Discussion Sessions
"Embracing the Changing Learning Environment"
October 28-31, 1997
Minneapolis, MN
Hosted by the University of Minnesota
Discussion Sessions
Discussion Sessions are smaller and more informal than Concurrent Sessions and they usually include an opportunity for audience participation.
Wednesday, October 29, 1997
3:30 - 4:30 pm
Track 1
Data Privacy, Confidentiality and Security Issues for Competitive Higher Education
CC 206AB
Michael Brint, Director, Integrated Program in Humane Studies--Kenyon College; Reid Cushman, Robert Wood Johnson Policy Scholar--Yale University
Competitive pressures force higher education to focus on efficiency as never before. One consequence will likely be increased analysis of and traffic in data generated by wired campuses, to determine better "what works." Ambitious new uses of individuals' data go beyond that envisioned by current legislation/policy. Higher education needs an expanded notion of an information "social contract" to prevent abuses.
Track 1
Speech & Culture in the Electronic Village
CC 208 B
Dan L. Burk, Associate Professor of Law--Seton Hall University; Mike Godwin, On-Line Counsel--Electronic Frontier Foundation; Marsha Woodbury, Director, Computer Professionals for Social Responsibility--University of Illinois, Urbana-Champaign
This is a follow-up discussion to the concurrent session held Wednesday, October 29, 8:00 - 9:00 am.
http://www.shu.edu/law/burk/educom.html
Track 2
Building A University System-Wide ALN (Asynchronous Learning Network)
CC 103 E
Eric E. Fredericksen, Director , SUNY Learning Network; Christine E. Haile, Associate Vice Chancellor, Office of Educational Technology--State University of New York; David Jaffee, Chair, Sociology Department--SUNY College at New Paltz
In two short years the SUNY Learning Network has more than tripled the number of courses offered, the number of students enrolled, and the number of campuses offering courses. This unique network is a single program offering courses and degree programs via the Internet/World Wide Web from multiple campuses. Key accomplishments, "paralyzing" issues, evaluation data, and lessons learned are also discussed.
http://www.sln.suny.edu/sln
Track 2
The World is the Limit: Distance Education Program Design
CC 103 D
Lawrence C. Ragan, Director, Instructional Design and Development for Distance Education--Pennsylvania State University
Many organizations define distance education by a single design model implemented at their institution. Penn State has developed a rich complex of distance education program designs that maximize independent and cohort-based study, as well as extended classroom and asynchronous learning opportunities. Penn State's Distance Education program design is defined and the practical as well as theoretical limitations of each system are discussed.
http://www.cde.psu.edu/de/
Track 3
Meeting the Help Desk Challenge: Serving Our Customers and Changing Ourselves
CC 103 F
Sharon Roy, Director, Academic Computing Services; Myra Williams, Assistant Director, Computing and Information Services Business Services; Patrick Valiquette, Manager, Help Desk Services, Academic Computing Services--Rensselaer Polytechnic Institute; Kathy Spako, Manager, Help Center--University of Delaware
This session describes how two university computing support organizations have changed the culture and focus of their Help Desks to meet the needs of the students, faculty, and staff users of computing and information resources. The role of problem-tracking software, location, scope and expectations, personnel selection and management support in offering a help service are discussed.
Track 4
Using Computer-Mediated Communication to Transform Large Classes into Student-Centered Learning Communities
CC 211 C
Rainer Glaser, Associate Professor; Melissa J. Poole, Educational Consultant--University of Missouri-Columbia
The use of computer-mediated communication (CMC) in undergraduate chemistry courses has led to changing roles for the teacher and students, new learning activities, new assessment techniques, changes in student motivation and responsibility for learning, and a new understanding of the possible contexts for learning, transforming traditional large lecture courses into student-centered learning communities.
http://www.missouri.edu/~chemrg
Track 4
Voices from the Gaps: A World Wide Web Based Curricular Project
CC 211 D
Laurie Dickison, Graduate Research Assistant, Department of English; Michele Janette, Teaching Specialist, Department of English; Christina Soderstrom, Undergraduate Research Assistant, Department of English--University of Minnesota
Voices From the Gaps is a WWW curricular project designed for high school and college courses which involve the study of the literary works of women of color. The site provides students with biographical and bibliographical information on numerous authors and encourages the students themselves to research and submit new author pages which will then be accessible to others.
