Detailed Program Information

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Game-Based Learning: The Good, the Bad, and the Ugly (Learning Technology)

Session Details

Speaker(s)

• Elizabeth A. Evans, Academic Outreach Specialist, University of North Carolina at Chapel Hill
• Session convener: Steven A. Terry, Director of Technology Utilization, The University of Memphis

Abstract

This session will focus on three aspects of gaming in higher education: What new opportunities can games bring to our students' learning experiences? What issues of concern surround the discussion about games in higher education? What are the major barriers to progress?

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Are You Hearing What I'm Saying? Is Lecture Capture Effective? (Research-based)

Session Details

Speaker(s)

• Gerard Flynn, Director, Institutional Technology Support, Pepperdine University
• Thomas Hoover, Director Instructional Tech Support, Pepperdine University
• This session does not yet have a convener. If you are interested in convening this session, please use the volunteer form.

Abstract

Pepperdine University's Technology and Learning team offers lecture capturing to its faculty. This session will detail research obtained through surveys and focus groups of three classes of undergraduate students that experienced captured lectures, revealing student perceptions of the efficacy (or lack thereof) in increasing student learning. These findings are then compared to the perceptions of the professors who taught the classes to determine if the message relayed was the message received.

Learning at the Intersections: Integrating Support for Research, Writing, and Technology (Innovative Practice)

Session Details

Speaker(s)

• John S. Dunn, Jr., Assistant Professor of English, Eastern Michigan University
• Suzanne Gray, Assistant Professor/Information Literacy Librarian, Eastern Michigan University
• William Shell, Dir, Academic Technology and Computing Services, Eastern Michigan University
• Session convener: Suzanne Gray, Assistant Professor/Information Literacy Librarian, Eastern Michigan University

Abstract

While many institutions are investing in information commons spaces that incorporate thousands of square feet, at Eastern Michigan University we are exploring ways to work together more effectively in just 550 square feet. The Academic Projects Center is a support facility that offers students one-to-one, point-of-need instruction in writing, research, and technology in a compact former classroom space located in the library. We will share both what has been learned by center staff (technologists, librarians, and writing consultants) from working closely with service providers outside their areas of specialization and the knowledge we have gained about student learning.

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Managing Online Discussions with a Participation Portfolio (Innovative Practice)

Session Details

Speaker(s)

• John Fritz, Asst. VP, Instructional Technology & New Media, University of Maryland, Baltimore County
• Session convener: Ronald C. Thomas, Jr., Dean, Online Instruction, Embry-Riddle Aeronautical University

Abstract

If you want students to use online discussions, how do you avoid initiating every thread or simply counting all their replies (including their "I agree" posts)? By defining and rewarding substantive Q&A-and requiring students to submit an online "participation portfolio" of their best work-students will take responsibility for discussions and reduce your burden in assessing them.

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A New Approach to Online Learning with Obojobo 1.0 (Learning Technology)

Session Details

Speaker(s)

• Zachary Berry, New Media Developer, University of Central Florida
• Ian Turgeon, Programmer Analyst, University of Central Florida
• Francisca Yonekura, New Media Lead, University of Central Florida

Abstract

This session will showcase Obojobo, a system developed at the University of Central Florida. Obojobo allows users to create structured assessment-based online learning resources with built-in guidelines to facilitate best practices. Content creators can collaborate on building these resources as well as share their creation with other users. In this manner, rapid construction of course materials is possible by implementing and customizing existing learning resources contributed by the Obojobo community of users. Presenters will also share lessons learned from the pilot program.

Community as Committee: Using Web 2.0 Tools and an Open Philosophy to Design Projects and Events (Innovative Practice)

Session Details

Speaker(s)

• Allan Gyorke, Assistant Director, ETS, The Pennsylvania State University

Abstract

Typical project planning involves a committee that collects information, does the majority of the work behind closed doors, and then promotes the project when it is finished. Using an open philosophy and Web 2.0 technologies such as blogs, wikis, podcasting, Twitter, and a live question tool, we have engaged stakeholders in all aspects of the planning and execution of projects and professional development events. The result is a very high level of excitement, creativity, ownership, and the establishment of a learning design community.

ConnectYard - Leveraging Social Computing to Extend the Learning Environment

Session Details

Speaker(s)

• Mike Norris, Director Business Development, ConnectYard

Abstract

Learn how ConnectYard helps colleges and universities tap the power of social media like Facebook to extend the learning environment into where students live and socialize online. ConnectYard helps students excel in their classes and enhance their educational experience by strengthening their attachment to your educational community. ConnectYard facilitates the formation of selective study groups to enhance peer learning; reinforces student-to-student and student-to-faculty connections; recommends and prioritizes potential study partners, tutors, and mentors based on a unique student matching engine; and promotes relevant study materials, academic support services, career services, campus events, and more.

Expertiza: Peer-Reviewed Collaborative Learning and Resource Generation (Learning Technology)

Session Details

Speaker(s)

• Edward F. Gehringer, Associate Professor, Computer Science, North Carolina State University

Abstract

The Expertiza system is a peer-review collaborative-learning system designed to encourage the creation of resources that will be useful in future course offerings. Using Expertiza, students can work in teams and submit files or wiki pages. Individuals can review teams, and author and reviewer can communicate in double-blind fashion. Expertiza has been used to develop exercises for an in-press textbook, to review research pages submitted to a wiki, and to support students in authoring their own active-learning exercises. This presentation will include a hands-on demo of the system.

