Keynote Presentation - Internet2 Applications in Teaching and Learning
Ann Doyle, Jeffrey Huberman, Brian Shepard, Leonard Steinbach, Michael Staman

Dinner Presentation - I Can't Teach Nobody Nothin'
David Adams

2005 Printed Program

Sessions

Hybrid Courses
Charlotte Collins, Linda Hightower, and Natasha Lovelace
Kennesaw State University

This workshop will explore the pros and cons of technologies that streamline the organization and administration of large classes, including new technologies that make discussions in large classes more inclusive.
1. Creating PowerPoint lectures with images, key points, and instructor notes.
2. Using CPS responder pads to assess tests, group discussions, surveys, and attendance.
3. On-line software for recording and displaying grades, supporting discussion groups, email announcements, and disseminating syllabi and assignments.
4. Integrating these technologies with traditional teaching methods.
Discussions will focus on the flexibility of these technologies, as everyone embraces new technologies and methods differently, and each course demands an individualized approach.

PRS and Streaming Video
Charles Johnson and Luck Watford
South Georgia College

In this workshop, we will demonstrate how to motivate class discussions using a Personal Response System (PRS). For use in the classroom, we will demonstrate a mimio bar and Camtasia, to capture both what is written on a white board and what is said to the class, and how to then stream the video using Flash and other formats.

Designing and Teaching a Hybrid Writing Course
Brad Tucker and Lynne Bost
Georgia Perimeter College

The presenters discuss an advanced hybrid writing/grammar course with particular attention given to the pedagogical issues in designing and teaching such a course. The presenters report on course assessment data that contrast Web-enhanced courses with hybrid courses.

The Scholarship of Learner-Centered Assessment in e-Learning
Autumn Grubb, Sherry Sims, Elizabeth Nwabuebo, Anne Moshtael, Rebecca Mathews, Sharoyn Harris, and Elizabeth Tripp
Georgia College and State University

There has been a growing trend in academia over the last few years toward learner-centered assessment, with particular attention being paid to e-learning environments. When discussing learner-centered assessment in online environments, one would have to ask what a learner-centered assessment plan might look like when infused into e-learning, and how might students' implementation of knowledge, skills, and attitudes learned via e-learning be documented? This presentation explores a learner-centered assessment plan within two graduate e-learning courses where students were practicing teachers themselves, and were expected to implement the new knowledge and skills and reveal new attitudes within their own practice.

Use of Web Resources for Biology Lab Group Project for Undergraduate Students
Cathy Lee and Nicohl Dumas
Macon State College

This presentation describes the current survey of a group project that results in building a phylogenetic tree, "tree of life," done by science majors at Macon State College.

Prentice Hall Choices Unlocks Your Content Solutions
April Lemons and Kelly Bell
Prentice Hall

With the ever-increasing demands on time and resources, today's college faculty and students want greater value, innovation and flexibility in products and programs to meet teaching and learning goals. At Prentice Hall, the world leader in integrated education publishing, we're responding to that need by creating choices. This unique program allows faculty and students to choose from a range of text and media formats that match their teaching and learning styles--and, in the case of students, their budget.
" Premium Print and Digital Resources including OneKey, MyMathLab, and Activebooks--Prentice Hall's single source web space for instructor and students online resources.
" Custom Textbooks and Custom Media that tailor the content to the specific course goals.
" Cost-Saving Digital WebBooks for SafariX Texbooks on-line that take advantage of the internet as an alternative to the print textbook at half the price.

Weaving the Web Fantastic
Suzanne Lindley
Limestone College

Dr. Lindley first used the Internet in 1986 to communicate with scientists from around the world and has been a confessed "net head" ever since! This presentation will address effectively using online resources for student-centered learning. We will discuss the psychological dynamics and pedagogical implications for students and instructor, development of true web-based instructional modules, the importance of appropriate and specific learning objectives, tips for finding great websites and incorporating them, and assessment of effective learning from both individual and group online activities in several ways. There will be individual and group activities and ample discussion time during the presentation.