http://english.cla.umn.edu/lkd/vfg/vfghome
Track 5
Distributed Mediated Learning on the Internet
CC 208 A
Bernard R. Gifford, Founder, Chair & Chief Instructional Officer--Academic Systems
Distributed Mediated Learning is different from other "distance learning" learning programs that rely on either video or Internet communication because it incorporates and moves beyond these formats. In this unique environment, students have access to high-quality interactive multimedia instruction and assessment and qualified instructors. Colleges have the option of providing computer-mediated courses on-campus or in locations throughout the local community, state, country or globe.
Track 6
How to Turn a $40,000 Investment Into a Half Million Dollar Yield
CC 208 D
Candice Dalrymple, Associate Dean for External Programs; Elizabeth Mayotte, Senior Director, Electronic & Distance Education, School of Continuing Studies; Lee Watkins, Assistant Director, Computing Information Center--Johns Hopkins University
A cooperative effort bridging nine academic divisions of a major research university established a modest funding program to promote integration of information technology into the curriculum without a formal instructional design center and without institutional policy for faculty compensation and recognition. Principal ingredients: institution-wide Minigrant Program coupled with institution-wide faculty symposium to disperse results.
http://infonet.welch.jhu.edu/~omie/SEDE/
Track 6
Achieving Critical Mass: Strategies for Integrating Technologies in Undergraduate Education
CC 211 B
P. Geoffrey Feiss, Senior Associate Dean for Plans and Programs; Kathy Thomas, Instructional Application Consultant; Russell Van Wyk, Assistant Dean for Plans and Programs and Acting Associate Dean for General Education--University of North Carolina, Chapel Hill
In some departments at the University of North Carolina at Chapel Hill, strategies that encourage faculty to utilize learning have worked; in others, not. What could have been foreseen? What is the role of administrators? Are certain departments or divisions better suited to adopt technologies? Who are they and why?
Track 7
Electronic Classrooms: Are We Ready to Throw Away the Chalk?
CC 208 C
Diane Keller, Director of Academic Computing, Union College; Scott Siddall, Director of Academic Computing, Kenyon College; and David Smallen, Director of Information Technology Services and Institutional Research, Hamilton College
The panelists for this session will lead a discussion on the emerging role and use of electronic classrooms at Liberal Arts colleges. The panelists will lead off relating the use of electronic classrooms at their institutions, and members of the audience will be encouraged to share their experiences and insights.
Track 7
Ubiquitous Laptop Computing at Wake Forest University: Encouraging Faculty to Enhance Learning
CC 211 A
David G. Brown, Provost and Professor of Economics; Jennifer Burg, Assistant Professor of Math and Computer Science; Rhoda Channing, Director of the Z. Smith Reynolds Library--Wake Forest University
Participants are encouraged to swap and share strategies for encouraging/ enabling faculty to become better teachers by using technology. Specific strategies used successfully at Wake Forest will catalyze discussion. Attendance at the preceding concurrent session is recommended but not essential.
http://www.wfu.edu/~brown
Track 8
Internet2 Initiatives
CC 101 C-E
William Graves, Exec Dir, Institute for Academic Tech-Univ of North Carolina, Chapel Hill
The Internet2 project was created to develop innovative research and educational applications of high-speed network systems such as the NSF's vBNS. Its goal is both to develop applications in support of higher education projects and to promote the development of high-performance networking by demonstrating innovative applications. This session reports on the projects underway and planned by the Internet2 project.
