|2/14/2011||View Session||9:00 am||10:00 am||Student Services||Virtual Courses in Support of Students with Disabilities|
An approach to increasing high school graduation rates is to design online courses that serve students with disabilities through the 5Cs known to increase school completion: connect, climate, control, curriculum, and caring community. Research-based features of these courses are described with national standards and strategies for increasing success of students.
Dr. Cavanaugh is Associate Professor of Educational Technology in the College of Education at the University of Florida. She is currently a Fulbright Senior Scholar in Nepal during 2011.
|2/14/2011||View Session||11:00 am||12:00 pm||Organizational Best Practices||Ten Practices for Creating Accessible Online Courses|
Chris Sax, Barbara Frey
Online teaching and learning provides both a challenge and an opportunity for students with disabilities. Faculty agree that creating online courses that are accessible to students with disabilities is the right and ethical thing to do, but they often do not know where to start. In this session, a course developer and administrator from two institutions will present ten basic practices for creating accessible course material. The goals of this session are (1) to build awareness of accessibility issues, (2) to introduce assistive technologies used to access Web pages, and (3) to provide faculty with basic practices to create accessible online material.
Chris Sax is Associate Provost and Dean of Academic Outreach and Innovation at Shippensburg University, with responsibility for distance education policies, practices, faculty support, and administration, as well as the management of off-campus programs for non-traditional students. She leads the Office of Professional, Continuing, and Distance Education Studies (PCDE), as well as the Institute for Public Service and Office of Sponsored Programs (IPSSP), Center for Faculty Excellence in Scholarship and Teaching (CFEST) Grants Administration and Campus Support, University Research and Scholarship Program (URSP), and new Academic Innovation (AI) initiatives She has taught online since 1997, having authored seven unique online biology courses, two of which received the UCEA Mid-Atlantic Region's Program of Excellence Award. Chris was named Distance Educator of the Year by the Maryland Distance Learning Association in 2004. Chris was one of the original co-directors of the nationally-based Quality Matters project (2003-2006). Barbara A. Frey, D.Ed received her D.Ed. from Pennsylvania State University and her M.Ed. from the University of Pittsburgh. She is a Senior Instructional Designer in the Center for Instructional Development and Distance Education at the University of Pittsburgh where she provides support and training to faculty on a variety of teaching and learning projects. In addition, she teaches as an Adjunct Assistant Professor in the Learning and Performance Systems Department of Pennsylvania State University World Campus. Her research interests include Web-based distance education, program evaluation, instructional design and technology, and human resource development.
|2/14/2011||View Session||1:30 pm||2:30 pm||Student Services||Online Support + Web 2.0 = Access + Availability|
How, on a shoestring budget, can your institution implement a cutting edge 24/7 online support portal? Using tools such as Twitter, GoogleVoice, Wimzi, a wiki, DimDim, and web forms, SUNY Delhi has. We'll show you the one we developed and give you a Creative Commons licensed version to customize! This session won the 2010 Sloan-C Effective Practice Award.
Since 1994, Clark Shah-Nelson has developed, designed, taught, and coordinated distance and online learning programs. He is currently Coordinator of Online Instruction at SUNY Delhi in the Catskills of New York, where he oversees strategic planning, faculty and policy development, as well as instructional design of online courses.
|2/14/2011||View Session||3:00 pm||4:00 pm||Teaching & Learning||Results from redesigning online courses to meet Quality Matters standards|
Katie Kalata, Evelyn Knowles
The research study began because the researchers wanted to know what matters to students in online courses. Quality Matters standards were used as one way to evaluate the quality of our online courses. This study compared online courses as they were originally developed to the same online course after redevelopment to meet all of the Quality Matters standards. All of the courses were reviewed and scored by the same QM Master Reviewer before and after redevelopment. The students in the course reviewed their courses before and after redevelopment using the same standards. The data collected from the study was collected across two courses, across multiple sections and terms. Did the reviewer and the students agree on the quality of the courses? Did the students notice a change in the quality of the course after redevelopment? How did the students who were experienced with online learning evaluate the quality of the online course? Do other research studies arrive at similar conclusions? This session will discuss the study, results and conclusions that helped us understand more about what matters to students enrolled in online courses.