A Marriage of Quality and Cost-Effectiveness
Pamela Moolenaar-Wirsiy and Debi Moon
Georgia Perimeter College

With increasing enrollments, many higher education institutions are facing the inevitability of increasing class sizes and offerings. However, the economic situation at these same institutions will not allow for increasing capital holdings to house more students. What's the solution? A Marriage of Quality and Cost-Effectiveness: Developing hybrid courses. A hybrid course blends the best elements of traditional face-to-face instruction with the best elements of distance learning. It moves a significant portion of the course to an online environment, thereby reducing classroom seat time. The many benefits of a hybrid program include the following: maintaining interpersonal contact, encouraging students to interact, reaching a broad a base of learners (auditory, visual, tactile), having a higher retention rate than in a (pure) distance course, encouraging student learning skills necessary for real world application, and having office hours at home or at school. A hybrid program can be promoted to faculty with heavy workloads as long term easing of workload pressures. It can also be promoted to students as an opportunity to ease their schedule. This presentation highlights five steps to developing a hybrid program at any college, especially one that is facing increasing enrollments, with no additional money or faculty to ease the transition.

Stranger in a Strange Land
Sally Wheeler
Georgia Perimeter College

When students enter an online course for the first time, they often feel nervous and lost. They feel as if they have suddenly arrived alone in a foreign city. It is our job as instructors to provide road maps and street signs as well as friendly guides to help the students orient and acclimate quickly. After teaching online for six years, I have collected a variety of methods and handy tips to help instructors as they help the students learn their way around in a course. In the session, I will present my techniques and will solicit more ideas from participants. I will talk about welcome letters, early assignments, introductions, orientations as well as other items.

Distance Learning Mentoring
Tracy Adkins and Julia Peace
Georgia Perimeter College

The Distance Learning Mentoring Program pairs a DL interested instructor with an instructional technologist to develop a distance learning course that meets exemplary course standards. The selected instructor will develop and teach the DL course. Over a three-semester period, the course will be designed, used as an enhancement to a face-to-face class, and then taught online. The instructional technologist will provide design consultation and technical assistance such as WebCT Vista help and streaming video development. Learn how this programs works from the perspectives of the following: (1) administrators, (2) trainers, (3) faculty, and (4) instructional technologists.

A Front Row Seat for Every Student
Samantha Ring and Natasha Shirley
Florida Virtual School

How do you marry the demands of stringent data-driven accountability and flexible, individualized learning? Web-based technology is allowing students and teachers to interact in ways that were inconceivable even a decade ago. Florida Virtual School (FLVS) uses technology to promote interactivity in both asynchronous learning and to support the acquisition of higher-order skills by students. This session will focus on the unique program design challenges of teaching Foreign Language, Physical Education, Marine Science and Math online and will explore different ways to integrate technology into school curriculum.

Teaching with MyMathLab
Andrea Hendricks and Sandee House
Georgia Perimeter College

The presenters have been using MyMathLab since its inception in Fall 2001. The presenters have used MyMathLab in traditional, hybrid, and online math classes. Presenters will share their successes and trials with MyMathLab in each type of classes, how students use MyMathLab, and how MyMathLab impacts student learning. The focus will be on its implementation at the Learning Support level. Presenters will also discuss their involvement in the integration of MyMathLab into WebCT Vista.

TI Navigator and Additional Classroom Solutions
Ned Colley
Texas Instruments

Ned Colley from Texas Instruments will show the TI Navigator classroom solution along with other resources available from TI. Use real-time feedback to instantly assess student understanding with the TI-Navigator System. Designed to work with TI graphing calculators already in widespread use, the TI-Navigator System provides wireless communication between students' TI graphing calculators and the teacher's PC. It's a great way to get students to experience the benefits of a whole new level of interactive learning. For teachers, that means more engaged students. For administrators, the TI-Navigator System enables real-time, formative assessment and supports instructional strategies that research shows lead to improved student achievement. This is a hands-on session, and calculators will be provided.

Curriculum of an Online College Algebra Course
Behnaz Rouhani
Georgia Perimeter College

This article looks at different aspects of the curriculum when a college algebra course is put online. It begins by presenting a brief overview of the history of online education. Next it focuses on aspects of the curriculum that are likely to change as a result of putting this course online and those that are not expected to change. This article concludes by discussing desirable features of an online college algebra course.

