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Track 6Accessibility and Usability in Online Course DeliveryWednesday, October 02, 2002 Brian Finnegan, Exec Director, Innovation Support, Board of Regents of the University System of Georgia Erick Lauber, Academic Professional, University of Georgia Tony Shiver, Coordinator, Computing Center at Cox Hall, Emory University Accessibility and usability of instructional materials becomes more vital as more faculty begin to deliver courses and materials via the Web. This presentation will discuss the methods and strategies used to ensure that usability and accessibility standards are upheld based on lessons learned through Georgia's eCore program. An Open Source Model for Academic Content Dissemination and Pedagogical Collaboration: An Oxymoron or Just Impossible?Wednesday, October 02, 2002 Cecilia R. d'Oliveira, Executive Director, MIT OpenCourseWare, MIT Anne H. Margulies, Executive Director, OpenCourseWare, MIT Good pedagogical applications develop when stimulated by sharing teaching and learning experiments and assessed critically in open discussion. The OpenCourseWare project exposes the aspects of teaching, material selection, and content sequencing to the world. This presentation shares the work done to date on building, assessing, and supporting MIT courses presented by OCW. Changes in the Classroom: Practice and PredictionsThursday, October 03, 2002 Diane J. Davis, Director, CIDDE, University of Pittsburgh Barbara B. Lockee, Associate Professor, Virginia Tech Robin G. Wingard, Instructional Designer, University of Pittsburgh How does use of the Web in university courses change what goes on in the classroom? Do faculty really teach any differently? This session provides results of a study to learn how and why instruction in the classroom changes when courses are enhanced by the Web. The study involved in-depth interviews of faculty from seven major universities. Implications of the study will be discussed, along with faculty predictions about future use of the Web for university instruction. Cognitive Psychology Principles for Educational TechnologyWednesday, October 02, 2002 Douglas D. Mann, Professor, Ohio University This presentation will summarize major findings of cognitive and educational psychology research into a few key principles of learning. Discussion areas will include the development of powerful instructional strategies in different content areas and the appropriate use of technology to support instructional strategies. Current examples of technology-enhanced learning will be shown. Considerations for Developing Evaluations of Online CoursesThursday, October 03, 2002 Sue D. Achtemeier, Assistant Director for Institutional Effectiveness, University of Georgia Catherine Finnegan, Director of Online Instructional Services & Assessment, Board of Regents of the University System of Georgia Libby V. Morris, Associate Professor and Graduate Coordinator, Institute of Higher Education, University of Georgia This study categorizes principles gathered from an extensive literature review, focusing on current best practices for effective teaching and learning online, and compares them with practices gleaned from a review of assessment instruments currently in use by 13 Georgia institutions and several national online courses. Copyright Ownership and Digital Course Materials: Policy Characteristics and Best PracticesThursday, October 03, 2002 Kimberly Bonner, Director, Center for Intellectual Property, University of Maryland University College Kimberly B. Kelley, Associate Provost and Dean, School of Library Information Science, The Catholic University of America The Center for Intellectual Property at the University of Maryland University College conducted a study of the intellectual property policies of 79 two-year and four-year academic institutions to identify their copyright ownership policies for digital course materials. The presentation will discuss the strengths and weaknesses of the policies and review the application of the "academic exception" in copyright ownership policies. Creating Distance Learning Courses That Are Accessible to EveryoneWednesday, October 02, 2002 Curtis Edmonds, Education & Information Technology Specialist, Southeast Disability & Business Technical Assistance Center Terrill Thompson, Technology Accessibility Specialist, University of Washington Distance learning has the potential to reach everyone, including instructors and students with a wide range of abilities and disabilities. Learn key issues and practical strategies postsecondary institutions can employ to ensure that distance learning offerings are accessible to everyone. Useful resources will be provided. Creating Learning Objects from Research Content to Open the UniversityWednesday, October 02, 2002 Chris Ashley, IT Policy Analyst, University of California, Berkeley David A. Greenbaum, Director, Data Services, University of California, Berkeley Raymond Yee, Visiting Scholar, University of California, Berkeley The University of California, Berkeley's Interactive