Wednesday, October 29, 1997
5:00 - 6:00 pm
Track 1
408 FORBIDDEN: A Panel Discussion on Cyber-Censorship
CC 103 D
Ivan Martinez, Dean, Communications Division; Jeff Westfall, Instructor of English--Richland College
This panel discussion of cyber-censorship and the Internet offers the informed perspective of a student, an administrator and a teacher/moderator on such core issues as access, freedom of speech and thought, accountability, and responsibility.
http://www.rlc.dcccd.edu/annex/comm/Educom/cyber.htm
Track 2
Adult Distance Education: A History of the Future
206AB
Linda Howard, Program Professor-Adult Education--Nova Southeastern University
Join this examination of the evolution of adult distance education and review of the current initiatives in technology-based, competency-based, and non-campus-based degree programs. Demographic and economic issues related to the increase in adult enrollments are explored, and the future of adult distance education is discussed, supplemented by practical suggestions for improving services to adult distance learners.
http://www.nova.edu/~lhoward
Track 3
Providing Telecommunications Education To Students Anytime, Anywhere
CC 208 C
Susan Merritt, Dean; David Sachs, Assistant Dean--Pace University
Pace University's School of Computer Science and Information Systems, with funding provided by the Alfred P. Sloan Foundation, has developed credit and non-credit bearing telecommunications courses to be taught asynchronously over the Internet. Since early 1996, adults throughout the United States have been participating in these courses. Questions and implications about using the Internet to provide telecommunications (and other) courses are discussed.
http://csis.pace.edu/~dsachs/distance.html
Track 3
Applying A Strategy Approach to Institutional IT: An Update from the Institue for Academic Technology
CC 102 A-C
Chad D. Kearsley, IAT Associate Fellow; Anne S. Parker, Director, Institute for Academic Technology; Douglas D. Short, IAT Fellow--University of North Carolina, Chapel Hill
The Institute for Academic Technology (IAT) has embarked on a strategy that focuses on departmental instructional initiatives rather than individual faculty projects. By working with departments, they are achieving a broader base of faculty participation, and are better positioned to establish stronger interconnections and cooperative initiatives between organizations. See an overview of its strategy with numerous multimedia illustrations of completed and ongoing projects.
http://www.iat.unc.edu/
Track 4
How the Network is Changing Universities and Redefining Distance Learning
CC 103 E
Christine Katchmar, Director of the Rensselaer Satellite Video Program; Jack M. Wilson, Dean of Undergraduate and Continuing Education--Rensselaer Polytechnic Institute
The Rensselaer Satellite Video Program (RSVP) as a program that indeed merited the name satellite. Each year the "satellite" in the name has become less prominent. Since the customers are large Corporations, this transition has had to be managed with exquisite delicacy. The stages of the evolution of RSVP from Satellite to collaborative learning on the network are highlighted.
http://cde.rpi.edu
Track 4
Doing History in a New Key: From Archives to the Internet
CC 103 F
Margaret Guccione, Bibliographic Instruction Librarian, Musselman Library--Gettysburg College
At Gettysburg, history majors work with primary sources on line, drawing on the resources of the Web and contributing to it. A project on the Civil War and another documenting College history demonstrate the possibilities and potential pitfalls in doing history this way. New partnerships between current students, alumni and members of the community have resulted from this initiative.
http://www.gettysburg.edu/~mbirkner/fys120/homefront.html
http://www.gettysburg.edu/~mbirkner/his300/shadow.html
Track 5
Creating Environments for Faculty/Students to Develop IT Skills
CC 208 D
Gilbert L. Blount, Professor, Music History and Literature, and Director, Ethnomusicology Research Laboratory; Charlotte Crockett, Director, Leavey Library--University of Southern California; Makoto J. Tsuchitani, Manager, Curriculum Development Lab--Stanford University
Instant access, instant litmus, global information repositories are reshaping the traditional teaching/learning paradigms in today's academy. These presentations explore the roles of instructional technology support centers and campus partnerships they have with departments and libraries in the advancement of research and teaching efforts at two universities.
http://www-leland.stanford.edu/group/CDL/
Track 5
Making a Silk Purse out of a Sow's Ear: Organizing a University Website in Progress
CC 211 B
Travis Linn, Professor, Reynolds School of Journalism; Carol Parkhurst, Director of Library Systems--University of Nevada, Reno
At the University of Nevada, Reno, departmental and individual web pages began to appear when graphical browsers became available in the early 1990s. These pages were inconsistent and, in many cases, poorly designed. A "web management team" is now working to bring order and consistency to the university's web presence, without offending previously autonomous developers.