Using Macromedia Director to Generate Stand-Alone Applications and Shockwave Web Content
Ron Clay
Macon State College

Macromedia Director, considered by many to be the crème-de-la-crème of software development software, uses a "drag-and-drop" interface based around the theatrical metaphor to enable "non-programmers" to generate fully interactive "stand-alone" multimedia computer applications, CD-ROMS and "Shockwave" web-content. The objective of this symposium is to introduce the nuts and bolts of Macromedia Director as a user-friendly yet extremely powerful tool for integrating all manner of images, text, audio and video into fully interactive computer applications, CD-ROMs and "Shockwave" web-content. Learn how you can enhance student interest (as well as your own) using Macromedia Director. Beware-if the Director "bug" bites, you may never be the same!

The Dial-ups e-barriers: The Multiple Challenges of First-generation Students in Web-based Composition Classrooms
Kevin Cantwell
Macon State College

There are many barriers to success in the online composition classroom: socialization problems, transportation problems, family issues, digital skill and access problems, academic backgrounds, and pedagogic assumptions at the institutional level. The success rate at open-access institutions is low, but there are ways that schools can and should improve passing rates for these classes. Primarily, the online classroom in composition should be modified within a controlled study to determine whether the first few weeks of online classes should meet and whether these meeting times should offer hands-on tutorials for surviving an online composition class.

Enabling Faculty to Develop Interactive Multimedia
Taft Eaker and Mark Johnson
University System of Georgia

The proposed demonstration provides an overview of the Interactive Media Object Development (iMOD) tool. This software was developed for higher education faculty to design and to create interactive multimedia learning objects. These objects generally present a small chunk of information and an interaction, which may be a flip card, a drag and drop, an image map, a multiple-choice question, or other type of interaction. Interactive multimedia development is often time-consuming and costly. Also many colleges and universities do not have sufficient technical staff to assist faculty adequately. The iMOD software relieves faculty from the technical demands of multimedia development so that they are free to focus on the content and pedagogy. The software consists of 14 tools, similar to wizards or templates that allow the user to add content and develop 14 different kinds of multimedia learning objects. An updated version recently released includes a basic equation editor to facilitate incorporation of math and science related content.

Regularizing Support for Classroom Technology Infrastructure
Bob Harbort and Patrick Bobbie
Southern Polytechnic State University

We identify five phases of successful delivery of instructional material to a class: pre-class preparation, transport of material to the classroom, teaching, transport of the record of class activities for post-processing, and post-processing for subsequent use. We then examine the range of pre- and post-class activities based on the classroom activities that need to be supported. Using this information, we define a matrix of infrastructure capabilities. We then elaborate mechanisms for evaluating the cost-effectiveness of various scenarios. Finally, we describe a rubric for applying these ideas in a variety of settings and give examples based on a pilot project.

Use of PDA's in Nursing Clinical Education
Helen Heiskell
Darton College

It may be difficult to believe that nursing students in rural Southwest Georgia are taking handheld computers (PDA's) to the clinical setting. Our older, nontraditional students who barely knew how to turn on a computer are overjoyed with this new technology. All of the clinical reference books now fit in the palm of the hand and weigh about 6 ounces. To top that off, they are able to access the Internet wirelessly so they can check email and perform small web searches while on campus. Come hear how we started this project and avoid the trials and errors we encountered.

The Experiences of Teaching Online Students from Two Different Countries
Jiri Stelzer, Ferdinand Mazal, Lorraine Schmertzing, and Vlastimil Kudlacek
Valdosta State University

Spring semester 2004, a team of faculty members from three different departments and two different countries developed and implemented an online version of a First Aid and CPR course. The course was developed for students from two universities: The Valdosta State University (VSU) in Valdosta, Georgia, and the Palacky University in Olomouc, Czech Republic. Our experience and observations may be of value to those considering the virtual classroom option.

