Poster Sessions

"Embracing the Changing Learning Environment"
October 28-31, 1997
Minneapolis, MN
Hosted by the University of Minnesota

Poster Sessions

Poster Sessions offer an opportunity for presenters to meet interactively with small audiences.

• Wednesday, October 29, 1997
  3:30 - 5:00 pm
• Thursday, October 30, 1997
  3:30 - 5:00 pm

Wednesday, October 29, 1997 - 3:30 - 5:00 pm

Deploying a Distance Education Network in Michigan's Upper Peninsula

Patricia Lins, Manager, Educational Technology--Michigan Technological University; Dan Sternhagen, Director, Regional Educational Media Ctr (REMC) #1

In 1995, a two-way distance learning network was activated connecting ten rural Michigan educational sites including K-12 schools, Michigan Technological University, and other institutions. The system is a unique blend of a cable company, higher education and several K-12 school districts. This session describes the infrastructure, costs, applications, and partnerships for this system in Michigan's Upper Peninsula.

Faculty Adoption of Educational Technology

Daniel Detzner, Associate Dean for Academic Affairs; Stephan Flister, Data Analyst; John Sonnack, Director of Information Technology, College of Human Ecology--University of Minnesota

A review of current and proposed research exploring the infrastructure, strategies, and tactics encountered by college administrators working with faculty to increase use of education technology resources. Lewin's force field and Rogers' adoption/diffusion theories guide the strategic study while the tactical study makes use of Vygotskii's activity and Argyris' action theories.

Language Learning Technology's New Doors

BethAnn Bergsmark, Manager, User Services, Academic Computing Services; Michael Joiner, Supervisor, Language Learning Technology--Georgetown University

How can a Language Learning Technology Lab best address the growing needs of faculty and students for a complex blend of services: analog and digital, audio and video, stand-alone and networked, purchased and created, campus-based and Internet-wide, lab-centralized and individualized?

Software Support Systems for Learners in Project Based Curricula

James Laffey, Associate Professor; Dale R. Musser, Research Assistant Professor--University of Missouri-Columbia; Thomas W. Tupper, Software Designer, Center for Technology Innovations in Education

Project based curricula, while providing authentic learning contexts, place unusual demands on students and instructors. Learners need special support to function in and prosper from such an environment, and instructors need assistance cataloging and assessing learner performance. This presentation examines the driving theory, design, and implementation of an electronic performance support system for learners involved in project based curricula.

Teaching With Technology: Case Studies in the Humanities and Cluster Courses Such as College Writing One with Excursions in Mathematics

Laraine Kautz, Student; Steven Killion, Assistant Professor of English; Joseph Kirtland, Assistant Professor of Mathematics; Barbara E. McMullen, Director of Academic Computing--Marist College

Courses such as medieval literature, taught with translated texts, leave students with distorted understandings because they study Modern-English prose rather than Old-English poetry. At Marist College, technology-based techniques enhance deficient traditional methods and empower students to direct their own learning. Pedagogy-based techniques, such as cluster courses, enhanced with technology, enable students to relate to broader bases of knowledge.

http://www.academic.marist.edu

First-Year Engineering Resources and Projects on the World Wide Web

Carol Dwyer, Senior Instructional Designer; Marsha King, Instructional Design Intern; Dhushy Sathianathan, Assistant Professor--Pennsylvania State University

This project is an outgrowth of engineering curriculum revision for which the major goal is learning through real-world projects using authentic engineering design processes. Faculty share course resources and industry experts provide consultation. Students' web-based project reports, containing graphics, animations, and process descriptions, serve as models for current and future students.

Electronic Discussion Groups as Facilitators of Student-Centered Learning: A Study of Student Behavioral Changes

Judith Crowe, Coordinator, Educational Technology Program; Silva Karayan, Assistant Professor--California Lutheran University

At California Lutheran University, electronic discussion groups help connect the physical and virtual learning environments. This study was designed to discover if identified student behaviors changed as a result of participation in an electronic discussion group. A number of desirable behaviors was identified and students were surveyed on their perceptions. The findings have implications for implementation of electronic discussion groups.

Enhancing Student Learning in Two Large-Enrollment Cyberschool Courses

G. William Claus, Associate Professor, Biology; Valerie G. Hardcastle, Assistant Professor, Philosophy; John F. Moore, Director, Educational Technologies--Virginia Tech

This session describes the transformation of two large-enrollment core curriculum courses at Virginia Tech. The development of two second-generation Cyberschool courses in Microbiology and Philosophy has produced a renewed emphasis on student-centered learning through the judicious integration of instructional technology. Course evaluation results which include student surveys and interviews, as well as external review of student work, are described.

A Worldwide University's Strategies for Change- Dynamic Innovations In Educational Technology

Dave Pedersen, Senior Educational Technologist; Mike Shook, Senior Educational Technologist; Shirley Waterhouse, Director of Educational Technology--Embry-Riddle Aeronautical University

Embry-Riddle Aeronautical University, a worldwide leader in aviation education, is becoming a leader in the use of educational technologies. The Educational Technology Department has focused its resources on the development of NetCourses for Web-based delivery, LearningSpace projects, a digital library, videoconferencing and desktop videoconferencing for delivering bilocated and trilocated courses, and dynamic multimedia-based lectures.