Kathleen Kalata is Assistant Professor of mathematics and Computer Science at Lake Superior State University. Eveleyn Knowles is the Instructional Leader for the Center for the Enhancement of Teaching and Learning at the University of Northern Colorado.
|2/15/2011||View Session||9:00 am||10:00 am||Student Services||The Power of an Online Peer Advisement Model - Supporting Students|
Silvia Braidic, Lizbeth Gillette
This session presents a model for online peer advisement. In an online environment, the power of a peer advisement model works to build and sustain learning communities. The online peer advisement model provides guidance and support for new learners that complements existing advising and support services.
Dr. Braidic is an Associate Professor in the Department of Secondary Education and Administrative Programs at California University. She is certified as a Quality Matters Peer Reviewer, Breaking Ranks in the Middle Trainer, ELCC and PDE Content Reviewer for Educational Leadership programs. Dr. Gillette serves as director of two of Cal U's educational leadership programs - the administrative program for principals (ADP) and the superintendent letter of eligibility program (SLE) - and is department chair of the Educational Administration and Leadership Department. Dr. Gillette developed and implemented the first totally online graduate program at Cal U for the training and certification of principals and superintendents. Her current research and presentations focus on online learning and advising.
|2/15/2011||View Session||11:00 am||12:00 pm||Organizational Best Practices||Ten Questions All Colleges & Universities Should Be Asking about Online & Blended Program Sustainability|
Economic and demographic shifts in the United State are transforming higher education. With substantial reductions in state funding, increasing operational costs, and endowments generating reduced returns, higher education must re-examine and reposition itself to meet new and emerging challenges. This session identifies 20 economic and demographic factors confronting colleges/universities and driving online and blended enrollments. The session also presents 10 questions all colleges/universities should be asking regarding long-term sustainability of online and blended programs. Presenters will discuss costs, quality, scaling, and branding relating to online and blended programs.
Kristen Betts is Senior Director for eLearning, Drexel University, Office of the Provost &Director, EdD Program Educational Leadership & Mgt, Philadelphia Campus Goodwin College of Professional Studies, School of Education
|2/15/2011||View Session||1:30 pm||2:30 pm||Emerging Technologies||Research on Using Social Networking in the Classroom|
Social networking has moved beyond an emerging technology and is rapidly an accepted norm amoung students in higher education. By integrating Facebook into a traditional marketing course, class material can be shared in any form and from any media: computer, cell phone, iPhone, digital camera, video camera, and online sources. Froma pedagogical perspective, students are engaging in collaborative dialogue and information sharing about course material on an around-the-clock basis. In addition, students are commenting on real-time observations related to the topics discussed in the classroom while those events are happening. The result it a collaborative learning community that enhances the classroom material and enriches the educational experience. Assessment statistics are included from primary research conducted on the students.
Shelly Nice is Director of the Center for Excellence in Learning and Teaching for Berkeley College.
|2/15/2011||View Session||3:00 pm||4:00 pm||Organizational Best Practices||Case study for successful on-time, on-budget, quality distance learning|
Kevin Currie, Charles Kilfoye
Growing to more than 22,000 annual enrollments in six years, Northeastern University Online is an example of how to build a vibrant, growing distance education program while maintaining excellent quality and high student satisfaction. This session focuses on how colleges and universities can use a similar formula to ensure quality in online courses and programs, improve faculty and student satisfaction, retain students, and increase new enrollments.
Kevin Currie is Executive Directive of Northeastern University Online. Charles Kilfoye is Director of Instructional Technology for Northeastern University Online.
|2/16/2011||View Session||9:00 am||10:00 am||Organizational Best Practices||Effect of Quality Matters™ Training on Faculty’s Online Self-efficacy|
This quantitative, action research study uses Bandura’s (1997) theoretical framework of self-efficacy to examine faculty perceptions of their ability to design, develop, and deliver online courses at a large metropolitan southeastern university. The objective of this study was to determine if there is linkage between faculty training and faculty perceptions of their ability to be successful online teachers. A sample of faculty members in a college of education completed a pre-test and post-test questionnaire to measure self-efficacy of online learning after a face-to-face training workshop using the Quality Matters™ (QM) framework (MarylandOnline, 2006). There was a statistically significant increase in faculty perceptions of their ability to design, develop, and deliver online courses.
James Wright is an Instructor of Education in the Bagwell College of Education at Kennesaw State University.
|2/16/2011||View Session||11:00 am||12:00 pm||Teaching & Learning||UDI Online: Applying Universal Design for Instruction to Online and Blended Courses|
This presentation will address the work of the UDI Online Project at the University of Connecticut, which extends the construct of Universal Design for Instruction (UDI) into online and technology blended courses at the postsecondary level. Results of interviews and surveys with faculty and students will be presented, as will example "e-Tools" that foster the use of UDI in online and technology-blended courses.