Moodles for Online Content
Alicia David
Macon State College

Moodle is a Course Management System (CMS) that was designed to assist educators in the distribution of online course content. Unlike Blackboard and WebCT, Moodle is Open Source and can be downloaded and used freely. Moodle runs on most common operating systems. Moodle is an excellent resource for institutions and teachers who need to provide online content, but who have no CMS in place. Moodle can be supplemented with modules that provide online assignments, chat, glossaries, quizzes, and much more. Users can choose which components they wish to implement.

Online Humanities Courses
Gerald Lucas
Macon State College

With the growing notion that college is just another business, a place where education should be as quick and painless as possible, many administrators are pushing the for more distance education classes. Part of the popularity of these courses - at least at my college in central Georgia - stems form the influx of the non-traditional student, one who has been in the private or public sector her adult life and now wishes to return to college. With other considerations, like a family to care for, many of these students would prefer their education be offered solely online to accommodate their busy schedules. As a technologically efficient English Professor, I'm growing increasingly concerned with the ethical implications of offering humanistic courses in an online venue. This paper addresses my experiences with teaching a world literature course online, considers the efficacy of offering courses like this solely online, and posits alternatives that might maintain student/faculty communities in our increasingly computer-oriented universities. I conclude that along with considering which courses should or should not be offered at a distance, that we, as educators, might address the implications of new media technologies on our traditional approaches to our course offerings. Perhaps, instead of questioning the media, we should question our pedagogy.

Principles of Demonstrative Instructional Video Using Windows Media Encoder
Peyton Glore
Macon State College

Creating tutorials with HTML or slide presentations can be time consuming. Instructional video can be, and should be, a quick and easy method for making electronic instruction available to students. Instructional video works well if you need to demonstrate:
" a software application
" any topic that can be visualized or viewed electronically
Instructional videos can easily be created using Windows Media Encoder - a free tool. These videos are relatively small and can be streamed or downloaded. Items to be discussed:
" principles and benefits of instructional video
" how to operate Windows Media Encoder
" methods for creating instructional videos

Using Shareware to Enhance a Course
Gary Rogers
Macon State College

We in academia are on a continuous task of attempting to maximize learning in our classes. To this desirable end, I have learned that the use of several shareware/freeware software programs can greatly enhance student learning in a class. As an example, in my introductory Networking class, I have found that the appropriate placement and use of share are programs such as NeoTrace (displays how data is routed over the Internet in 3-D format), Sam Spade (performs a wide range of task such as telling you who domain names are registered to, etc.), Activity Monitor (Real time surveillance and monitoring software), and Shields Up! (tests the security state of your computer) can dramatically enhance learning. Since well over 60% of people are visual and experimental learners, these tools do indeed promote a more comprehensive learning experience. I propose to show what tools I use, how they are used, and the results from this process.

E-Learning: Beyond the Gold Rush?
Todd Schultz
Augusta State University

E-learning development is a form of software development; this brings the entire arsenal of software engineering practices to bear on the problems of developing e-learning experiences. To some extent, software engineering practices have already proven their worth in e-learning, but standard, repeatable low-risk approaches have only begun to replace the "gold rush" mentality that to a large extent still prevails. In addition to reviewing software engineering practices that have proven successful, we identify useful, untapped ideas for e-learning development and review a scaled version of a standard software development approach adapted to e-learning.

Health Information Student Resource Center Using WebCT Vista
Nanette Sayles
Macon State College

Because of the implementation of online classes, the traditional methods of communication did not work any longer. To address this issue, a Health Information Student Resource Center was created. This resource center provides college, professional, program, and other resources to students 24/7 thus allowing students to locate required information on their schedule, therefore improving communications.

Online Courses: The Single Most Successful Way to Grow Your School
Megan Matzen
National American University

Increasing student counts, retention rates and bottom line revenue figures are all topics on the minds of educational institutions across the globe. Find out how National American University has found a way to meet all these goals with one solution. Their presentation of nine years' worth of factual data chronicles how online course offerings can dramatically change the course of a college for the better.

Preparing to Teach Online
Wanda Eanes
Macon State College

You walk in to the office one day and discover that the discussion you have been having about the possibility of you teaching an online course is no longer a discussion but a reality. The class has been scheduled and now you have to get ready to teach it. In many cases, this also means you will have to develop the online course. This symposium will discuss ways to prepare to teach an online class, potential problems the faculty member must deal with (including student problems), and lessons learned. It will also include demonstrations of some relatively easy ways to get some of your instructional materials ready for the online environment.