Collaborative Student-Centered Learning: A Team Taught, Outcomes-Based Model for the Network Community

Julius Bianchi, Director of User Support Services; Joan Wines, Associate Professor of English--California Lutheran University; Sherisse Purdum, Production Education, Books Production--Sage Publications

Technology-intensive classrooms have extensive potential for enhancing collaborative and student-centered learning. Instructors with class network access can teach the skills fundamental to these two learning processes by creating innovative electronic-based assignments. CLU redesigned a successful technology-intensive Business Communications course to feature collaborative and student-centered activities. Its outcomes-based, team-taught approach is grounded in the wide variety of electronic services available through the campus network.

IDEA (Instructional Design for Educational Applications) Consultants: Student Consulltants for Design of Multimedia Applications

Adelaide I. Lane, IDEA Consultant--IDEA Consulting; Don Porter, Associate Director, Academic Computing Services--Rensselaer Polytechnic Institute

IDEA (Instructional Design for Educational Applications) Consultants are undergraduate students who help faculty members design multimedia programs. The students are trained in freshman year and are available to work with faculty during the next three years. This presentation discusses the training necessary for these students to become instructional design consultants and displays examples of some of their work at Rensselaer.

Literature Courses in Cyberschool at Virginia Tech

Len Hatfield, Associate Professor; Tom Head, Director Media Services; Karen Swenson, Associate Professor--Virginia Tech

The Literature Initiative in Technology in Virginia Tech's Cyberschool offers inter-disciplinary courses in the Department of English. The initiative draws upon faculty from across the College to teach these Web-based courses, and presents an opportunity for faculty and students to explore new kinds of collaboration. The process of developing these team-designed and team-taught courses is described.

Delaware GIS Data- Implementing and Encouraging National Standards

Richard S. Sacher, Manager, Research Data Management Services--University of Delaware

The University of Delaware initiated a collaboration with local and state agencies to create a Delaware Demonstration Node for the National Spatial Data Initiative's Federal Geographic Data Committee's Clearinghouse for Geospatial Data. The Node's current function is to encourage statewide data-sharing and to serve as a prototype for the State's academic and non-academic data producers. The project's initial successes, pitfalls and possible extensions are reviewed.

http://www.rdms.udel.edu/rdms/conferences/educom97.html

Delivering the First Graduate-Level Online Courses at the University of Minnesota: The Institution, The Distance Environment, and Learning Outcomes

Paul Brady, Instructional Computing Coordinator and Professor, College of Agricultural, Food, and Environmental Sciences; Linda Clemens, Graduate Research Assistant, Rhetoric Department; Ann H. Duin, Director of Graduate Studies, Rhetoric Department; Jim Frost, Assistant Professor, Rhetoric Department; Krista Johansen, Graduate Research Assistant, Rhetoric Department; Steve Mai, Online Writing Center Coordinator, Rhetoric Department--University of Minnesota

How does graduate-level teaching and learning change when courses are delivered on-line? The University of Minnesota Rhetoric Department's Distance Education Development Team illustrates how it delivers information (WWW), mentors students (listserv, MOO), and assesses learning outcomes of graduate-level technical communication students worldwide.

Thursday, October 30, 1997 - 3:30 - 5:00 pm

Getting Ready for Windows NT

Charles Augustine, Mgr of Advanced Tech-Princeton University

As part of an initiative to upgrade and standardize desktop systems used by administrative staff, Princeton has chosen to install Windows NT 4.0 on all new administrative PCs. NT offered the advantages of increased security and stability at the cost of higher hardware requirements, possible incompatibilities, and the need for support staff training. The presentation describes the process of evaluating Windows NT, the conversion and support issues that were encountered, and suggestions to anyone considering a similar changeover.

A Virtual Syllabus for Large Lecture Course in Journalism

Melissa J. Poole, Educational Consultant; Byron Scott, Professor of Journalism--University of Missouri-Columbia

Many faculty are using the Internet to broadcast course information and facilitate communication with students. Yet few have researched the impact these new technologies are having on student learning. Do these tools facilitate more active learning and improve student outcomes? This session describes the results of changing a large, sophomore-level college course in journalism from the traditional lecture format into a WWW-mediated offering.

Information Literacy Across the Curriculum (ILAC)

Jim Shuman, Project Director, Courseware and Online Technologies--NorthWest Center for Emerging Technologies (NWCET); Myra van Vactor, Director, Library Media Center--Bellevue Community College

The Information Literacy Across the Curriculum (ILAC) project is designed to assist faculty in creating course materials, including assignments, that help students develop electronic research and critical thinking skills. The results from five case studies from various disciplines are highlighted. Learn how to implement similar projects and how to utilize ILAC developed tutorial courseware.

