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Track 3Alternative Technologies for Capturing Classroom PresentationsWednesday, November 05, 2003 Kevin Abbott, Educational Technology Specialist, University of Notre Dame Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh Mark McCallister, Assistant Director, Office of Academic Technology, University of Florida Many alternatives are available for distributing course content, including direct streaming from the classroom, capturing for automatic or manual archival, and distribution through a variety of vendor-based tools. This presentation will focus on the pros and cons of these alternatives and how they affect the learner and support staff at a university. Artistry Through Technology: Integrating Creative and Technical SkillsWednesday, November 05, 2003 Lynn Emberg Purse, Assistant Professor of Music Technology, Duquesne University The music technology degree program at Duquesne University emphasizes the integration of creative thinking and artistic development with the acquisition of technology skills in music. The underlying concepts and strategies of this approach, including course design and assessment, will be presented through a profile of core music technology courses. Assessing the Impact of Ubiquitous Computing on the Learning Environment: A Case Study with ResultsThursday, November 06, 2003 Stephen G. Landry, Chief Information Officer, Seton Hall University Heather Stewart, Director, Academic Technology Services, New York University Six years ago Seton Hall University implemented a laptop computing requirement wrapped with key support programs and services. The university concurrently began a long-term assessment to measure the impact of the program along the lines of "The Seven Principles of Good Practice in Undergraduate Education." This session will describe the program and the results of the assessment. Assessment Techniques for Online CoursesWednesday, November 05, 2003 Jean Ann Derco, Executive Director, Educational Technology, The University of Tennessee Julie K. Little, Senior Director, EDUCAUSE In this presentation, you will explore a matrix of assessment techniques developed for online courses. Using a decision tree approach for navigating the matrix, you will identify a process for selecting assessment techniques depending on your learners' comfort levels with technology (the novice versus the experienced user). Authority of Consensus: Next-Generation Course Management System FeaturesFriday, November 07, 2003 Colleen Carmean, Digital Knowledge Architect, Arizona State University Patricia A. McGee, Associate Professor, University of Texas at San Antonio The diverse perspectives of attendees of NLII's Next-Generation Course Management Systems focus session challenged all to think creatively about learner-centered design of online learning systems. Speakers will discuss the prioritized set of issues, recommendations, features, usage scenarios, and consensual set of functional requirements for next-generation CMS that emerged. Balancing Quality and Efficiency in Large Course RedesignWednesday, November 05, 2003 Jon Mott, Asst. to the Academic VP - Academic Technology, Brigham Young University BYU is in the midst of its seventh large course redesign effort in the past three years (including one Pew Grant funded project). In this session, we will discuss BYU's efforts to balance quality and efficiency in these redesign efforts, including the results of each effort, lessons learned, and suggested best practices. Building to Learn: A New Paradigm for Design Research and AssessmentThursday, November 06, 2003 Peter Sommer, Director of Education, Columbia Center for New Media Teaching and Learning, Columbia University The Columbia Center for New Media Teaching and Learning is a unique service enterprise that both creates new tools for teaching and learning and assesses their success in a design research model. We will describe our iterative cycle of research, development, and assessment with concrete examples from our 60-plus projects with university faculty Buy, Build, or Adapt an E-Portfolio System? The Benefits of Multiuniversity CollaborationWednesday, November 05, 2003 Milton D. Hakel, Professor of Psychology, Bowling Green State University John T. Harwood, Senior Director, Teaching and Learning with Technology, The Pennsylvania State University Ali Jafari, Founder & Chief Architect Officer (CAO), Epsilen, LLC James Lowe, Chief Information Security Officer, University of Wisconsin-Madison This presentation will describe the efforts of a consortium (UCLA, Maricopa Community College, University of Wisconsin-Eau Claire, and IUPUI) to create an e-portfolio system that can be easily adapted to the needs of different types of universities. The panel will