Creating Instructional Pedagogy for Emerging Areas in the Chemical and Life Sciences Through the Use of a Content Management System (Learning Technology)

Session Details

Speaker(s)

• Eric Eberhardt, Director, Biochemistry Program and Associate Professor of Chemistry, Vassar College
• Cristian Opazo, Sr. Academic Computing Consultant and Adjunct Faculty, Vassar College

Abstract

A cross-constituency instructional team adopted an open-source content management system to facilitate students' scholarship and writing skills. The target group was a senior-level undergraduate class studying emerging areas in the chemical and life sciences. We envisioned an environment that would generate opportunities for students to gain ownership in these emerging areas and examine possible implications for their future careers. The use of a content management system facilitated the work of student teams by providing wiki pages where collective writing could be performed. The bibliographic tools allowed them to combine separate sets of references into a single shared item. Students' knowledge gain was observed and assessed.

Democracy Lab: Online Student Collaboration Through Dialogue and Deliberation (Innovative Practice)

Session Details

Speaker(s)

• Malia Crouse, Democracy Lab Coordinator, Regis University

Abstract

Democracy Lab is an online course that brings together university students in collaborative dialogue and deliberation about current issues. Democracy Lab is a ten-week module that is meant to be integrated into an existing course as an innovative teaching strategy. By participating in Democracy Lab, students gain a functional knowledge of dialogue skills, have the opportunity to practice those skills with the guidance of a trained facilitator, connect with their peers across the country and within different educational studies, and become teachers themselves as they share personal experiences and learn from one another. Visit www.teachingdemocracy.org for more information.

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Integral Teamwork: Collaborating Using Google Tools (Innovative Practice)

Session Details

Speaker(s)

• Kelly Roark, Faculty Support Specialist, Northwestern University

Abstract

Learn how Northwestern University Faculty Support Services uses Google tools for collaboration. We will model how we use Google Mail to provide support to Northwestern University faculty; Google calendars to organize training sessions, our own schedules, and our student workers' schedules; and Google Docs to create, maintain, and easily update documents and presentations. Google tools are excellent resources for collaborating with web-savvy students-Northwestern students are already familiar with them and they're accessible anywhere there's a web connection. We'll illustrate how we used Google tools to organize a new group of student workers at the beginning of the semester.

Managing E-Learning Projects and Documenting Evidence of Impact: Selecting, Implementing, and Using an Electronic Project Management System (Innovative Practice)

Session Details

Speaker(s)

• Josephine M. Csete, Senior Educational Development Officer, The Hong Kong Polytechnic University

Abstract

E-learning development teams aiming to provide high-quality and sustainable services across an entire institution must, as part of their work, provide evidence of impact, manage multiple projects simultaneously, share information among stakeholders, manage documentation, conduct analyses, and generate reports. Although the concept of electronic project management systems is not new, technical and contextual obstacles are often encountered, which hinder development and implementation. This project briefing session will introduce key stages in the development process, demonstrate a real-life system that was customized from an open source platform, and discuss major obstacles and considerations in change management.

Refreshment Break

Session Details

Rethinking Learning Spaces

Session Details

Speaker(s)

• Marvin J. Malecha, Dean, College of Design, North Carolina State University
• Carole Wedge, President, Shepley Bulfinch Richardson and Abbott
• Session moderator: Deborah Bickford, Associate Provost for Academic Affairs and Learning Initiatives, University of Dayton
• Session convener: Julie K. Little, Senior Director, EDUCAUSE

Abstract

What makes some learning spaces robust seedbeds for interactivity, and others flat and unproductive? To what extent is the answer to this question in the mind of the beholder, and therefore challenging to address institutionally? How do we translate design principles and best practices to enrich our campus physical and virtual learning environments? Join panelists from academia and private practice to explore what’s happening to inform future directions in learning space design, the challenges we’re facing, and their perspectives on the “next big thing.”

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Case-Based Scenarios for Critical Thinking

Session Details

Speaker(s)

• David M. Segal, Assistant Professor, College of Health & Public Affairs, University of Central Florida
• Session convener: Carie Page, Assistant Director, Teaching, Learning, and Professional Development, EDUCAUSE

Abstract

Simulated real-life scenarios allow educators to assess students’ decision-making and critical-thinking skills rather than just their knowledge. These skills can be fostered using virtual case scenario simulations and interactive assessment strategies. Learn how to use a novel interactive case management system to streamline the development and implementation of online case scenarios with self-assessment learning outcomes linked to standard competencies. Create dynamic and interactive online case scenarios using virtual characters, speech, and other media rich content. We will discuss various case design strategies and their pedagogical implications.

Note: Participants will need to bring a laptop with wireless network access.

