Poster Sessions

About Blackboard Inc., An EDUCAUSE Platinum Partner

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS15

Blackboard Inc. was founded to transform the Internet into a powerful environment for the educational experience. The company offers a suite of enterprise software products and services that power a total e-education infrastructure for schools, colleges, universities, and other education providers. Blackboard solutions deliver the promise of the Internet for online teaching and learning, campus communities, auxiliary services, and integration of Web-enabled student services and back-office systems.

Building Community at Emory

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS04

Linda Erhard, Business Analyst, Information Technology Division, Emory University

To support teaching, research, and service initiatives, the Office of University-Community Partnerships at Emory University uses a single Web-based system to manage its Web site, interface with volunteers, and create dynamic reports without knowledge of HTML or SQL, whenever they need and wherever they have access to the Web.

Collaborative Engineering Instruction Using Integrated Network Technologies

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS03

Chi Ngoc Thai, Associate Professor, Biological & Agricultural Engineering, University of Georgia

To enhance the experiential learning aspects of engineering students and their access to scarce research equipment, a completely Web-accessible, 24 x 7 Machine Vision Laboratory was designed. Remote PCs required only Internet Explorer and NetMeeting to fully use two workstations equipped with spectrometry and machine-vision hardware and software, as well as controls for an X-Y translation stage used to position test samples. A detailed system design and integration with safety features will be described.

Postconference Resource

Contrasting Styles of Distance Education at the Graduate and Undergraduate Levels

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS13

Stanley Zoltek, Associate Professor of Computational Sciences and Mathematics, George Mason University

We will present lessons learned and pedagogical strategies developed while teaching and designing two very different Web-based courses. One course presents a first-year curriculum in astronomy, and the other prepares graduate students to use computational research tools in a multi-user environment.

Postconference Resource

Developing a Prediction Rule for Retention in Online General-Education Courses

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS10

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

In this study, a classification rule has been developed to predict students' group membership (completion and withdraw) in online, eCore courses using a set of predictors such as gender, age, financial assistance, SAT, and locus of control. eCore is sponsored by the University System of Georgia, Advanced Learning Technologies.

Eighteen Tips for Successfully Including Peer Collaboration in an Online Course

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS02

Teshia Roby, Assistant Professor, Educational Multimedia, California State Polytechnic University, Pomona

A 2002 study of college faculty members who included peer collaboration in their online courses revealed several instances of common practices, lessons learned, and advice. The resulting set of problem-solving techniques for promoting collaboration success will be discussed. Themes that evolved from the research will also be explored.

How to Hit a Moving Target: The Faculty Workstation Initiative

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS01

Christian Bass, Director for Academic Technologies, The George Washington University

Daniel Price, Director of Academic Technologies, The George Washington University

George Washington University's Faculty Workstation Initiative struggled under the weight of campus politics and attempts to meet moving mandates. Learn the crucial role that partnering with non-IT groups played in stabilizing the program and radically improving service. The initiative earned the honor of being recognized by Dell Computer Corporation as one of its most creative accounts.

Influence of Metonymy on Student Online Learning

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS07

Bob Kalwinsky, Associate Professor, Middle Tennessee State University

Using a theoretical base that draws upon concepts of new technology and information processing, the author discovered surprising inroads into ways in which technology forms, basic instruction/facilitation, and cognitive patterns can be yoked into an effective exploration of essential topics and concepts leading to active construction of knowledge.

Interdisciplinary Brainstorming: Navigating the Caves of the Prehistoric Southeast

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS06

Sarah Lowe, Assistant Professor, School of Art, The University of Tennessee

The best resolution for a given problem often entails a company of solutions. A graphic designer shares her experience with an interdisciplinary team developing a learning tool about American prehistoric cave art. Learn how sharing ideas across the disciplines involved in such a project aid effective design of digital education environments.

Policy Leadership in Accessible Information Technology

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS12

Curtis Edmonds, Education & Information Technology Specialist, Southeast Disability & Business Technical Assistance Center

This presentation will cover the experiences of different educational institutions in the Southeast as they seek to provide increased access to information technology for students with disabilities. Methods of identifying barriers to access, working with diverse stakeholders in achieving access, and policy development for accessible IT will be discussed.

Redesigning the Student Computing Lab: Building for Collaboration

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS14

Marisa Benson, Director, Project Management Office, Emory University

Kimberly Braxton, Manager, Centers for Educational Technology, Emory University

Alan R. Cattier, Director, Academic Technologies, Emory University

Last summer, Emory University's Information Technology Division renovated its central student computing lab, Cox Hall. We replaced a facility where students were isolated from each other in Dilbert-like cubes with a collaborative computing infrastructure where students and faculty can work and learn together.

The Integration of PDAs into a Healthcare Informatics Curriculum

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS09

Jennifer McCabe, Assistant Director, East Campus Library, James Madison University

John McGehee, Head, East Campus Library Services, James Madison University

This presentation will describe a project by librarians at James Madison University to integrate personal digital assistants (PDAs) into the curriculum of an interdisciplinary Healthcare Informatics class. Presenters will discuss collaboration among librarians, faculty, administrators, instructional technologists, and IT personnel, focusing on technology management and the use of PDAs in the classroom.

The SURA Optical Networking Cookbook

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS05

Troy Travis, Assistant to the VP for IT/CIO, University of South Carolina

The Cookbook is a practical resource targeted at assisting the research and education community with key aspects of optical networking deployment. This presentation will introduce the Cookbook and provide insight into various research and education implementations that have expanded infrastructure reach, performance, and capacity and, in some instances, flattened costs.

Towards Accommodating Learning Diversity Online

Thursday, June 19, 2003
2:15 p.m. - 3:15 p.m. PS11

Yanyan Yong, Dean of Distance Learning and Academic Support, Germanna Community College

Different learning styles present an intriguing challenge for the online environment. Specific features can be incorporated within the online course to address certain types of differences in learning style. A survey was conducted to examine how students differ in the degree of guidance, flexibility, and feedback they prefer in the online environment. We propose methods to accommodate the differences using technology.