http://www.unr.edu/
Track 6
The Virtual Environment As An Agent of Change
CC 211 C
Robert Benfer, Professor, Department of Anthropology; Bryan Carter, VR Instructor; Ali Hussam, Director, Advanced Technology Center; Gail S. Ludwig, Associate Professor--University of Missouri
The emergence of Virtual Reality (VR) as an agent of change in the learning environment is a tool we only could dream about several years ago. This session will demonstrate how VR modules developed for archeology, geography and english classes deliver content in a multidisciplinary and state-of-the-art context.
http://www.atc.missouri.edu/vr
http://www.utexas.edu/depts/grg/eworks/wie/ludwig/earthwor.html
http://www.atc.missouri.edu/paloma/
Track 7
Collaborative Inter-Class Teaching and Research Over the Internet
CC 208 A
Adel Barimani, Director of Academic Computer Services; Thomas Treadwell, Professor of Psychology--West Chester University; Ralph Lewis, Professor of Business--California State Universtiy at Long Beach; Bob Mittan, Director of Writing Center--Casper College
A project task force at West Chester University is dedicated to creating a model for integrating technology with collaborative teaching and learning. This model uses the Internet as a tool to connect students in different disciplines at distant sites. Learn about the structure of the existing model, successful and unsuccessful collaborative learning experiences, and suggestions for creating a collaborative learning model.
http://albie.wcupa.edu/ttreadwell/index.html
Track 7
Reengineering Information Services for the 21st Century
CC 211 D
Morell D. Boone, Dean, Learning Resources & Technology; Robert L. Ferrett, Director, Center for Instructional Computing--Eastern Michigan University
Eastern Michigan University's Learning Resources and Technologies organization will move from its existing library building to a new high-tech one twice the size in early 1998. The dean and a steering committee member present a case study detailing the reengineering initiative used to develop new service programs within the library, media and academic computing units.
Track 8
The Diffusion of Internet2 into the Broader Higher Education Community
CC 101 CDE
Steve Goldstein, NCRI-Nat'l Science Foundation
The vBNS, Internet2, and NGI initiatives are intended to stimulate R&D on high performance networking in support of new, advanced research applications among major research institutions. As new networking technologies, services, and applications emerge, though, other institutions will increasingly need to implement them. What are the prospects for diffusing new networking capabilities throughout higher education? In what timeframe? Through what agencies? This session will open a dialog to discuss models that participants might find feasible for diffusion of high performance networking throughout higher education.
Track 8
Transitioning to IMAP4: Focusing on Client Service
CC 211A
David Knapke, Consulting Engineer-Innosoft Intl, Inc.
IMAP4 is an evolving standard for electronic mail service that is being deployed to supplement or replace POPmail in many universities. What are its major characteristics that make it attractive for serving our clients? What is the status of the definition of IMAP4 standards? What are the elements of implementation? This session presents information on deploying IMAP mail servers/clients, compare the technology with POP, and describes how it improves the level of service to clients (faculty, administrators, staff and students).
http://www.emich.edu/public/lrt/lrtstudyteams.html
Thursday, October 30, 1997
3:30 - 4:30 pm
Track 1
Telecommuting
CC 208 B
Marseille M. Pride, Business/Reference Librarian--American University
Is telecommuting a passing fad, a re-working of cottage industries, or a totally new paradigm? A brief historical overview is followed by the highlights of the current scenario and some projections about the future of telecommuting. From the US government's teleworking centers to corporate America's various configurations, telecommuting is discussed in terms of its viability for your workplace.
Track 2
Faculty Modeling of Life Long Learning
206AB
Stephen R. Acker, Associate Director of Instructional Technologies, UTS, and Associate Professor of Communication; Egondu Onyejekwe, Director, Emerging Technologies--The Ohio State University
Faculty today must bridge the gap between the varying levels of technology literacy in students. To accomplish this task, faculty itself must be technologically literate. This session features a model for replacing the training of faculty in the old apprentice mode with nonlinear systems where small changes at one level of organization produce large effects at the same or different levels.