Headache Preventives for Teaching Online
Joyce Swofford
Clayton College and State University

This session is for almost-new users of WebCT Vista with their online course. Practical strategies will be offered for effective time management and course implementation techniques when using the Vista tools. The focus will be on planning and managing our course, retaining our students, and building a learning community.

Students' Expectations of Instructor Availability in the Online Environment
Julie Santiago, Elizabeth Riley, and Tracey Jensen
Macon State College

The term "available" is defined as "present or ready for immediate use." An "instructor's availability" may be defined as "present or ready for immediate sharing of knowledge." The problem with this definition is that the term "immediate" is very subjective, having different meanings from the student's perspective compared to the instructor's perspective. In this presentation, we will discuss ideas surrounding instructor availability as established through communications between instructors and students in online classes. We will provide a review of the literature as well as findings from a survey of students enrolled in IT classes.

Blogs, Pocket PCs, Assessment and Faculty Development
Autumn Grubb, Stephen Payne, Douglas Goings, Noland White, Gita Williams, and William Wall
Georgia College and State University

This symposium will describe a 7-week faculty development workshop at Georgia College & State University. Designed, implemented, and delivered by faculty members, for faculty members, the first faculty development workshop on assessment attracted 13 participants in the Spring '05 semester. Designed to grow assessment leaders at Georgia's Public Liberal Arts University, the Faculty Development Workshop integrated the use of blogs, web-based resources, Pocket PC's, and face-to-face presentations to develop participant skills in mobile computing, learner-centered assessment, and knowledge about the scholarship of teaching and learning. A panel of trainers and participants will discuss the outcomes and lessons learned.

Digital Storytelling Across the Disciplines
John Chalfa and Kelly Jones, Mercer University
Sydney H. Chalfa, Macon State College

There is mounting evidence that grappling with course content using New Media moves students toward greater competence in processes that are important to excellence in higher learning: critical inquiry and intellectual judgment, cross-disciplinary integration, inclusion, and community building. At Mercer University and at Macon State College faculty members are exploring student use of a promising New Media design tool. Digital Storytelling, the creation of short personal narratives told through New Media and shared through the World Wide Web, is proving a powerful way of engaging students in learning. Digital stories represent a learner's point of view through a convergence of personal narrative, visual images and sound. In this session, we will define Digital Storytelling and demonstrate the process and product of students who have developed digital stories in a variety of academic disciplines at both the undergraduate and graduate level. Through the example of digital storytelling, session leaders will engage participants in a discussion of the potential of New Media for improving student learning. Following the presentation, session leaders will engage those in attendance in a discussion of experiences and ideas for using New Media and Digital Storytelling to further the goals of e-learning.

Obtaining Advanced Degrees and E-Learning
Steve Greene, Alicia David, and Peyton Glore
Macon State College

This symposium is a discussion by three current students in doctoral programs sharing experiences in the varying modes of e-learning within differing graduate environments. There are three graduate environments that will be discussed: a traditional environment with e-learning opportunities; a hybrid with predominant e-learning environments with course related residency requirements; and a complete e-learning environment with minimal non-course related residency requirements. Pros, cons, and characteristics of each program environment will be addressed.

Improving Communication with Assessment Tools
Janet Orr and Linda Mullins
Georgia Perimeter College

Traditionally, open-ended discussion topics are the primary tool to develop community in an online course. Community develops student-to-student as well as student-to-instructor-to-student with well-designed questions. However, developing rapport between instructor and student is another aspect of community building in an online environment. The authors each developed separate but similar tools to improve communication between the instructor and the student and promote successful completion of online courses. One instructor uses a "Hello Quiz" in the first week of the semester to encourage the class to begin exploring the course structure, to ensure that the instructor's grade book is functioning properly, to ensure that students know how to navigate the course and can access and complete assessment tools. A "Mid-semester Survey" is used after the second test as an anonymous vehicle so that students can raise any problems or concerns about the course without any fear of retaliation. The other instructor uses a "Start Here" icon that leads the student to an interest/experience survey and a policies/procedures quiz that must be completed before access to content files is permitted, thereby ensuring that the student has looked at the calendar and syllabus and answering proactively many of the questions that normally occur during the semester.