University Project is creating an ecosystem in which university resources from all academic areas are digitized and assembled into learning objects within a standard networked environment for university and K-12 users. Our presentation will address technology and other challenges in this end-to-end process, using examples from the IU and several key national initiatives. Developing a Modular Approach to CMS UseWednesday, October 02, 2002 Glenda Morgan, Director of Technology and Learning Initiatives, George Mason University The University of Wisconsin System did a study to explore how faculty and staff actually use course management systems. Finding that CMSs are used in complex yet limited ways, we did a series of pilot studies to develop a modularized approach to CMS use. E-Learning Pedagogical Strategies: Understanding the BasicsWednesday, October 02, 2002 Shirley Waterhouse, Director, Educational Technology, Embry-Riddle Aeronautical University Faculty and instructional designers creating online instruction to enhance classroom-based and distance learning must develop an understanding of basic e-learning pedagogical concepts and strategies. This presentation will address these concepts and strategies, including instructional design, popular learning theories, overcoming common barriers, and assessment. Numerous examples, checklists, and tools will be provided. Exploring the Requirements and Impact of Learner-Centric EducationFriday, October 04, 2002 Jutta Treviranus, Director, Adaptive Technology Resource Centre, University of Toronto With dynamic Web technologies we have the opportunity to deliver learning content that caters to the learning needs and skills of the learner. However, this requires a dramatic shift in instructional design. The outcome of a multipartner project exploring the requirements and impact of learner-centric online learning will be presented. Faculty in Information Fluency: Neglected Stakeholders?Wednesday, October 02, 2002 Susan K. Hagen, Mary Collett Munger Professor of English, Birmingham-Southern College James Rettig, University Librarian, University of Richmond Information technologists and librarians have developed documents explaining their differing definitions and interpretations of information fluency (IF). These documents are parochial in that they fail to engage faculty and explain the concept and value of IF in terms of faculty values and behaviors. A librarian and a professor will offer corrective approaches. Faculty Workshop StrategiesThursday, October 03, 2002 David G. Brown, Provost Emeritus, Wake Forest University Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh Thomas C. Laughner, Director, Educational Technology Services, Smith College John Moore, Senior Director, Strategy and Planning, Virginia Tech The devil is in the detail. Notre Dame, Pittsburgh, Virginia Tech, and Wake Forest will describe their strategies for faculty workshops, including getting faculty to attend by using incentives, publicity, and sponsorship; workshop length, location, date, and amenities; and focusing on meaningful content such as pedagogical theory, course design strategy, course management systems, and discipline-specific software training. Institutions in Transformation: New Demography, New Technology, and New Faculty RolesFriday, October 04, 2002 Henry T. Ingle, Vice Chancellor and CIO, San Diego Community College District Lori Lambert, Assistant Director, Distance Education, Salish Kootenai College Joyce Faye Williams-Green, Associate Provost for IR/CIO, Winston-Salem State University Institutions that traditionally have been culturally diverse have already tackled the issues arising from changing demographics, experienced the working lessons, and developed effective practices in dealing with instructional delivery that is culturally relevant in a diverse environment. This presentation offers case studies in how such institutions have integrated technology into their instruction to be responsive to culturally diverse learners. It will cover the learning theory, learning styles, and cultural issues that arise. Integrating Technology into Medical EducationThursday, October 03, 2002 Johannes M. Boehme, II, Assoc Dean for Academic Computing & Information Sciences, Wake Forest University Wake Forest University School of Medicine implemented the new Prescription for Excellence Curriculum in August 1998. Coupled with the development of a new curriculum was the decision to provide all incoming students with a laptop computer and a personal digital assistant. The decision was predicated on the growing importance of information technology in medicine. A strategic plan was developed to provide ubiquitous computing throughout the medical school. The plan contained standards in hardware, operating systems, application software, and networks. This initiative allowed the migration of existing medical education content into a digital format. Winner: 2002 EDUCAUSE Award for Systemic Progress in Teaching & Learning. Award sponsored by Collegis, An EDUCAUSE Platinum Partner. Intellectual Property