Marianne Bishop, Amy Pawlosky

The intersection among education, multimedia, and social media offers some exciting strategies for faculty that could enrich students’ learning experiences, create opportunities to reinvent ourselves as educators, and maximize the affordances of distance learning tools.  Presenters will discuss 1) what multimedia coursework entails, 2) the advantages of including multimedia coursework, 3) considerations for faculty, instructional designers, instructional technologists and others regarding the development and production of multimedia projects, and 4) ways in which various social media tools could be used to support multimedia coursework. 

Dr. Marianne Castano Bishop is the Director of Distance Learning and the Instructional Strategist at the University Center for Excellence in Teaching (UCET) at Indiana University South Bend.   She Associate Faculty in the School of Education, Department of Psychology & Department of Computer Science/Informatics.

 

Amy Pawlosky is the Instructional Technology Specialist at UCET. 

 

Hilda Glazer, EdD, Mary Breslin

A first step in building classroom communities is fostering connections among learners and between learners and faculty. However, connection is personal before it is communal. This presentation will provide a model for the faculty role in developing and supporting personal and interdependent connections in an online classroom. Data from a qualitative study of online faculty will inform the presentation.

Dr. Glazer has worked in distance learning for over 10 years and has a research and publication focus in distance learning.  Her research and teaching interests are in concert with teaching and learning (Educational Psychology).  She is the Chair of Educational Psychology at Capella University.

 

Mary Breslin is Faculty Development Supervisor at Capella University.

Klaus Woelk

Teaching technology is inevitably and rapidly entering our classrooms, and instructors are faced with the challenging task to use this technology in meaningful ways. While many pedagogical benefits have been reported for student response system (clickers), it is often hard and time consuming to craft good multiple-choice, true-false, or alphanumeric fill-in-the-blank questions. In this presentation, six basic categories will be introduced illustrating the immense potential of clicker utilization in the classroom. The categories range from quick participation probes to questions that promote discussions, cooperative learning, and peer instruction. Each will be exemplified with sample questions aimed at an appropriate level of challenge and maximizing student engagement and learning.

Dr. Klaus Woelk is Interim Chairman of Chemistry and member of the Center for Educational Research and Teaching Innovation (CERTI) at the Missouri University of Science and Technology (Missouri S&T). He has served as director of Missouri S&T's New Faculty Teaching Scholarship program and Freshman Faculty Forum, and has recently taken the lead in redesigning Missouri’s general chemistry education as part of the state’s major course redesign initiative established by the Governor of Missouri and Missouri’s public four-year institutions.

Dominic Mentor

This session will provide a historical overview of mobile phones, initially mere communication devices transforming into a gaming, social media connectedness and educational tool with powerful potential.

Moving beyond mobile phones for voice calling to conducting educational activities, present many challenges. Promises and solutions abound for mobile phone educational integration and policies, but is it a perilous pursuit? Isn’t the mobile phone a disruptive force? What are examples of successful and promising initiatives that incorporated mobile phones into educational contexts? This session offers some examples of practical pedagogical practices elucidated by scholastic theories that will inform your educational mobile phone initiatives.

Dominic Mentor, Ed.D., is an Associate Adjunct Professor at Teachers College, Columbia University. He initiated and co-teaches the nation’s first mobile phone learning class and a course on cognition and handheld devices. His research interests include the social impact and pedagogical potential of mobile communication, social media and mLearning.

Connie Deighan Eaton, Kimberly Hennessey, and Cheryl Koester

Carnegie Mellon has made key changes to campus computer labs in the last five years. Starting with an in-depth look at faculty and student needs in a time of widespread personal computer ownership, we investigated and deployed pilots to support academic software and technology access for students as well as collaborative teaching and learning spaces. Our presentation will highlight our successes, our failures, and the lessons we learned from them.

Connie Deighan Eaton leads teams responsible for the technical and support aspects of public computer labs, academic software access, public printing, and web access kiosks for Computing Services at Carnegie Mellon University. In addition, she works on planning, developing, and implementing strategic IT services and projects that directly affect teaching and learning with technology at Carnegie Mellon.