describe the lessons learned from the consortium's first two years and will highlight the principal accomplishments. Cascade, an Example of Case-Based LearningWednesday, November 05, 2003 Albert Visser, Teacher/Senior Consultant, Hogeschool Utrecht Social workers have to deal with very complex problem situations. We used IT to develop a model of learning with cases. Case histories with their solutions are stored in a database that forms a body of knowledge. Sharing knowledge with other students takes place in a virtual learning community and an e-learning environment. Chandler: A Collaborative Open Source Initiative for Higher EducationFriday, November 07, 2003 Mitchell Kapor, President, Open Source Applications Foundation Chao Lam, Product Manager, Open Source Applications Foundation John W. McCredie, Senior ECAR Fellow and Associate Vice Chancellor & CIO, Emeritus, University of California, Berkeley Oren Sreebny, Executive Director, Strategic Initiatives, University of Washington Chandler is an open-source personal information manager being developed by the Open source Applications Foundation (OSAF) to enable users to manage their e-mail, calendars, contacts, tasks, and free-form items for easy sharing and collaboration. The Andrew W. Mellon foundation and the 25 member universities of the Common Solutions Group are working with OSAF to extend the capabilities of Chandler so that it will be of significant value to higher education. Creating Course Content Accessible to Students with Disabilities While Using Limited Technological SkillsFriday, November 07, 2003 Norman Coombs, CEO, EASI - Equal Access to Software & Information Although courseware systems have become more accessible to users with disabilities, today's challenge is to create course content that is accessible without requiring designers to learn advanced accessibility skills. This presentation will demonstrate accessible online content including Web pages, PowerPoint, Flash, and streaming multimedia with captions and audio descriptions. Creating Open Source: Issues, Processes, and Promises from Stanford's CourseWork CMSThursday, November 06, 2003 David Futey, Consultant, Member: ResNet Applied Research Group Charles Kerns, Education Technology Manager, Stanford University Olivia C. Williamson, Academic Technology, Stanford University CourseWork's goals included the creation of a framework to support modular learning tools developed by many schools and understanding and developing better distribution, peer, and technical support models for systems that are affordable, supportable, and easy to integrate into campus systems. This presentation will focus on what we have learned and what is still needed. DePauw University’s 361Degree Initiatives: An Institutional Approach to Transforming Teaching and LearningThursday, November 06, 2003 Alicia M. Louden, Sr. Instructional Technologist/Coordinator of START, DePauw University Julianne M. Miranda, Senior Director of Instructional Technology, Butler University Rick Provine, Director of University Libraries, DePauw University Carol L. Smith, Chief Information Officer, DePauw University Dennis A. Trinkle, Provost and Chief Academic Officer, Harrison College Learn about DePauw's series of initiatives that prepare students, faculty, and staff for "every degree of life and for creating the future.” Information technologies are integrated into curricular and co-curricular activities as a liberal art rather than in a skill-based approach, and IT tools are used as a scaffolding for discussion. A carefully designed assessment process supports continual fine-tuning of program elements.Winner: 2003 EDUCAUSE Award for Systemic Progress in Teaching & Learning. Award sponsored by Collegis, An EDUCAUSE Bronze Partner. Designing an Electronic Portfolio System for a Large Research University in AsiaThursday, November 06, 2003 Ivy Kim-Geok Tan, Educational Technologist, National University of Singapore The National University of Singapore implemented an e-portfolio system in February 2003. This presentation will discuss design and deployment issues for e-portfolios in a large Asian research university. Each university has its unique culture, constraints, and needs. Culture, university enrollment, and priorities affect the design and application of e-portfolios. Development and Implementation of a SCORM-Compliant Course: Successes, Issues, and Lessons LearnedThursday, November 06, 2003 SCORM standards are gradually reaching the point where it is feasible to implement them in curriculum design and learning management systems. As online course developers begin to implement SCORM standards, it is important to share experiences and lessons learned with our colleagues at other universities. E-Learning Objects: The Value of SCORM and MPEG-7 