Issues: Collaboration or Contention?Thursday, October 03, 2002 Janis H. Bruwelheide, Professor & Project Director, BATE Project, Montana State University Jeremy Rowe, Executive Associate Director, School of Computing and Informatics, Arizona State University Kenneth Salomon, Member, Dow Lohnes PLLC Copyright, ownership, and control of intellectual property are becoming familiar issues for faculty and administrators. Organizations must find ways for parties to work collaboratively so that policies, procedures, and practices do not impede progress. This presentation will provide an update on the policy environment and presents models and dialogue tips for consideration. Lowering the Technology Barrier: Assigning Collaborative Web ProjectsWednesday, October 02, 2002 Scott E. Siddall, Partner, The Longsight Group LLC Six years of developing and evaluating course Web projects have produced a model for student-centered learning that is enhanced by technology without requiring advanced technical skills by either students or instructors. The underlying principles and factors for success for this approach will be discussed. Practical guidelines and support materials for the approach will be distributed. Methods of Design, Development, and Delivery of E-Learning at the University of AkronWednesday, October 02, 2002 Thomas Gaylord, VP, Info & Institutional Technology, Lib & IP, University of Akron John Joseph Hirschbuhl, Director of Learning Technologies, University of Akron This presentation describes the design, development, and delivery of e-learning at the University of Akron. Discussions will focus on how increased student interest and involvement enhances students' achievement and university retention rates. We will also demonstrate instructional uses, synchronous e-learning, Web-based courses, syllabi and lecture notes available through WebCT, learner-centric simulated lab exercises, and Web-based testing models. Object-Oriented Content: Importance, Benefits, and CostsThursday, October 03, 2002 Cesar Bandera, Director of Research & Development, Creneaux Robert J. Beck, Director, Letters & Science IT Office, University of Wisconsin-Milwaukee Barbara E. McMullen, Dean of Online Learning, Monroe College Inspired by Advanced Distributed Learning (ADL) efforts proposing a "robust instructional object economy" (in relation to its Sharable Content Object Reference Model (SCORM)), this panel will address the following "object-oriented content" themes: significance, learning management system support, best practices, cost-bearing, the beneficiaries, and potential of MPEG-4 interactive streaming multimedia. Online + Face-to-Face = ???Friday, October 04, 2002 Scott L. Howell, Assistant to the Dean, Division of Continuing Education, Brigham Young University Stephen M. Jones, Dean, College of Fine Arts and Commmunications, Brigham Young University David W. Monson, Product Portfolio Manager, Teaching & Learning, Brigham Young University What happens to teaching and learning when a learning-management system comes to campus? At Brigham Young University, a new paradigm is emerging as face-to-face learning blends with online learning in more than 1,000 courses. This presentation reveals the results of a broad survey of students and faculty who use a new learning-management system, and points out practices that show great promise in this blended learning environment. Paying the Piper Now or Later: Improving the Effectiveness of Web-Based LearningThursday, October 03, 2002 Kay Wijekumar, Assistant Professor, Information Sciences and Technology, The Pennsylvania State University What types of training and orientation are you giving your Web-based distance learning instructors and students? Have you thought about the psychological, sociological, and cognitive impact of Web-based learning environments on students and instructors? If you want to hear more about these topics, this is the presentation to attend. Preparing Faculty and Students for Hybrid CoursesWednesday, October 02, 2002 Alan Aycock, Instructional Design Consultant, Learning Technology Center, University of Wisconsin-Milwaukee Carla T. Garnham, Hybrid Project Coordinator, Learning Technology Center, University of Wisconsin-Milwaukee Robert J. Kaleta, Director, Learning Technology Center, University of Wisconsin-Milwaukee Hybrid or blended courses require faculty and students to learn new instructional strategies. A University of Wisconsin-Milwaukee project produced a successful faculty development model for designing hybrid courses and resources for enhancing students' success. The project's materials are available for you to use on your campus. Systemic Progress in Teaching and Learning: Common Elements That Support Campus-Wide InnovationWednesday, October 02, 2002 A. Michael Berman, CIO, California State University, Channel Islands Dorothy Frayer, Associate Academic Vice President, Duquesne University Christine E. Haile, Chief Information Officer, University at Albany, SUNY Andrea Lisa Nixon, Director of Curricular and Research Support, Carleton College Three years