Kim McKeown is the Project Manager for the UDI Online Project at the University of Connecticut.
|2/16/2011||View Session||1:30 pm||2:30 pm||Teaching & Learning||Swift Trust - Jump Starting Interaction, Engagement and Learning in Your Online Classroom|
Bill Phillips, Amy Sugar
When faculty use strategies to quickly engage and interact with their online students, student success rates can soar. This session will provide proven strategies to quickly engage and involve students in an online course and showcase faculty examples that demonstrate how to improve interaction, learning and student success.
Bill Phillips is an Instructional Designer for the Center for Distributed Learning at the University of Central Florida (UCF) where he has been a faculty member since 2000. He earned an Ed. D. from UCF in Curriculum and Instruction with a focus on the online teaching persona. Bill holds a BA in Communication from the University of South Florida (USF) and MA from UCF in Instructional Systems Design. Bill has extensive experience in online teaching and learning and has developed over four hundred online courses. He facilitates online faculty at UCF. Amy Sugar is an Instructional Designer for the University of Central Florida's (UCF) Center for Distributed Learning. She assists faculty who develop and deliver online courses. Amy earned a Bachelor degree in Music Education from Florida State University and minored in Spanish. She taught elementary music for over 11 years in Orange County (FL) Public Schools. In addition, she earned National Board Certification and designed and delivered professional development training. In 2007 she earned a Masters degree in Educational Technology from UCF. Her online teaching and learning research interests include mobile learning, social media and large online classes.
|2/16/2011||View Session||3:00 pm||4:00 pm||Student Services||Online Student Center: Before, Behind, and Beyond the Courses|
Many institutions provide great overall distance education support through Web sites, instructional designers, and technical support personnel. But online programs may need a more localized 'place' to disseminate and store information, and communicate among administrators, students, and instructors. See how an ongoing Blackboard site can be organized and both synchronous and asynchronous tools used in recruiting, orientation for new students, advising, archives, program planning, capstone presentations, and advisory committee meetings.
Jane Zahner, Ph.D. is an instructional designer and professor at Valdosta State University, and has been teaching at a distance through interactive video and online course management systems for over 15 years.
|2/17/2011||View Session||9:00 am||10:00 am||Teaching & Learning||Student Perceptions of Important Online Instructor Behaviors in Online Courses|
Kathy Sheridan, Melissa Kelly
Online instructors engage in many behaviors in online courses. They take deliberate actions to design effective learning environments that engage students both cognitively and affectively. Not all of the actions are qualitatively equal in terms of their impact on student success in online learning. The purpose of this study was to determine what instructor behaviors students considered most important for their own success.
Kathleen Sheridan PhD is the Chairperson of the Early Childhood Education program at National-Louis University. She has extensive experience in developing and teaching online courses. She has presented on the topic both nationally and locally and has written and published numerous articles on this and other topics. Melissa Kelly is an instructional designer at National-Louis University and has extensive experience in the design and development of online courses. She has presented on the topic both nationally and locally and has written and published numerous articles on this and other topics.
|2/17/2011||View Session||11:00 am||12:00 pm||Organizational Best Practices||How to "Develop" Online Faculty: Lessons Learned and Bridges Burned|
Higher education institutions are scrambling to make quality course offerings available online in attempts to meet the needs of students as well as grow enrollments. However, at many institutions the support infrastructure (both technical and pedagogical) does not exist or is not specifically targeted toward online course development. This can lead to faculty frustration as well as the development of poor quality courses. In this session the presenter will share her experiences with faculty development programs and use data from a pilot program to highlight the need for modeling, mentoring, and differentiated training in online faculty development. She will also share a rubric she uses to 1) guide faculty during the development of online courses, and 2) examine the quality of the finished product.
Dr. Cheryl Murphy is at the University of Arkansas where she serves as Program Coordinator for Educational Technology and is the Director of Distance Education for the College of Education and Health Professions. She has also served as Co-Director of the Teaching and Faculty Support Center for her campus.
|2/17/2011||View Session||1:30 pm||2:30 pm||Teaching & Learning||Taking Your Science Course Online: Approaches for Designing an Effective Online Anatomy & Physiology Course|
Laurie Grosik, Marian Langer
This session is an informative look at the development of a distance-based Anatomy & Physiology course for the Bachelor of Science Health Science Degree at St. Francis University. The session will
include:* Inventive Methods for Course Design
* Discussions of Direct Learning and Constructivist Learning Tools
* Learning Objectives from an Instructors' and a Students' Viewpoint
* Integration of Rigorous Wet Lab Experiences
* Assessment of Student Performance and Academic Integrity
Marian G. Langer, Ph.D., Chair & Professor of Biology at St. Francis University and Laurie A. Grosik, Instructional Designer at St. Francis University & Ph.D. Candidate at Indiana University of Pennsylvania.