Packaging for Digital Media AssetsThursday, November 06, 2003 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 The need for self-contained learning objects as components in online courses have driven object development models, tools, repositories, and standardization. The object-oriented features of SCORM and MPEG-7 illustrate benefits of standardization including interoperability, reuse, metadata, updating, personalization, and the difficulty of authoring interactivity. Understand how standards-compliant composition and delivery of interactive object-oriented content enhances the value of e-learning. Electronic Portfolios: The Triple Helix of Learning, Assessment, and PedagogyFriday, November 07, 2003 Jay Fern, Academic and Faculty Services, Indiana University-Purdue University Indianapolis Anastasia Morrone, Associate Dean, Learning Technologies, Indiana University-Purdue University Indianapolis As Indiana University develops next-generation learning tools in open source (OKI, OSPI), opportunities for reshaping the e-learning environment have enabled new conversations around learning, assessment, and pedagogy. This session highlights the importance of the partnership between IT and faculty in developing an infrastructure that provides seamless integration among e-learning tools. Engaging Research Universities in Distance and Online EducationWednesday, November 05, 2003 Linda Carl, Head, Office of Distance Education and E-Learning Policy, University of North Carolina at Chapel Hill 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 Kathleen McGuire, Director of Distance Learning, UCLA Continuing Education Division Extension, UCLA Carrie E. Regenstein, Executive Director, Computing Services, Carnegie Mellon University Research universities are not typically viewed as major providers of distance education. However, expectations from students, state policy makers, alumni, and industry are pushing many research universities to increase their participation in distance education. Panelists will discuss challenges and strategies for the deployment of Web-based distance education in a research university environment, with a special emphasis on faculty involvement. Enterprise-Based E-Learning Planning and Evaluation in a Large-Scale OperationFriday, November 07, 2003 Nicola M. Martinez (duplicate), Director of Curriculum and Instructional Design, Empire State College SUNY Susan Oaks, Academic Area Coordinator, Communications, Writing, Literature, CDL, Empire State College SUNY Presenters will discuss a database model, planning-and-tracking system-integration approach to course development, review, and evaluation. They will also describe planning elements that can be transferred to other organizations. The focus is on quality assurance/evaluation of a large-scale online instructional program using best practice models and a three-tiered course development and revision plan. Inventing the Future of the Scholarship of Teaching and Learning: Successes and ChallengesFriday, November 07, 2003 Toru Iiyoshi, Senior Strategist, OEIT, MIT This presentation will discuss and exemplify how emerging technologies have helped faculty and institutions (1) make the knowledge of teaching and learning visible and shareable, (2) develop collective understanding and support structures that advance their scholarship of teaching and learning, and (3) build a community of practice and reflection. Learning Spaces Throughout CampusThursday, November 06, 2003 Malcolm B. Brown, Director of ELI, EDUCAUSE Joan K. Lippincott, Associate Executive Director, Coalition for Networked Information Susan L. Perry, Senior Advisor, The Andrew W. Mellon Foundation Technology-enabled learning spaces are more than electronic classrooms; they include information commons, teaching centers, labs, and even coffee bars and virtual spaces. Each type of space addresses the needs of today's faculty and students. We will discuss key planning issues, types of support services, and model spaces. Lessons Learned from a Two-Year Institutional Assessment of Educational TechnologyThursday, November 06, 2003 Kimberly K. Gustafson Kurt Kors, Manager of Program Operations, PETTT, University of Washington Higher education institutions must be alert to the constantly changing technology needs of their communities. This session will present results of a two-year, four-part institutional assessment on educational technology at the University of Washington. Members of one of the study's 13 collaborating units will describe methods, present findings, and discuss recommendations. Multipronged Approach to Assessment and Evaluation of Instructional TechnologyThursday, November 06, 2003 Pauline Cheong, Research Associate, University of Southern California Chris Gianos, Director, Instruction and