http://www.osu.edu/units/disted/osudevel.html
http://www-best.uts.ohio-state.edu/best_practices/events/events.html#educom
Track 2
Student Services in the "Virtual College"
CC 211 A
Meg Benke, Director, Center for Distance Learning; Daniel V. Eastmond, Coordinator of Academic Services--SUNY Empire State College
Research on student persistence in distance education finds academic integration within the educational institution plays an essential role. The Center for Distance Learning (CDL) at SUNY Empire State College has outlined essential on-line student services to support the instruction in its courses that lead to an on-line degree. This session describes student supports in CDL's virtual college.
http://www.esc.edu
Track 3
Web-Based Course Management System--Creation and Delivery of Learning Modules
CC 211 B
Sharon Gallagher, Center for Professional Development in Technology, Office of Educational Technology--State University of New York; William D. Graziadei, Professor of Biology--SUNY Plattsburgh
Educational services on the Web cover a wide range of activities. A full course management system is being deployed throughout SUNY to develop, manage, and deliver teaching, training, and service courses. A case study will be presented along with a discussion of the system-wide Course Management (CM) and Course Management System (CMS) efforts in the State University of New York.
http://topclass1.itec.suny.edu/west/
http://topclass1.itec.suny.edu/west/sunycms/
http://topclass1.itec.suny.edu/west/aslpaper.html
http://topclass1.itec.suny.edu/umd/
Track 3
A Learning Organization Flourishing Through Student Contributions
CC 211 D
James Ross, Assistant Director Learning Technologies; Alexandra Sprafka, Distance Education Technology Coordinator--North Dakota State University
Students have helped change information technology units into learning organizations and are rethinking the learning process. They are ahead of most professors in understanding how to interact with and manipulate the new and emerging learning environments which IT units struggle to support. Examine the environment and opportunities provided students by NDSU's Information Technology Services and explore examples of students defining new strategic directions.
http://www.ndsu.nodak.edu/instruct/ross/educom'97/
Track 4
Is There a Myst in College Publishing?
CC 208 A
Vernon Church, Director, New Media Development, College Division--John Wiley & Sons, Inc; Lew Gossage, Vice President, New Media--Irwin/McGraw-Hill; James Lichtenberg, Consultant in Communications and Technology
For all the dissatisfaction with the traditional textbook, it remains a universal learning platform generating annual revenues of $2.5 billion. Notwithstanding the excitement about new media, they lack both a common platform and established business models. Examine the opportunities facing publishers and faculty authors to develop new media learning platforms as pedagogically sound and economically viable as the textbook.
http://www.wiley.com/college
http://www.vistapublishing.com
Track 5
Teacher and Programmer: Communicating Between Content and Context
CC 103 D
Michael L. Blum, Department of Zoology; Albert F. Eldridge, Director, Center for Teaching and Learning; Stephen Nowicki, Associate Professor of Zoology--Duke University
The goals of providing content and context in applying Internet technology to the classroom are often realized by two different persons - educator versus programmer. Our experience indicates a critical need for specific institutional support which brings together educators and programmers - rather than developing ad hoc relationships - to provide a necessary leadership for proper communication between these parties.
http://www.sol.duke.edu
Track 5
The Library Online Basic Orientation (LOBO) Project: A Multimedia, Web-Based Undergraduate Literacy Program at NCSU Libraries
CC 103 E
Melinda F. Brown, Instructional Services Librarian; Angela L. Fullington, Systems Librarian; Cynthia R. Levine, Reference Librarian--North Carolina State University Libraries
Rapid developments in information technology have prompted a re-thinking of traditional library instruction methods at the NCSU Libraries. The result: The Library Online Basic Orientation (LOBO) program, a course-integrated, web-based, multimedia instructional program which focuses on the concepts of information creation and dissemination, database structure, information retrieval, and evaluation of information.
http://sirius.lib.ncsu.edu/lobo/present/
Track 5
Assisting Faculty With IT As They Develop Course Materials
CC 208 C
Ann Hill Duin, Associate Professor, Scientific and Technical Communication Programs; Krista Johansen, Graduate Research Assistant, Scientific & Technical Communication Programs; Edward A. Nater, Associate Professor, Department of Soil, Water, and Climate--University of Minnesota; N. Kathleen O'Neill, Director of Instructional Technology--Georgia State University
Technology has the potential to educate the masses in an effective and efficient fashion. The problem that we generally face is the availability of faculty who feel comfortable teaching with technology. This presentation describes how two universities developed strategies to support reticent faculty as they adapted to using emerging technologies.