|2/17/2011||View Session||3:00 pm||4:00 pm||Teaching & Learning||How Online Faculty Improve Student Learning Productivity|
Ten experienced online faculty were interviewed to elicit examples of how they improved student learning productivity in their online courses. The ten faculty represented nine different states, 13 different fields or disciplines, and all were tenured or tenure-track at master’s or doctoral level higher education institutions. Based on a thematic analysis of the examples given, improvement in student learning occurred by 1) increasing student access to content, 2) changing the role of faculty (which had two parts: increasing access to and changing faculty roles), 3) increasing interaction with students, 4) emphasizing student effort (including use of experiential learning, group work, learning to learn, and feedback), 5) connecting to the “real world,” and 6) focusing on time. These findings suggest that faculty can and do find ways to use different tools in different ways to improve student learning productivity.
Katrina Meyer is associate professor of higher and adult education at the University of Memphis and she has been actively conducting researchon online learning, faculty issues, and productivity for some time. She is the author of four ASHE monographs in higher education; two of these are Quality in Distance Education and Cost-Efficiencies of Online Learning.
|2/18/2011||View Session||9:00 am||10:00 am||Teaching & Learning||Orientation Modules for Online Education: Guiding Learners to Success in Online Courses|
Michael Ciocco, Dennis Fotia
This session will present the student orientation programs that were developed and refined for online learning at The Richard Stockton College of NJ and Rowan University. Best practices used at both colleges will be presented in the session including demonstrations of interactive tutorials and examples from the online orientation modules.
Michael D. Ciocco, Director of Online Services, College of Graduate & Continuing Education, Rowan University, Glassboro, NJ. Michael Ciocco graduated in 2002 from Rowan University with his M.S. in Electrical and Computer Engineering. As CGCE Director of Online Services at Rowan University, Michael oversees Rowan's Online Learning initiative including online course development and technology management. Dennis Fotia is a graduate of both Rowan University and The Richard Stockton of NJ, with a B.A. in Communications and M.A. in Instructional Technology, he has worked in public education for the last 17 years serving K-12, Community College, and Four Year college sectors. He provides administrative support and faculty development for distance education courses to both Stockton schools and faculty/students. He delivers pedagogical professional development for faculty wishing to teach online courses and is the On-Campus Coordinator for the IDEA Online, the college's online student response to instruction assessment instrument.
|2/18/2011||View Session||11:00 am||12:00 pm||Organizational Best Practices||Staffing Online Courses: Best Practices|
Mistrust and misunderstanding can arise in faculty communities concerning how institutions hire, integrate, and evaluate online instructors. A Penn State research study was conducted to help dispel myths surrounding these issues. This presentation will share our findings and begin a discussion of further efforts that need to be taken.
Ann Taylor is the assistant director of the Dutton e-Education Institute at The Pennsylvania State University. She has been an instructional designer in the field of distance education since 1991. Taylor works with faculty members and Institute staff to design, create, maintain, and evaluate online certificate and degree programs.
|2/18/2011||View Session||1:30 pm||2:30 pm||Teaching & Learning||Structuring Asynchronous Discussions to Incorporate Learning Principles in an Online Class|
The results of one professor’s course analysis to determine the effectiveness of asynchronous discussion activities will be discussed. Discussions were structured to incorporate learning principles associated with storing information in long term memory through control processes of meaningful learning, elaboration and rehearsal in the form of distributed practice. The form and structure of the asynchronous discussions will be discussed in detail as well as the results of the study.
Dr. Andria Young is an Associate Professor of Special Education at the University of Houston- Victoria (UHV). She has been at UHV for twelve years and has been developing classes and teaching exclusively online for the past six years.
|2/18/2011||View Session||3:00 pm||4:00 pm||Organizational Best Practices||Institutionalizing Distance Learning on a Traditional Campus|
Six years ago this traditional campus made distance learning an institutional priority. This required significant strategic planning, change management investment, and support from the top down and bottom up. It was critical to develop a systemic conceptual framework that included alignment to the institution’s mission, quality curriculum, faculty and student support, and continuous improvement. Planning and implementation of these areas, along with continuous data collection, analysis, and reporting, has led to a very successful online campus that today represents 26% of all enrollments.