Building a Distributed Community of Practice on the Reservation: Web 2.0, Learning 2.0, and Object-Centered Sociality (Innovative Practice)

Session Details

Speaker(s)

• Kevin Ketchner, Librarian, Northern Arizona University
• Session convener: Molly D. Ruggles, Educational Technology Consultant, MIT

Abstract

There is a national conversation on how to return Native practitioners to their home communities. However, to do so it essential to build a support infrastructure that recognizes all constituent perspectives and needs, and especially supports a sustained learning community. This presentation will share strategies on how to support rural communities of practice and how the use of Web 2.0 tools can take the social infrastructure of the university into rural, and especially Native, communities.

Available Resources

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INSITE: International Network of Students Investigating Technologies for Education (Innovative Practice)

Session Details

Thursday, January 22, 2009
9:30 a.m. - 10:30 a.m.
Bonaire 5-6

Session Type: Concurrent Session
Content Level: Intermediate

Speaker(s)

• Kimberly Arnold, Assessment and Evaluation Specialist, Purdue University
• David Eisert, Manager, Emerging Technologies, Purdue University
• Session convener: Maureen McCreadie, Dean, Learning Resources, Bucks County Community College

Abstract

Purdue University undergraduate education students were given the opportunity to collaborate with students from five international universities on the creation of a wiki book focused on the use of emerging web technologies in education. This session will explore the development of this program, the wiki book created by the students, an interactive comparison to similar technology reviews, and a discussion from a panel of students who participated in the development of the wiki book.

Deploying Collaborative Technologies in Learning Spaces: A Practical Guide (Learning Technology)

Session Details

Thursday, January 22, 2009
9:30 a.m. - 10:30 a.m.
Grand Sierra Ballroom H

Session Type: Concurrent Session
Content Level: Intermediate

Speaker(s)

• Benjamin Hambelton, Director, Academic Technologies, Boise State University
• Menko Johnson, Instructional Designer, Stanford Center for Innovations in Learning, Stanford University
• Bruce A. Montes, Director, Academic Technology Services, Loyola University Chicago
• Session convener: Andrew J. Milne, CEO, Tidebreak, Inc.

Abstract

Promoting student collaboration is accepted as a good idea, but what challenges do institutions face when implementing and assessing technology solutions? Physical spaces enable students to use technologies with in-person discussion and collaboration, whereas virtual spaces allow for one-dimensional collaboration, even when it occurs in real time. Both physical and virtual learning spaces are integral to the student learning experience; students move back and forth between physical and virtual spaces, using a wide variety of collaborative technology solutions. How can institutions evolve data-driven approaches that advance the state of the art in creating diverse collaborative environments on today's campuses?

Curricular Uses of Visual Materials: A Mixed-Method Institutional Study (Research-based)

Session Details

Thursday, January 22, 2009
9:30 a.m. - 10:30 a.m.
Bonaire 7-8

Session Type: Concurrent Session
Content Level: Intermediate

Speaker(s)

• Paula Lackie, Academic Technologist - Social Sciences & Humanities, Carleton College
• Andrea Lisa Nixon, Director of Curricular and Research Support, Carleton College
• Session convener: Susan E. Metros, Associate Vice Provost/Deputy CIO/Professor, University of Southern California

Abstract

Learn about the findings of a research study that addressed whether the sources of support Carleton College provides are well suited to the work demanded of students and faculty as they make curricular use of visual materials. While this study is centered at Carleton College, the surveys and methods developed are freely available and may be used at other colleges and universities. Results include student preferences for study spaces, variations in the ways students seek curricular support, faculty-identified desires for and concerns about curricular support, and an inventory of curricular support.

Available Resources

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Break

Session Details

Thursday, January 22, 2009
10:30 a.m. - 10:35 a.m.

Game Reveal

Session Details

Thursday, January 22, 2009
10:35 a.m. - 10:45 a.m.
Grand Sierra Ballroom D

Session Type: General Session

The Law and Policy of Web 2.0: Much Old, Some New, Lots Borrowed, So Don’t Be Blue

Session Details

Thursday, January 22, 2009
10:45 a.m. - 12:00 p.m.
Grand Sierra Ballroom D

Session Type: General Session

Speaker(s)

• Beth Cate, Associate General Counsel, Indiana University System

Abstract

Social networking sites and other Web 2.0 technologies offer rich tools for creation, collaboration, and community building. As such they have generated great excitement among faculty, staff, and students as they explore incorporating these technologies into their teaching and learning. Some of the most compelling features of these technologies—how quickly and easily materials can be shared and repurposed, how large and fluid Internet communities tend to be, how many cheap third-party services are available—are the same ones that raise questions about whether and how law and policy affect how we use these technologies in support of learning.

Beth Cate will review and answer questions commonly asked by faculty, staff, and university attorneys and talk about why, although technologies are continually evolving, the relevant legal and policy principles are generally quite familiar and not scary. She will highlight a few new wrinkles and some unknowns and offer practical strategies for maintaining good communications with your campus counsel as you and your institution navigate these promising new technologies and look ahead to Web 3.0.

Available Resources

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EDUCAUSE Board Meeting (Board Members Only)

Session Details

Thursday, January 22, 2009
12:00 p.m. - 5:00 p.m.
Grand Sierra Ballroom F