Track 6
A Financial and Planning Model for Technology Classrooms
CC 208 D
Sue Ferencz, Director of Policy and Planning, Office of the Vice President for Financial Planning; Beverly Teach, Director of Media Resources, Instructional Support Services; Gary Wittlich, Associate Dean of Academic Computing, Office of the Vice President for Information Technology--Indiana University-Bloomington
Learn about a financial and planning model that is driving technology classroom planning, development, and funding strategies on this campus of 34,000 students. The presenters discuss their computing context and organization, general issues of financial planning within their responsibility center management budget process, and their model accounting for four defined technology classroom types and all related expense categories.
http://www.indiana.edu/~ctcdoc/model.htm
Track 6
Internet 2 & Campus Responsibilities
CC 103 A-C
Doug Hartline, Director, Communications Resources; Rodger Hess, Manager, Advanced Technology and Architecture; Russ Hobby, Director, Advanced Network & Scientific Applications--University of California
The university community has joined with government and industry partners to hasten the next stage of Internet development in academia. The Internet 2 project will bring focus, energy and resources to the development of a new order of advanced applications to meet emerging academic requirements in research, teaching and learning. Learn about the campus role in Internet 2 from service, network management, and financial perspectives.
http://net21.ucdavis.edu
http://internet2.edu
Track 7
ATM=Anything's Technically Manageable: But How Do You Change Institutions and People?
CC 103 F
Scott Langhorst, Instructional Technology Systems Planner; Lew Terpstra, Director, Instructional Technology--Virginia Community College System
The Virginia Community College System is transforming its information infrastructure using a statewide ATM broadband network. Boundaries and ownership of courses and programs among institutions take on new meanings in this distributed learning environment. Organizational mission, policies, funding formulas, and "old" resource distribution practices can often get in the way. The session highlights VCCS solutions to these complex issues.
http://www.so.cc.va.us
Track 7
Creating a Culture of Support for Mainstream Faculty: The Epiphany Project
CC 211 C
Trent Batson, Project Director; Gail Matthews-DeNatale, Project Consultant; Judy Williamson, Administrator--The Epiphany Project, American University
What resources do mainstream faculty need to embrace the challenge of teaching with computers? The Epiphany Project is a grassroots network of educators dedicated to creating systems of faculty support that encourage meaningful use of emerging technologies. This session includes Epiphany resource overview, discussion of common faculty professional development needs, and exploration of ways to adapt Epiphany concepts for local use.
http://mason.gmu.edu/~epiphany
Track 8
EDUCAM: A Briefcase Television Station for Video Origination
CC 101 C-E
Robert Dixon, Dir, Advanced Tech Grp, Univ Tech Srvcs-Ohio State Univ
It is often difficult, expensive and intrusive to originate video from typical classrooms and auditoria. Learn about a new system, which consists of a briefcase containing a battery-powered video camera and television transmitter, and can be carried into any room to originate video-instruction broadcasts.. The briefcase sends both audio and video signals to one of two base stations, either another briefcase which can be located elsewhere in the building or a rooftop antenna on a central building, which aims at the briefcase with computer control.
Thursday, October 30, 1997
5:00 - 6:00 pm
Track 1
Beyond Computer Literacy: Vive Le Cyberspace
CC 208 B
Grace C. Hertlein, Professor Emeriti, Department of Computer Science--California State University; Thomas P. Kelliher, Assistant Professor; Sandra K. Webster, Professor, Psychology Department--Westminster College
How do we move beyond computer literacy to cyber fluency? An experienced professor reports on a major course upgrade (societal and global impact), and a computer scientist/psychologist team talk about linked psychology and computer science Internet courses (supported in part by NSF). Discussion will focus on the ways these radically changed courses go beyond computer literacy.