Pam Northrup is Associate Provost for Academic Innovation at the University of West Florida.
|2/21/2011||View Session||9:00 am||10:00 am||Organizational Best Practices||Evaluating Online Faculty: The Who?, What?, When? and How? Of Effective Evaluation|
Do you believe faculty teaching online should be evaluated differently than faculty teaching face-to-face? If so, what are the criteria and standards that should be used? This session focuses on strategies for administrative evaluation of online faculty and provides an example of an evaluation process and rubric.
Ginger Gurham is Project Manager for Faculty Development for the Board of regents, University System of Georgia.
|2/21/2011||View Session||11:00 am||12:00 pm||Emerging Technologies||A Comparison of Lecture Capture and Face-to-Face Instruction in a Macroeconomics Course|
Patricia Euzent, Patrick Moskal
Our research addresses the question of whether technology-based lecture capture (LC) instruction is as effective in transferring knowledge to students as the traditional face-to-face delivery of large introductory classes. This presentation describes the teaching methods employed as well as the benefits and costs of LC. Grade performance data and results from a student perception survey will be presented.
Ms. Patricia J. Euzent is instructor of economics at the University of Central Florida. (Address: Ms. Patricia J. Euzent, Department of Economics, University of Central Florida, Orlando, Fl 32816-1400; email@example.com
Dr. Patrick Moskal is the Director of Testing and Evaluation for the College of Business Administration, University of Central Florida. (Address: Dr. Patrick Moskal, College of Business Administration, University of Central Florida, Orlando, Fl 32816-1400; firstname.lastname@example.org
|2/21/2011||View Session||1:30 pm||2:30 pm||Organizational Best Practices||Copyright, Not Copywrong: Staying Legal and Ethical in Online Teaching|
We examine the often complex nature of copyright issues, focusing on the TEACH act, the DMCA and Fair Use as they pertain to online learning. We will also discuss Creative Commons and remix/mashups. Participants will learn how they and their students can be copyright, not copywrong.
Dr. Christine Salmon, Coordinator of Educational Enhancement, The University of Texas at Dallas.
|2/21/2011||View Session||3:00 pm||4:00 pm||Student Services||Bridging the Gap of Engagement for Distant Learners|
This presentation will reference Academic Advising and its importance in fostering student engagement. Discussion points of effective technology and processes being used at Georgia Perimeter College that aid in student engagement will also be referenced.
Diana Rowe is the Online Student Success Coordinator at Georgia Perimeter College.
|2/22/2011||View Session||9:00 am||10:00 am||Teaching & Learning||The Best of Both Worlds?: A 3-Year Case Study of the Benefits and Challenges of Blended Learning|
This session presents the results of three years of experience with blended teaching as both an instructor and administrator. From an instructional perspective, aggregate data from three years of teaching the same introductory-level course as a blended course will be discussed to examine the challenges and benefits of teaching a blended course. Pedagogical and practical issues associated with the use of technology as a replacement for classroom meetings will be discussed as well as student receptivity to blended learning based on responses to course evaluation surveys. The results of the case studies presented will be examined in the context of recent research concerning the effectiveness of blended learning in comparison to other modes of teaching. The session will also examine administrative and logistical issues associated with institutional implementations of blended courses.
Jim Mazoué is the Director of Online Programs at Wayne State University in Detroit, Michigan. Previously, he was the Distance Learning Coordinator at James Madison University. He has served as Chair of the Electronic Campus of Virginia and as a member of the Virginia State Council of Higher Education Learning Technology Advisory Committee. His research interests are in promoting information fluency, applied learning theory, faculty development, the implementation of best practices for technology-assisted learning, and academic transformation through online technologies. He taught his first online class in 1997 and continues to be an avid practitioner of the use of technologies to enhance learning.
|2/22/2011||View Session||11:00 am||12:00 pm||Emerging Technologies||Twitter Me More of This, Twitter Me More of That|
Have you heard about someone tweeting or checking their Twitter feed? Are your friends and colleagues talking about Twitter and asking you if you are on Twitter? This session will focus on the what, how, why, who, when, and where of Twitter and provide you with some resources.
Ken Conn is Director of Houston Education for Data Projections, Inc.
|2/22/2011||View Session||1:30 pm||2:30 pm||Student Services||Students with Disabilities & Online Learning: A National Study|
Jodi Roberts, Laura Crittenden
Results of a study conducted to determine an approximate number of students with disabilities enrolled in online courses, certifications, and degree programs since such data is not collected by state, federal, private or public agencies.