 

Kimberly Hennessey’s team provides user support, reservations, maintenance, consumables, hardware and software troubleshooting for all public computing and multimedia lab facilities, including public printing and web stations for Computing Services at Carnegie Mellon University. Kimberly specializes in working with faculty, departments and student groups to design collaborative teaching and learning spaces.

 

Cheryl Koester currently manages the Clusters Technology Services team for Carnegie Mellon University's Computing Services. This team maintains the infrastructure for operating system and software deployment for the public computing labs and central printing services.

Susan Duraisamy

It is difficult to teach large groups of students. Group activities are more complicated than with smaller groups, and lecturers therefore often revert back to “frontal teaching strategies” using lecturing as teaching method, with all the known disadvantages and shortcomings (Quinn, 2001). Audience Response Systems (“Clickers”) were identified as a possible solution to this problem. They could help to keep students engaged in the lecture material, involve them actively in the teaching process and enable them to determine their own progress in relation to the rest of the group. Feed-back to the students by the lecturer is easier, because the software generates immediate statistical analysis of the students’ submitted responses.

Doug Duncan

At the University of Colorado 20,000 clickers are in use, in a wide variety of classes.  Our studies reveal that certain practices repeatedly lead to success – students and faculty report that clickers enhance their learning, and certain practices repeatedly lead to failure –dissatisfied students and faculty.  These practices, both the good and the bad, will be summarized.  The most important uses of clickers in the social sciences are less about “correctness,” as in science classes,and more about “meaning” or honest discussion of topics that are difficult for students to discuss in front of their peers.  Student’s attitudes about the benefits of clicker use are strongly influenced by the way a faculty member explains the reason for using clickers, and by the way he or she uses them during class.  During the past several years we observed increasing distraction of students by laptop computer use.  We recently investigated whether an active clicker classroom mitigates against student distraction, and preliminary results from this study will be presented.

Doug Duncan is a faculty member in the Department of Astrophysical and Planetary Sciences of the University of Colorado, and Director of Fiske Planetarium, the most active university planetarium in the U.S. and the largest between Chicago and the Pacific coast.

Amy Collier, William Watson, Arturo Ozuna

The Center for Excellence in Teaching and Learning at Texas Wesleyan University undertook a project to find out what a classroom would look like if it were designed by faculty and students—and then to build that classroom. The goal was to promote innovation in learning space design and to advance instructors’ understanding of how classroom design impacts teaching and learning.

Amy Collier is the Associate Director for Technology and Teaching at Stanford University. Prior to working at Stanford, Amy served as the Director of the Center for Excellence in Teaching and Learning at Texas Wesleyan University, where her group implemented classroom.NEXT as a learning space design and faculty development initiative. With more than 8 years of experience in supporting and improving teaching and learning at universities, Amy brings expertise in online education, learning spaces, learner-centered teaching, social and professional networking, and the integration of technology in teaching.

 

As a Faculty Development Specialist at Texas Wesleyan University, Arturo Ozuna utilizes his experience with curriculum development, instructional design, and instructional technology to develop, implement, and assess professional development programs. He also supports new and experienced faculty by providing events and resources emphasizing learner-centered teaching. Arturo has worked in higher education for 12 years and has over 5 years’ experience in faculty development and training.

 

Bill Watson is the Director for the Center for Teaching and Learning at Parker University in Dallas, Texas, where he manages its programs and projects. Prior to this position, he worked as a  faculty development specialist for the Center for Excellent in Teaching and Learning at Texas Wesleyan University where he assisted faculty in curriculum design, teaching methodologies, and the development of learning resources for their classes.  He has developed and taught numerous online, traditional, and hybrid US history courses for the University of North Texas and Tarrant County College.

Roger Freedman

I have transformed the conventional introductory physics lecture class into a more interactive experience by using a “flipped” class structure. Before coming to class, students view my lecture online using Panopto (http://www.panoptohighered.com/) and submit questions about this lecture using an online homework system. During class I answer a selection of these questions, have the students do problem-solving exercises, and ask them questions using i>clicker. I will discuss my experiences and results.

Roger Freedman is a Lecturer in the Department of Physics at the University of California at Santa Barbara.