http://www.psych.westminster.edu/psycs29.htm
Track 2
Navigating Between the Scylla of Change and the Charybdis of Tradition
CC 211 A
Tom P. Abeles, Director, The Center @ Hamline; John Vinton, Director, Graduate Program Public Administration--Graduate School, Hamline University
Virtual campuses, institutional collaboration/competition, community involvement and global certification are some of the emerging issues affecting higher education today. This presentation coupled with an ongoing electronic conference will allow attendees to obtain a global vision of the key issues and probe, in depth, those elements of specific interest to themselves as they negotiate the passage between radical change and academic tradition.
http://elsie.hamline.edu:8000/caucus
Track 2
Changing Health Sciences Education Using Technology: The Information Commons
CC 103 D
Jim Duncan, Head, Information Commons--University of Iowa
Opened in Fall 1996, The Information Commons is a new information technology and multimedia development facility located in Hardin Library for the Health Sciences at the University of Iowa. Learn about the facility's first year and impact on the health sciences campus as a central support and delivery venue for courseware development, innovative classroom instruction, health-related research, and independent learning.
http://www.lib.uiowa.edu/commons
Track 3
Opportunity Knocks: A Student Preparation Program for IT Employment on Campus
CC 103 E
Cynthia Golden, Director, Educational Technology; Lydia Barner West, Executive Director--Center for Communication and Information Technology, Duquesne University
To address the "support service crisis" at Duquesne University, the Center for Communications and Information Technology significantly increased the number of students employed in an IT service capacity and developed a two-week employment preparation program. "Opportunity Knocks!" was first run during August 1996 and included classroom and on-the-job training. Details of the program development, content, budget and an assessment are presented.
http://www.duq.edu/Technology/ccit/presentations/educom97/educom97.html
Track 3
A Virtual Visit to the Eisenhower National Clearinghouse
CC 103 F
Camille L. Wainwright, Director of Teacher Education--Pacific University
Take a virtual field trip to the Eisenhower National Clearinghouse! Accessible via Internet and the World Wide Web, the ENC is a vast repository of resources of incredible value to mathematics and science educators. This presentation introduces the broad array of curriculum, methods, graphics, materials (some free!) and searchable data with an overview of the organization of this on-line site.
http://www.enc.org
Track 4
Graduate Education on the Iowa Communications Network: A Collaborative Exercise in Interactive Televised Instruction
CC 211 C
Fred J. Rees, Associate Director, Graduate Studies in Music; John Vallentine, Chair of Music Education--The University of Northern Iowa
An interactive televised instructional graduate degree program over the Iowa Communications Network is reviewed, with specific emphasis on campus-wide interdepartmental collaboration for effective development of a distance learning program, servicing of rural students who would otherwise not have access to graduate studies, and retaining instructional quality equivalent to on-campus instruction, with inferences for distance learning programs using this technology.
Track 4
Foreign Language Study On-Demand: A Technology-Based Model
206AB
Kathryn A. Corl, Professor; Mari Noda, Professor; Galal Walker, Professor--Ohio State University
Foreign language educators are now asked to deliver instruction in an increasing number of languages to a more diversified student population. The transformation of lock-step classroom instruction into a new generation of technology-based, experiential environments for self-managed learning is essential for reaching these new learners. Learn about Ohio State University's implementation of networkable, self-managed learning programs in French, German, Chinese, and Japanese.
Track 5
Using Technology to Bring Content Closer to the Student: Art History and Literature Examples
CC 211 B
Ellen Yu Borkowski, Coordinator, Instructional Technology & Support; Sharon Gerstel, Assistant Professor--University of Maryland; Joan Wines, Associate Professor of English--California Lutheran University
Collaborative software and digital images used in a high-tech classroom have brought Byzantine art that is often viewed as inaccessible closer to the student. Technology applied to the study of literature has also stimulated students' interest in technology-assisted research and greatly improved the quality of the research. Presenters from two universities describe their experiences.