Ms. Jodi B. Roberts is a Coordinator for Distance Learning in the Office of Academic Outreach and has 6 years of experience in distance learning, as well as 13 years of experience in the field of disability studies. She is a Certified Rehabilitation Counselor, and has participated in several research projects at the RRTC on Blindness and Low Vision. She has authored articles in the area of accessibility, and is researching digital literacy with faculty and students. Ms. Roberts is a graduate of the 2009 Institute for Emerging Leadership in Online Learning offered by Penn State University and the Sloan Consortium. She has a B.S. in Educational Psychology and a M.S. in Counselor Education. Ms. Roberts hold 3 graduate certificates: Distance Education Leadership and E-Learning, Policy and Management in Distance Education, and Library and Intellectual Property in Distance Education and E-Learning from the University of Maryland University College. She is currently working on a PhD in distance learning in natural resources. Dr. Laura A. Crittenden holds a Doctor of Philosophy in Higher Education Administration from Mississippi State University and is the Manager of Academic Outreach within the Division of Academic Outreach & Continuing Education and works directly with academic departments across campus and with other institutions across the state to deliver quality programming and courses for academic credit via distance at Mississippi State University. In addition, she is responsible for ensuring that services to academic departments are rendered through program expansion and/or transition opportunities, partnership development, distance learner services, technology advancements, and is a liaison between the organization, educational institutions across the state, and the Institutions of Higher Learning (IHL). Dr. Crittenden is the author of several articles on rural community colleges, minority representation in educational administration, and distance learning issues. Dr. Crittenden is a graduate of the 2009 Institute for Emerging Leadership in Online Learning offered by Penn State University and the Sloan Consortium. She holds a Master of English from Mississippi State University where taught English for over four years before she acquired her doctorate degree. She received a Bachelor of English from the University of Maryland while she lived in Japan and taught English as a Second Language.
|2/22/2011||View Session||3:00 pm||4:00 pm||Emerging Technologies||There’s a Teacher in Your Pocket! A look at M-Learning (Mobile Learning) with history, references & resources to add m-learning to your online course |
How do you keep your students attention and utilize the technology they are becoming the best at using? Instead of working against the technology, embrace the mobile device and use it to your advantage. As their popularity continues to grow, the use of mobile devices, in online education has not. In the future, will classrooms be completely mobile? With the changes and advances in technology the only answer is yes. As online educators, we have to be ahead of the curve and consider where to go in facilitating the classroom, thinking outside the box to the one we hold in our hands and put in our pockets. We will cover the history, references, resources and theory behind using the mobile device as a component of the online classroom and creating a new digital hybrid.
David Babb is the Director of Online Instructor Support at Georgia Perimeter College, Clarkston, Georgia
|2/23/2011||View Session||9:00 am||10:00 am||Teaching & Learning||The Revolution is Here! Online Learning Comes to Lab Sciences|
Teaching lab science courses fully online is a reality, including “hands-on” labs. The decision to use the home based laboratory kits instead of a virtual laboratory experience was based on concerns expressed by many four year colleges and universities. They much prefer allowing students to transfer the science courses if it included a hands-on laboratory experience. Student surveys confirmed that students in the online science courses found them to be a convenient way to learn and eliminated coming to campus three days per week. Student response has been overwhelmingly positive and resulted in explosive growth of online science courses at OCC which attracted students well beyond Ocean County, New Jersey and included students from out of state and even other countries. Dr. Brown will demonstrate his totally online biology and microbiology courses.
Dr. Jim Brown, Assistant Professor of Science, Ocean County College and the former Dean of Science, Engineering, Health Sciences and Human Performance at OCC.
|2/23/2011||View Session||11:00 am||12:00 pm||Teaching & Learning||Teaching ‘Round the TEACH Act: Using Streaming Video in Online Education|
The demand for online video and the rise in online program enrollment have posed challenges for educators and librarians alike as the expense and hurdles of copyright compliance can often interfere with pedagogical goals. This presentation will discuss how institutions and their libraries/media centers have addressed these challenges and offer attendees ideas for locating and making use of freely available streaming video and for making use of the TEACH Act to digitize and stream copyright protected works.
Christine Ross, JD, MSLIS, is Director of Collections and Research Services, and Copyright Coordinator, as well as, an Assistant Professor of Library Instructional Services for the University of Illimois at Springfield.