Research Support, Marshall School of Business, University of Southern California Edward John Kazlauskas, Professor and Director of Technology, Rossier School of Education, University of Southern California Richard M. Lacy, Instructional Technology Program Manager, University of Southern California The successful adaptation of new technologies requires a multipronged approach to assessment and evaluation. This panel will discuss three recent and complementary studies at the University of Southern California. Taken together, such studies have the potential to refine and more accurately ground our vision of digital academe. Problem-Based Learning: Teaching Critical Thinking in an Information Sciences and Technology CurriculumWednesday, November 05, 2003 Debora Cheney, Head, Social Sciences and News and Microforms Libraries, The Pennsylvania State University Michael P. Pelikan, Information Technology Consultant, The Pennsylvania State University Loanne Snavely, Head of University Libraries Instructional Programs, The Pennsylvania State University A panel of university faculty and librarians involved in curriculum design and information literacy instruction will discuss their continuing investigation of problem-based learning as an approach to teaching critical thinking to prepare the modern student for a world that equates the terms "research" and "Web search." ProfPort Webfolio System: Implementation, Curriculum, and AssessmentWednesday, November 05, 2003 Paul Gathercoal, Professor, California Lutheran University This presentation will familiarize participants with the ProfPort Web-based portfolio system and convey what we have learned about implementing Web-based portfolios, sharing critical factors for successful implementation. Participants will gain understanding in how Web-based portfolio systems facilitate assessment, evaluation, and reporting in a single Web portal. Redistributed Learning: Integrating Distance Learning Resources with Multiple Instructional SitesThursday, November 06, 2003 Chris Mason, Coordinator of Academic Services, Community College of Vermont Eric Sakai, Director of Learning Technologies, Community College of Vermont Community College of Vermont offers courses at 12 learning centers throughout the state and online. This presentation will describe the design of courses that combine the best of distance and classroom learning and integrate support services for students and faculty in lab science, communication, computer studies, and other disciplines. Services Alignment in Faculty SupportWednesday, November 05, 2003 Jean Foster, IS&T Academic Computing Communications Coordinator, MIT Phillip D. Long, Prof. of Innovation & Visiting Research Scientist, MIT Amitava Mitra, Associate Director, Office of Educational Innovation & Technology, MIT Virginia Williams, Account Manager, GovConnection, Inc. Services alignment involves bringing together support teams to provide transparent, user-centered services to advance an institution's technology vision. This presentation will describe an approach and processes for identifying services, determining patterns of interaction among support teams, and developing operational-level agreements to provide a simple but effective support experience for faculty. Setting a Next-Generation CMS StrategyFriday, November 07, 2003 Tom Head, Chief of Staff & Director for Administration, Learning Technologies, Virginia Tech William K. Jackson, Director, Instructional Support & Development, University of Georgia Thomas C. Laughner, Director, Educational Technology Services, Smith College Robert F. Pack, Vice Provost, Academic Planning & Resources Mgmt, University of Pittsburgh Kathleen Thomas, Manager, Center for Instructional Technology, University of North Carolina at Chapel Hill Brad Wheeler, Vice President for IT, CIO, and Professor, Indiana University If your campus is beyond the CMS selection process, you may benefit from the perspectives of others who are maintaining course management systems while trying to determine a longer term strategy for the evolution of those systems. The panelists, representing different CMS approaches, will identify substantive policy issues underlying the future of CMS. Strategies for Helping Faculty Manage Their Online WorkloadThursday, November 06, 2003 Apiwan D. Born, Assistant Professor, College of Business and Management, University of Illinois at Springfield Bill Corrigan, Educational Technologist, University of Washington Jia Frydenberg, Director, UCI Distance Learning Center, University of California, Irvine Lawrence C. Ragan, Director, Faculty Development, The Pennsylvania State University Sara L. Terheggen, Education Director, Center for Embedded Networked Sensing, UCLA This session will review faculty-developed strategies for managing time