experiences. Animations can be added for clarification in the sciences. This presentation showcases usage of the Interactive Syllabus across the curriculum. The Internet and Face-to-Face Go Head-to-HeadMonday, October 29, 2001 Thomas J. Keefe, Associate Professor of Business Administration, Indiana University Southeast David Rainbolt, ILTE Technology Coordinator, Indiana University Southeast Katherine Wigley, Instructional Design & Technology Specialist, Indiana University Southeast We will present an assessment of instructor-led versus Internet-based instructional design by using statistical analysis and control group comparisons of multiple sections of the same course. Course management software and narrated PowerPoint slide shows are used to asynchronously distribute lectures. Teaching and learning are supported by course design stressing collaborative learning operating in asynchronous learning communities. The University of Richmond Portfolio ProgramMonday, October 29, 2001 Elizabeth Miles, Senior Instructional Technologist/eLearning Developer, Virginia Commonwealth University Pierce J. Young, Director, Student Portfolio Program, University of Richmond The University of Richmond School of Business has developed a portfolio program centered on the acquisition of five core competencies: (1) technical knowledge, (2) creativity, (3) communication, (4) change management, and (5) ethics. The multimedia presentation of these skills provides a method of learning outcome measurement that is recognized by the business community. Tough Aspects of Distributed EducationTuesday, October 30, 2001 Erwin Boschmann, Associate Vice President for Distributed Education, Indiana University System Jeremy Dunning, Professor of Geophysics, Indiana University System At most universities, distributed education initiatives focus on Web course development and management, student support, library services, and teaching and learning centers. Indiana University's Office of Distributed Education is attacking tougher issues: promotion and tenure, intellectual property, contracts with external agencies, general policies, and best practices. Web-Based Distance Learning Does Not Equal Web-Based Course Management SystemsMonday, October 29, 2001 Kay Wijekumar, Assistant Professor, Information Sciences and Technology, The Pennsylvania State University Web-based course management systems (CMS) are the latest buzzwords in distance learning. Reviewing the research on instructional design, educational psychology, and human computer interactions shows that these course management systems do not address most of the fundamental needs for learning. This presentation identifies buzzwords in CMS advertising and describes techniques to modify the tools to facilitate learning. Web-Science: Assessment of Just-in-Time Teaching at IUPUITuesday, October 30, 2001 Howard R. Mzumara, Director of Testing Center, Indiana University-Purdue University Indianapolis Just-in-Time Teaching (JiTT) is an NSF-funded project that enables participants to use feedback between the Web and classroom to increase interactivity and rapid response to students' problems. This presentation will describe efforts to assess the impact of using JiTT to promote active learning in science courses at IUPUI. |
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