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Track 2A Collaborative Blueprint for Classroom DesignFriday, June 20, 2003 Barbara Brandt, Manager, Classroom Technologies, AAIT, Emory University Carole Meyers, Sr Director, Facilities and IT, Emory College, Emory University Emory College’s Classroom Initiative Team has developed a blueprint for three standardized classroom models: Standard/Lecture, Seminar, and Collaborative/Interactive. This presentation will illustrate our blueprint for design, which adopts successful practices and technologies used in the Information Technology Division’s incubator classrooms. New and renovated classroom facilities will be highlighted. ALLIANCEnet: Making Educational Opportunities Accessible to Rural Health ProfessionalsFriday, June 20, 2003 Margaret S. Martin, Associate Professor, Department of Health Administration and Policy, Medical University of South Carolina Elizabeth B. Ricciardone, Associate Professor/Director of Bachelor of Health Sciences Program, Medical University of South Carolina In 2002, the Medical University of South Carolina received a grant from The Duke Endowment to develop and deliver online academic and continuing-education courses for health professionals in remote locations. This presentation will discuss the ALLIANCEnet project, including implementation and collaboration strategies, lessons learned, and first-year outcomes. Attacking from All Sides: Strategies to Educate Students and Faculty on Copyright and Plagiarism IssuesFriday, June 20, 2003 Elisabeth Leonard, Head of Reference, Outreach & Instruction, University of California, San Diego Rosalind Tedford, Information Literacy Librarian, Wake Forest University Copyright and plagiarism are hot topics on college campuses. At Wake Forest University, educating faculty, staff, and students has evolved through a transferable process of collaborative problem solving. Stakeholders from across campus are involved in defining the issues, and students, staff, and faculty are being reached through multiple, relevant channels. Creating a Collaborative Model for Large-Scale E-Learning Content Development and ManagementThursday, June 19, 2003 Liz Johnson, Project Manager, Advanced Learning Technologies, Board of Regents of the University System of Georgia Shary L. Karlin, Director, Instructional Design & Development, Board of Regents of the University System of Georgia Marie Lasseter, Project Manager-Advanced Learning Technologies, Board of Regents of the University System of Georgia The Board of Regents of the University System of Georgia's Advanced Learning Technologies office places a priority on developing high-quality online courses and facilitating their dissemination statewide to serve the needs of diverse constituents. USG has implemented a coordinated, systemic e-learning curriculum, called eCore®. Drawing on eCore's successes, this session focuses on the collaborative process to build a high-quality online core curriculum. Digital Assignments: What Faculty Say and What Students HearThursday, June 19, 2003 Wayne Morse, Director, Emory's Center for Interactive Teaching, Emory University Shannon O'Daniel, Business Analyst II, Emory University As faculty incorporate more digital assignments into their courses, they need to be aware of potential disconnects; what they believe the project entails and what their students must do to hand in the assignments. There are certain processes faculty can follow to keep students focused on the assignment rather than the technology. Incremental Approaches to Accessible Electronic ContentThursday, June 19, 2003 Bob Henshaw, Project Coordinator, University of North Carolina at Chapel Hill Jason Morningstar, Accessibility Specialist, University of North Carolina at Chapel Hill Duke University and the University of North Carolina at Chapel Hill have adopted incremental approaches to ensuring that electronic content is accessible to students with disabilities. This session will explore the limited but progressive initial steps taken in lieu of sweeping campus-wide initiatives. The Critical Role of the Instructor in Online LearningFriday, June 20, 2003 Scott E. Higgins, Professor and Director, Master of Health Sciences Program, Western Carolina University Marianne Hollis, Assistant Professor, Western Carolina University Western Carolina University's Masters in Health Sciences programs offer online graduate courses. Structured use of Web-based tools provides focus and promotes learning. This presentation will cite the lessons learned by graduate faculty in the development and implementation of nine separate hybrid and distance-learning graduate courses at a state university. Transforming and Transcending Traditional Faculty Technology WorkshopsThursday, June 19, 2003 Susan Lucas, Director, Distance Education & Professional Development, Chaffey College The University of Alabama has developed a new workshop model that focuses on the primary barriers affecting faculty adoption of technology, instead of focusing exclusively on the acquisition of technology skills. This model incorporates institutional support, faculty compensation, and personalized instruction into a pedagogy-based two-week technology workshop. UNC's Digital Library Project: Current Initiatives, Future PlansThursday, June 19, 2003 Megan A. Winget, Academic Technology Specialist, University of North Carolina at Chapel Hill The University of North Carolina’s Digital Library Project is completing its initial development phase and moving into full production mode beginning in Fall 2003. In this presentation, I will discuss the significance of intra-institutional support, and how our feedback process got users interested in maintenance and involved in the development of the system. Undergraduate Interns and Instructional Technology SupportFriday, June 20, 2003 Vicki Sells, Associate Provost for Information Technology Services and University Librarian, Sewanee: The University of the South The Instructional Technology Workshop at the University of the South in Sewanee, Tennessee, uses the talents of undergraduate interns to assist faculty members in the development and implementation of projects requiring instructional technology. Students paired with faculty members work as a team on Web and multimedia projects for use in the teaching and learning process. |
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