Angie Hammons, Meg Brady

Immersing faculty in a blended environment is a sneaky way to implement faculty development for blended course design, but it's effective. Created as a way to promote Missouri S&T's blended learning initiative, the eFellows Program provides incentives and focused support to create quality blended courses.

Angie Hammons is Manager of  Instructional Technology Services at Missouri University of Science & Technology.

 

Meg Brady is Director of Educational Technology at Missouri University of Science & Technology.

Robert McDonald

In this session I will take a look at the emerging technologies as viewed from the Gartner 2011 Higher Education Hypecycle and discussion implications for higher education. This will include looks at current issues in cloud computing, mobility, research assessment, analytics, and dynamic learning environments.

Robert H. McDonald is the Associate Dean for Library Technologies and Digital Libraries, Associate Director for the Data to Insight Center, and Executive Director of Kuali OLE at Indiana University. In his positions, he leads the library information technology department, the library systems department, and the digital library program. In addition he currently serves as Executive Director of Kuali OLE and works closely with the OLE Board, the OLE Functional Council and the OLE Technical Council. Previously, Mr. McDonald has held sr. management positions with the San Diego Supercomputer Center and Florida State University. Mr. McDonald is an active speaker and writer and has presented previously at the conferences of EDUCAUSE, the Coalition for Networked Information, iPRES, MERLOT, and the American Library Association. His article on the Kuali Open Library Environment can be found in the June 2011 issue of Educause Quarterly <http://www.educause.edu/library/EQM1125>.

Mary Spataro, Mary Ann Gawelek, Quinto Martin, Phil Komarny

Seton Hill University implemented its Griffin Technology Advantage program in the Fall 2010 semester. More than 1,800 iPads and 700 MacBook laptops were distributed to students and faculty. This presentation describes the challenges faced by the university in its commitment to enhance the teaching and learning process with the integration of mobile technology resources. The presenters will share the results of student and faculty focus groups and surveys administered in an attempt to more deeply understand the integration process of technology resources and its effect on classroom instruction. Examples of iPad and MacBook classroom integration activities will also be offered.

Mary Ann Gawelek is Provost and Dean of Faculty at Seton Hill University.

 

Phil Komarny is Vice President of Information Technology at

Seton Hill University.

 

Quinto Martin is Interactive/Assistive Technology Specialist at

Seton Hill University.

 

Mary Spataro is Title III Director/Activity Coordinator at Seton Hill University.

 

Jeffrey Gawel

Making the transition from traditional classroom teaching to teaching in an online environment can sometimes be a challenging experience.  An adjunct lecturer in the UIC CUPPA MPA program became the first instructor in the program to "take the plunge" in terms of teaching an asynchronous, graduate-level course.  While planning out the course and during the process of teaching, he learned many valuable lessons on what to do and what NOT to do in terms of transitioning a traditional course into an online one, and staying connected with students (many also new to the e-Learning world) in the process. This presentation will provide tips, tricks, and lessons learned that will be valuable to any instructors preparing for their first online courses.  There will also be a discussion about ways to help new e-Learning students also make the adjustment to this new environment, as well as tips on how to maximize the opportunities offered through e-Learning.  Finally, there will be a discussion about the various tools and technologies that are available for e-Learning purposes, as well as the role that social media can play in terms of enhancing the learning experience.

Jeffrey Gawel is the Director of Information Technology at Chapin Hall at the University of Chicago, a non-profit research and policy center focused upon improving the well-being of children and youth, families, and their communities.  Prior to joining Chapin Hall in May 2011, Mr. Gawel served as the Sr. Director of Information and Technology Services at the Metropolitan Pier & Exposition Authority (MPEA), a municipal corporation which owns the McCormick Place convention center and historic Navy Pier in Chicago, Illinois. 

Since 2003, Mr. Gawel has served as an Adjunct Lecturer for the Master of Public Administration program at UIC, teaching both traditional classroom as well as online courses on project management; e-Government; the management of IT; and databases and data management. 