A Hybrid Web Server Solution: Using the Right Tool for the Right Job

Paul A. Soderdahl, Team Leader for the Libraries-Wide Information System and Multimedia--University of Iowa

Nearly all educational organizations now host a Web server for delivering information and services to their constituencies. The preferred model at many institutions is to install, maintain, and support a single Web server for the entire organization. The University of Iowa Libraries uses an alternate model providing a number of different Web servers across a number of different platforms.

Building Digital Culture: Creation of a Humanities-Based General Education Requirement in New Media Literacy

David Bogen, Assistant Professor of Humanities; James Sheldon, Assistant Professor, Mass Communication--Emerson College

This session reports on a pilot course in "Digital Culture" which pairs academic discussions of the history and social implications of new media with hands-on instruction in the use of electronic communications, hypertext authorship, and multimedia design. It is the first phase of an initiative to develop an interdisciplinary curriculum integrating humanities education with training in new media authorship and digital communication technologies.

A Classroom for Intellectual Teamwork

Cheryl Geisler, Chair, Language, Literature & Communication Department; Edwin H. Rogers, Professor of Computer Science; John Tobin, Assistant Professor of Architecture--Rensselaer Polytechnic Institute

In Rensselaer's showcase Collaborative Classroom, the many teams found in a class can work in parallel with mentoring and with the opportunity to present and share their problems and successes across the classroom. This novel facility adapts computational tools to the education of student teams engaged in design within and across disciplines giving them shared access to the best professional software.

The Database that Students Built: The University of Minnesota Biocatalysis/Biodegradation Database

Lynda Ellis, Associate Professor; Lawrence P. Wackett, Professor; Eva C. Young, Jr Scientist--University of Minnesota

The graduate-level science course "Biocatalysis and Biodegradation" is being taught through independent study, completely over the Internet. Students develop text and graphical metabolic pathway information for microbial degradation of environmental pollutants, to be added to the award-winning University of Minnesota Biocatalysis/Biodegradation Database (http://dragon.labmed.umn.edu/~lynda/index.html).

The Art of Margaret Sutton: A Student Generated Multimedia CD-ROM

Joseph G. Dreiss, Professor of Art History, Director of Computer Imaging and Multimedia Lab--Mary Washington College

In 1993, over 3000 drawings and paintings by American artist Margaret Sutton were donated to the Mary Washington College Galleries. This session provides an overview of the creation by students of a multimedia CD-ROM on the life and art of this important but little-known New York-based avant garde artist, from the initial conception through the burning of the final CD.

Designing a Framework for Multimedia Courseware Delivered Via the Web

Mark H. Holmes, Chair and Professor, Math Sciences; Pamela Kott, Technical Manager, Project Links; Robert Spilker, Chair & Professor, Biomedical Engineering--Rensselaer Polytechnic Institute

Developers from Project Links present an overview of the production of WWW-based learning modules that focus on the roles of mathematics in engineering and science. The production of the modules involves new paradigms for content creation, delivery, and maintenance. Each of these areas are discussed, presenting re-usable solutions as well as unresolved problems.

http://links.math.rpi.edu/index.html

New Media as a Tool for Faculty Development

Nancy Frishberg, Executive Director--New Media Centers; John Hawkins, Associate Director, Academic Information--Dartmouth College; Ruth Sabean, Assistant Director, Educational Technology--UCLA

Faculty development must include some exposure to ongoing developments in technology that impact the teaching and learning process. While hands-on technical mastery is not required, some understanding of the pedagogical application of new media is needed for effective instruction. This session describes programs on several campuses that are helping faculty to learn about new technology.

Internet-Based Engineering Laboratories: A New Education Tool for Practical Classes

Charles Lemckert, Lecturer--Deakin University

The provision of low-cost access to practical laboratory work continues to challenge educators in engineering and science. This session presents a new form of laboratory that allows students to perform real-time practical classes over the Internet, report on the outcomes of initial trials, and discuss educational issues important to the implementation of this innovative flexible teaching tool.

A Close look at Authoring Programs

T. J. Ray, Director, Faculty Technology Development Center--University of Mississippi

Most of us never have a chance to observe various versions of the same kind of software in close proximity. This session provides a close comparison of major authoring software programs with the view of helping faculty to choose tools for their use.

Incremental Pedagogical Changes via Groupware

Scott R. Smith, Director of Academic Computing--New York Institute of Technology

Incrementally, faculty are encouraged to adopt simple but effective applications of technology that transform the learning process in ways that are natural and exciting for students and faculty alike. Course-specific electronic discussion groups are recommended, complementing otherwise conventional courses. Specific student benefits include enhanced time-on-task and improved self-image as active learners constructing knowledge with peers.

CREN Seminars

Judith Boettcher, Executive Director-CREN

CREN (The Corporation for Research and Educational Networking) has created two seminars which are designed to help colleges and universities train their staffs in the opportunities associated with current and emerging technologies: "Untangling the Web" and "Campus Communications Strategies". This session describes the pedagogical techniques employed in producing the seminars and ways in which use of the web can enhance interactivity.

http://www.cren.net/