and energy while engaged in online instruction. The results from Sloan Foundation-sponsored research project will be shared. More than 40 strategies from four categories will be reviewed including authoring, teaching, revising materials, and institutional preparedness. Plans for additional research will also be reviewed. The Alliance for Technology, Learning, and Society at the University of Colorado at BoulderThursday, November 06, 2003 Robert B. Schnabel, Dean, School of Informatics, Indiana University The Alliance for Technology, Learning, and Society (ATLAS) is an innovative campus-wide institute at the University of Colorado at Boulder. ATLAS provides interdisciplinary educational and research programs in digital media, educational technology, and societal impacts that are designed to make information technology relevant and accessible to all people and communities.Winner: 2003 EDUCAUSE Award for Systemic Progress in Teaching & Learning. Award sponsored by Collegis, An EDUCAUSE Bronze Partner. The Impact of Online and Mixed-Mode Courses on Faculty, Students, and UniversitiesWednesday, November 05, 2003 Charles D. Dziuban, Director, Research Initiative for Teaching Effectiveness, University of Central Florida Patsy D. Moskal, Associate Director, Research Initiative for Teaching Effectiveness, University of Central Florida Presenters will summarize findings from seven years of evaluating the University of Central Florida's distributed learning initiative--examining both fully online and mixed-mode (hybrid) courses. Faculty and student demographics and satisfaction will be discussed along with the impact these varying course modalities have on faculty ratings and student success and attrition. The Open Knowledge Initiative in PracticeWednesday, November 05, 2003 Phillip D. Long, Prof. of Innovation & Visiting Research Scientist, MIT Jeffrey W. Merriman, Associate Director, OEIT, MIT This presentation will summarize the process by which the OKI architecture evolved and then demonstrate, by example, some of the implementations that have been made of the OKI Service Interfaces. Learnings associated with the OKI project will be shared: going from an idea to a design, to demos, to production implementations. The VCU Project: Virtual Colleges and Universities in TransitionFriday, November 07, 2003 Rhonda Epper, Co-Executive Director - CCCOnline, Colorado Community College System Myk Garn, Director, Educational Technology, Southern Regional Education Board The VCU Project is a national study of more than 50 virtual colleges and universities (VCUs). The project used survey and interview data to examine VCU structures, funding, policy impact, and goals. The presenters will summarize the findings and facilitate a discussion on the future of virtual colleges and universities. Walking the Tightrope: Finding Balance in Faculty SupportWednesday, November 05, 2003 Bruce A. Arnold, Computer Support Specialist, George Fox University Miranda Carney-Morris, Consultant, Lewis & Clark College Kelly Wainwright, Director of Client Services, Information Technology, Lewis & Clark College Determining the desired relationship between IT professionals and faculty is an important step in setting expectations and developing programs to achieve that relationship. Two colleges discuss how they found a balance between a small staff and the rising interest by faculty in integrating technology into their classrooms and research. Web-Based Prelaboratory and Postlaboratory Activities for General ChemistryWednesday, November 05, 2003 Dianne Meador, Lecturer and Freshman Laboratory Coordinator, University of California, Davis Lisa Julane Wilson, Programmer, University of California, Davis A cross-campus collaborative team, which included the Chemistry Department, Mediaworks, vice provost for IET, and the college dean, developed a Web-based approach to introducing laboratory concepts and procedures in the large-enrollment general chemistry course. The approach dramatically improved the consistency of instruction and used both student time and laboratory resources more efficiently. Why and How to Create an Accessible Online Learning EnvironmentThursday, November 06, 2003 Sheryl E. Burgstahler, Director, DO-IT, University of Washington Terrill Thompson, Technology Accessibility Specialist, University of Washington The Web can reduce barriers for students with disabilities if content is presented using accessible technologies. This session will examine key legal, policy, and management issues; practical strategies for addressing Web accessibility; and fundamental tips and resources regarding the accessibility of HTML, multimedia, Javascript, Java, Macromedia Flash, Adobe PDF, and various courseware products. |
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