Mr. Gawel received his Master of Public Administration (MPA) degree from the University of Illinois at Chicago (UIC) in 1998, and his Bachelor of Arts (BA) in Liberal Arts and Science from UIC in 1996.  He also earned his Project Management Professional (PMP) certification in 2003.  His main professional interests include: project management; e-Government; e-Learning; software and website design and development; data management; and the overall use of technology to improve business operations.

Emily Hixon, Janet Buckenmeyer, Casimir Barcyk

If you’re looking to learn more about how to better prepare faculty to be successful instructors in the online environment (and beyond!), then this session is for you.  This presentation will showcase a four-stage model for preparing and certifying higher education faculty to create and deliver high quality online instruction. The impact of the program on faculty, students, and the institution as a whole will also be discussed.

The presenters have been involved in the program being presented as a Director, Mentor, and Participant.  The participants are an interdisciplinary research team conducting research on the program and its impacts on the university.  Each has presented widely on this topic and others related to distance education.

Jeanette Brewer

Gain practical advice on how to use rubrics in D2L.

Jeanette Brewer is a Technical Solutions Engineer, Desire2Learn Incorporated. 

Cory Gaber

Get a special preview of the next version of Desire2Learn.

ACory is an Account Manager, Desire2Learn Incorporated and the primary Desire2Learn contact for PASSHE system.  He has worked at Desire2Learn for 8+ years.

David Gannon, Enoch Park

Bryant University (RI) and Pfeiffer University (NC) have taken on the mission of integrating tablets into their academic environments.  Tablet devices on both iOS (Pfeiffer) and Android (Bryant) platform were introduced in the respective pilot projects testing new potentials for teaching and learning. The presenters will share the case of strategic approach to engage faculty and students for innovative teaching and learning experience. The session will include review and comparison of the competing hardware platforms and user interfaces and applications focused on use for teaching and learning on college campuses.

Enoch Park works as the Director of Distance Learning at Pfeiffer University, NC. Enoch oversees online courses offered at three campuses at Pfeiffer, leads quality assurance programs for online courses (QEP and Quality Matters), and serves campus strategic planning committee. His interest areas include: disruptive innovations in teaching and learning, social/ collaborative learning, digital scholarship, engaged learning.  Enoch has taught teacher education and Liberal Arts courses and is pursuing his doctorate at University of North Carolina at Charlotte.

 

David Gannon is the Associate Director of Academic Computing and Media Services at Bryant University in Smithfield, RI. In his current position, he oversees the student laptop program at Bryant and works with the Center for Teaching and Learning and the Director of Faculty Development to maximize the utilization and effectiveness of technology in the classroom. Dave has been a member of the faculty at Bryant (both full and part time) for over eighteen years and has been involved in education for over twenty two.

Dr. Marie L. Wallace
Dr. Carol Rubel

The importance of establishing an inviting atmosphere through written communication is essential in online instruction. Since written communication is the primary format for teacher/ student interaction, instructors must be knowledgeable about their word choice in feedback and the effect on students. Online instructors' tone in written communication in may influence students' perceptions of: (a) encouragement; (b) community ; and (c) continued participation in the course/program. These factors may be managed through faculty knowledge and awareness of the impact on how word choice in written communication may be perceived by students.

We will present student profiles and a chance for the attendees to participate in the session through  "Say This, Not That". This list will help participants understand how their words convey a positive or negative tone.

Dr. Rubel has been an educational leader for more than forty-three years. She is a university online professor and a leader in curriculum design and mentoring. She has been a presenter for many international, national, and local education and reading conferences.  Current research interests include tone in written communication for the online instructor and online teacher mentoring. Dr. Rubel's most current publication in the TCC Journal is " Instructor Tone in Written Communication: Are We Saying What We Want Them to Hear?" Currently Dr. Rubel is preparing a children's book for publication.

 

Marie L. Wallace is a university professor, educational consultant, researcher, professional counselor and published author. She is a professor in the School for Graduate Education at Kaplan University.

Recent Publications: "The Development of Technology Based Counseling Strategies” was published in Forum on Public Policy of the Oxford Roundtable.
“Instructor Tone in Written Communication: Are We Saying What We Want Them To Hear?” was published online through TCC. Co- authored with Dr. Carol Rubel
Book :" My Traveling Grandma"  (for children and grandparents)

She is also the contributing author for a book to be published in late June 2012 "Teaching Other Peoples Children".