ago, EDUCAUSE established an award for "Systemic Progress for Teaching and Learning." Past and present members of the awards committee have worked to identify key elements that support systemic progress in teaching and learning. Members of the current award committee will present and discuss these elements. Technology Intern Program: Student/Faculty PartnershipsFriday, October 04, 2002 Nathanael Highfield, Technology Intern, Pepperdine University Gabriela Moreno, Technology Intern, Pepperdine University Chris Stivers, Web Administrator and Instructor of Digital Media, Pepperdine University Pepperdine University created the Technology Intern Program, a partnership between talented undergraduate students and faculty on technology-based projects. This win/win project provides academic credit, salary, and valuable technology development experience to students while simultaneously offering technology assistance and support to faculty in the areas of teaching and research. The New Online Educator: Practice and Research Toward Collaborative Learning CommunitiesThursday, October 03, 2002 Shelley K. Hughes, Director, On-Line Academic Environment, Fielding Graduate University Jeremy J. Shapiro, Senior Consultant, Academic Information Projects, Fielding Graduate University Online environments for distance and distributed learning do not automatically bring about collaborative learning communities. Learn what recently published research on cybercommunities and ongoing experience and research at the Fielding Graduate Institute point to as problems and solutions relevant to those wishing to create collaborative learning communities. The Open Knowledge InitiativeThursday, October 03, 2002 Lois Brooks, Director, Academic Computing, Stanford University Phillip D. Long, Prof. of Innovation & Visiting Research Scientist, MIT Jeffrey W. Merriman, Associate Director, OEIT, MIT The Open Knowledge Initiative presents an open specification for the development of educational applications and course management environments. This session will introduce the OKI architecture through the demonstration of systems and tools, including MIT's Stellar and Stanford University's CourseWork. Three Approaches to Distance Learning Support ServicesWednesday, October 02, 2002 Bridget Moore, Dean, Technology Services, Jefferson College of Health Sciences Mark Raby, Associate Director, Institute for Distance and Distributed Learning, Virginia Tech This presentation will illustrate how three institutions approach the challenge of delivering quality support services to distance learning faculty and students. The three institutions represent a large research university, a state-supported community college, and a small private institution, all with variously sized distance learning programs. Transformative AssessmentThursday, October 03, 2002 Gary Brown, Director, Center For Teaching, Learning & Technology, Washington State University Stephen C. Ehrmann, Vice President & Director, The Flashlight Program, The TLT Group Joan K. Lippincott, Associate Executive Director, Coalition for Networked Information The Transformative Assessment Project (TAP) assists institutions in developing assessment plans that help programs use technology to improve outcomes by aligning assessment and other mission-critical activities. This session will broaden your thinking about assessment, describe the TAP project, and provide examples of how some institutions are implementing transformative assessment. Using Emerging Technologies to Advance the Scholarship of Teaching and Learning: E-Portfolios, Virtual Workspaces, and Support ToolsFriday, October 04, 2002 Toru Iiyoshi, Senior Strategist, OEIT, MIT This presentation addresses problems and issues in using emerging technologies to make knowledge of teaching and learning visible and sharable online. Some of the ongoing R&D efforts at the Carnegie Knowledge Media Laboratory will be presented. Using Peer Assessment in the Design of Online Collaborative Learning EnvironmentsFriday, October 04, 2002 Carolyn Awalt, ATCP Online Program Advisor, University of Texas at El Paso Paul E. Resta, Director, Learning Technology Center, University of Texas at Austin The purpose of this research is to investigate how to design an evaluation system that promotes positive interdependence and assesses individual and group accountability in online collaborative learning environments. This presentation will provide insights into how peer and product assessments work and considerations for designing and implementing them. Virtual Survivor: The Accounts of an Online Graduate StudentThursday, October 03, 2002 Rob Gibson, Associate CIO, Academic Technology, Emporia State University Take heed of the astute observations of two successful doctoral "survivors" who experienced nearly four nonstop years of education in a hybrid online graduate program. Learn what is important to students regarding course management systems, faculty training, student services, and the delicate but vital student learning community. |
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