Track 6
Creative Collaborations Pay the High Cost of Academic Computing Support Services at Marist
CC 208 D
Steven Killion, Assistant Professor of English; Barbara E. McMullen, Director of Academic Computing; Aroop Pandya, Student--Marist College
Marist College's 3-year old student consultant program continues to evolve as a revenue producing center serving the community, local small businesses and non-profit organizations as well as The IBM Corporation, an existing partner. This is one of many forms of collaborative arrangements that the university is experimenting with to promote new revenue streams. Other examples, costs, and benefits are discussed.
http://www.academic.marist.edu
Track 7
Bringing the Newsroom into the Classroom Via the Internet and How It Can Work for Any Classroom
CC 208 C
Linda Crider, Assistant Professor of Journalism; Dennis Walsh, Associate Professor of Journalism--Miami University
This project, which uses the Internet in a collaborative environment not only between teacher and student but between industry and academia, is changing the classroom experience by making students responsible to more than one reader. Learn how the project was designed and how it is being executed within the classroom using Internet/World Wide Web access, e-mail, and in-class conferences with editors and designers.
http:\\www.miavx1.muohio.edu\~anotherslant
http:\\www.miavx1.muohio.edu\~worldreact\wreact.htmlx
Track 7
Models for Organizing Campus New Media Resources
CC 208 A
Barbara Gersh, Program Director--New Media Centers; Joan Huntley, Director, Market Analysis and Service Development--University of Iowa; Donna Milici, Director, Academic Computing Services--University of Pennsylvania
Creation of a new media center on campus provides a focus for activities relating to the use of new media in teaching and learning. New Media Centers provides models of center structures and activities. Campus-based centers are involved with all areas of instructional technology including WWW-based learning, multimedia development, distance education, and assessment; models include centralized, distributed, and department-based organizations.
http://www.newmediacenters.org
Track 8
Gigapops: What Are They, Where Are They, What Do They Offer?
CC 102 D-F
Marla Meehl-NCAR; Linda Winkler-Argonne Nat'l Laboratories
As universities and research organizations struggle to implement high-performance network systems and to connect to the vBNS, the concept of a "gigapop" has emerged as an attractive possible architectual element. Despite all the hype, there are gigapops in operation with others planned. In this session, the presenters review the concept of gigapops as presently implemented and as planned, and the types of services and advantages that gigapop connections provide for colleges and universities.
Track 8
Moving Beyond Personal Computer Access: New Relationships Among Institutions and Students
CC 103 A-C
Kathi Dwelle, Dir, Organizational Effectiveness-Univ of Wisconsin-Madison; Pam McQuesten, Asst Dean, Info Tech, College of Comm-Univ of Texas Austin
Now that such a large percentage of students have their own computers, emphasis is moving away from providing access to equipment and toward providing access to networked resources. Some institutions have redesigned organizational structures and resource allocation to support that essentially-universal ownership. This session reports results from large surveys at two major universities of student needs and expectations for information technology services. As a result of these surveys, previously-held assumptions about the role of the institution in providing information technology access and services are being re-examined.
http://www.wisc.edu/doit/research/97studnt.html
http://www.wisc.edu/doit/research/97alumni.html
Track 8
Chemistry 101 at a Distance: Web-Based Interactive Instruction
CC 101 C-E
Garland Elmore, Assoc VP & Dean-Indiana Univ; Ali Jafari, Co-Dir, Advanced Info Tech Lab & Assoc Prof, Computer Tech-Indiana Univ
At Indiana University - Purdue University Indianapolis, an innovative Web-based interactive multimedia environment for distance learning is being prototyped through a five credit-hour Chemistry 101 course offered to students worldwide via the Internet. The course uniquely offers 26 hours of video, hundreds of web pages, music, and several JAVA-based tools. Full student and faculty interaction is provided through a series of real-time tools including chat, live video, and e-mail. This presentation includes an analysis of the characteristics of the Web as the solution for distance learning and will focus on WebLab benchmark testing.
Track 9
Coalition for Networked Information Update
CC 211 D
Joan Lippincott, Asst Exec Dir; Clifford Lynch, Exec Dir--Coalition for Networked Information
Join CNI's new Executive Director, CNI staff, and project leaders for an update on CNI's program. Featured projects will include "Assessing the Academic Networked Environment," "Institution-Wide Information Strategies," "Working Together," and a new initiative on authentication.
http://www.cni.org/
Page Last Updated: Thursday, December 16, 2004
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