 

Larry Ragan

A critical aspect of a successful teaching and learning experience is the degree of proficiency of the online instructor. Without a skilled, competent instructor the students' ability to succeed in their learning experienced is hampered. This session will share the results of research undertaken by Penn State's World Campus to define and categorize the core competencies for online and blended teaching success.

Dr. Lawrence C. Ragan is Director-Faculty Development for Penn State's World Campus. Dr. Ragan is charged with directing the design and development of a wide range of faculty development services and systems. Dr. Ragan has worked in online educational design and delivery for over 15 years and has taught a variety of online courses and faculty development programs.

Dr. Ragan is a frequent guest speaker and workshop facilitator and has presented internationally on the topics of instructional design, multimedia development, faculty development issues, quality in online learning and instructional design for distance education. His current areas of research includes the articulation of strategies, techniques and methods that faculty can use to manage their online teaching workload, quality of online instuction, and the definition of the core competencies required for online teaching success.

Dr. Ragan has served as co-director and faculty for three years with the EDUCAUSE Learning Technology Institute and co-directed and served as faculty for the PSU-Sloan-C Institute for Emerging Leadership in Online Learning.

Mark Nestor

The Four Pillars are key areas for consideration that can be used by technology leaders who are evaluating instructional technologies. These Four Pillars allow executive leadership to make informed decisions based on the pedagogical, professional, technical, and financial merits of the solution. The system blends current best practices and industry trends with traditional business decision-making tools such as ROI and TCO. The presenter will provide an overview of the Four Pillars, using lecture capture as an example of how colleges and universities can introduce them in strategic planning, shared governance, and other technology planning endeavors.

Mark Nestor is the Chief Information Officer, The University of the Sciences.

Marjorie Chan

This presentation describes the development of a blended Business Policy course. It addresses some of the decision issues in course development and the approaches that one may adopt to deal with them. It also provides information with respect to learning objectives; course calendar; online teaching  technologies; and assessment activities/rubrics.

Dr. Marjorie Chan received her MBA and Ph.D. degrees from UCLA, and she is Professor of Management at California State University, Stanislaus.  Dr. Chan received her online teaching certificate from the Sloan Consortium on Sept. 3, 2011.

Bruce Maas, Brian Paige, Michael Ridley, Bo Wandscheider, Melissa Woo

There is significant discussion around the changing demographics of the CIO and the move from current generation of CIOs to next generation CIOs. Join three successful CIOs and three technology leaders as they publicly discuss, debate, and debunk ideas around what skills and activities will be needed for the next generation.

Bruce Maas is CIO and Vice Provost for Information Technology at the University of Wisconsin-Madison.

Brian Paige is  Executive Director, Networking and Technology at Oakland University.

Michael Ridley is Chief Information Officer & Chief Librarian at the University of Guelph.

Bo Wandscheider is CIO and Associate Vice Principal Information Technology at Queen's University.

Melissa Woo is Director, Network & Operations Services at the
University of Wisconsin-Milwaukee

Jane Moore

After being inspired at the Sloan-C Blended Conference in 2010, the presenter set about changing her F2F Math Methods class into a blended format. The presentation tells about the process at the University level, the program level and the classroom level. It incorporates both instructor and student feedback.

Jane Moore is an associate professor in the mathematics education department at National-Louis University.  She serves as a consultant for several school districts in the Chicago area and in Albemarle County, VA for implementing a Standards-based math curriculum.  She is particularly interested in mathematical communication via journals, especially electronic journals.

Kristen Betts, Judy Giering, Jenny Dugger, Dan Allen

Research reveals approximately 20% of the general population and 11% of postsecondary students identify as having a disability. However, not all institutions are in compliance with web accessibility regulations and laws. This is particularly important for online programs in which the majority of communication with potential/current students is web-based. Higher education must go beyond compliance. This session provides strategies for increasing accessibility and engagement for students with disabilities from point of first contact to matriculation through graduation.

Dr. Kristen Betts is the first Director of Online & Blended Learning at Armstrong Atlantic State University. In this position, Dr. Betts is leading innovative initiatives to support student and faculty success in online and blended education. Prior to Armstrong, Dr. Betts served as the Senior Director for eLearning at Drexel University. She was also the Director of Drexel’s blended EdD in Education Learning & Management program for the Philadelphia campus and Director of the online MS in HigherEducation program. Dr. Betts has over 15 year of experience with private and public institutions as an administrator, program director, Associate Clinical Professor, and adjunct instructor. Dr. Betts publishes and presents nationally and internationally on online and blended education, student/faculty recruitment and retention, accessibility, Online Human Touch, neuroplasticity, advising, adult learning, and faculty development.

 

Judith Giering is the Associate Director of Instructional Design and Online Learning for Drexel University’s Goodwin College, responsible for the development of new online courses for both graduate and undergraduate programs. She has a masters degree in Information Science and Technology from Drexel University and is currently pursuing a Ph.D. in Educational Leadership and Learning Technologies, also from Drexel University. Judith has demonstrated expertise in use of technology in learning and the evaluation of learning with technology through her work at Drexel, as well as through her dissertation and other research. She has been instrumental in establishing guidelines for best practices in online learning and evaluation. In addition to the academic work at Drexel, Judith has managed over a dozencustom projects that Drexel has developed for corporate and non-profit organizations. Judith has been recognized for her contributions by being awarded the Drexel University Outstanding Online Instructor award in 2010 and being nominated for a President’s Award in 2008.

 

Jenny Dugger, as the Director of the Office of Disability Resources at Drexel University, Jenny is involved in ensuring that the programs, activities, events, services, and working environments are accessible to students, employees, and campus guests who have disabilities. In efforts to create and maintain a more accessible and welcoming campus for all individuals (including those who have disabilities) a great deal of her time is spent educating the campus community on policies, procedures, best practices, and matters of disability awareness. Jenny and her office work with all individuals with disabilities who request accommodations, including those who take and teach courses online.

 

Dan Allen has been designing websites for higher education and promoting best practices in online content management for over 15 years. During that time, he has been a staunch supporter of Webstandards and an enthusiastic advocate for accessible Web design. At Drexel, he creates and delivers workshops on Web accessibility and works with clients to determine Web strategies that accommodate all potential users of Web content. Along with co-presenters Judith Giering and Jenny Dugger, he is a member of the University’s online Web Accessibility Committee.

Charles D. Dziuban, Patsy D. Moskal, W. Gardner Campbell, Phillip D. Long, George Otte

The panel will discuss four common issues that arise about the effectiveness of online learning: Doesn't it take more time? What is the best learning management system? Doesn't it foster academic dishonesty? And is there a significant difference? The presenters will suggest a more effective way to reframe the questions.

Chuck is Director of the Research of Initiative for Teaching Effectiveness (RITE) at the University of Central Florida where he has been a faculty member since 1970.  For the past fifteen years he has been evaluating the impact of distributed learning in higher education concentrating on how interventions such as online teaching and learning play in complex systems.  Currently, he works on developing data models that can help with designing effective educational environments.   

 

Phil Long is a Professor Innovation and Educational Technology (Schools of ITEE & Psychology), founding Director of the Centre for Educational Innovation and Technology at the University of Queensland, and a Visiting Researcher at the Center for Educational Computing Initiatives at the Massachusetts Institute of Technology.  He is a lapsed biologist now learning scientist focused on emerging technologies, the cognitive interactions with them, & the spaces, physical and virtual wherein the occur..

 

Patsy is the Associate Director for the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where she has been a faculty member since 1989.  Since 1996, she has served as the liaison for faculty research of distributed learning and teaching effectiveness at UCF.  Patsy specializes in statistics, graphics, program evaluation, and applied data analysis, most often using those skills to help faculty and organizations improve education. 

 

George is University Director of Academic Technology at the City University of New York (CUNY), a position he has held (with only a slight modulation in the title) since 2001. He is also on the doctoral faculties in English, Urban Education, and Interactive Technology and Pedagogy at the CUNY Graduate Center, and he has been, since 2008, the chief academic officer of the CUNY School of Professional Studies, home of CUNY’s fully online degrees.