Research as Collegial Activity
Janice Frasier, Felicia Haywood, and Robert Frasier
Macon State College

As writing and research becomes a cross-collegial activity, it is important to utilize the support available to us. There are a number of professionals and software tools to aid us in helping the student to focus on the full spectrum of research and learning. Information and access to the library data bases will help our students to focus on specific sources for their research. Other professionals can help us understand the boundaries of copyright, common domain, and resource citations, and interactive software programs spike interest in organizing the researched material.

Faculty Use of Course Management Systems (CMS) Within the University of System of Georgia
Hilliard Gastfriend and Catherine Finnegan
Board of Regents, University System of Georgia

Increasingly colleges, universities, and higher-education systems have begun exploring and implementing enterprise-wide computer software solutions to handle the massive data build-up modern campuses generate in registration, disbursements, online instruction, and other educational and administrative systems. This presentation describes preliminary results of a system-wide survey of faculty in their use of (or lack of use of) online course management systems.

Using WebCT to Bridge the Gap between Lab and Lecture
Barry Miburo
Abraham Baldwin Agricultural College

In the Department of Chemistry at Abraham Baldwin Agricultural College, WebCT is used to give pre-lab quizzes to students. This helps them to familiarize themselves with the basic concepts underlying a lab and the various manipulations done on the experimental data gathered in the lab. They get two trials for each quiz, and the recorded grade is their highest score. The online quiz format makes it possible to bridge the gap between the material covered in the lecture and the activities conducted in the lab. This paper discusses the advantages of using WebCT for pre-lab activities.

Is Distance Learning As Good?
Edward Bosworth and Brian Schwartz, Columbus State University
Boris Peltsverger and Karen Cook, Georgia Southwestern State University

This symposium is a discussion of issues relating to the quality of on-line (distance learning via the Internet) offering of courses. The basic question to be asked is whether or not the quality of these courses matches that of those courses offered face-to-face. Put another way, it is claimed that a course should be taught to a fixed set of objectives and learning goals, which should be independent of mode of delivery. The question: Can we really do this?

A Response to the Mandate for State Licensure Requirements for Music
Sylvester Young and Dorothy Bryant
Ohio University

The purpose of this session is to present the development and maintenance of the Master of Music Degree in Music Education at a Distance program at Ohio University. Presenters will discuss the initial development process, adaptation of the curriculum, course content, and outcomes from the vantage point of students and faculty. In 2000, the state of Ohio began a licensure program that required new teachers to have a master's degree in their fields within five years of their appointments. The distance learning master's degree in music education at Ohio University was developed as an alternative to the traditional on-campus degree program, acting under that state mandate. Ohio University's Music Education faculty developed this master's degree to offer opportunities for practicing teachers to earn an advanced degree in music education without having to leave their jobs.

Sending the Library to Distance Learners
Jennifer Link and David Free
Georgia Perimeter College

Distance learners have the same need for library services and materials as students who meet in a classroom setting, but many students taking courses in the e-learning environment do not realize what library resources are available to them or how to take advantage of these resources from a distance. Distance learning faculty and librarians must work together to make their institutions' library resources integrated components of their distance learning programs. Hear how one group of academic librarians partnered with distance learning faculty to help WebCT Vista students improve their research skills and habits.

Creating a Presentation Using Microsoft Producer 2003
Lee Ann Taylor and Kathleen Moreno
Abraham Baldwin Agricultural College

The E-learning experience continues to evolve as new advances made in software and hardware become more widely available. MS Producer 2003 (Producer) is an innovative software program that can play an important role in the advancement of E-learning. In this symposium we will first demonstrate a simple project created in Producer 2003, then discuss possible uses of Producer, and finally, outline its system requirements.

How to Automate Your Paper Grading
David Taylor
Armstrong Stlantic State University

Paper grading can be a snap-literally-with this Microsoft Word plug-in that inserts customized comments, grammar and punctuation explanations, and other forms of feedback that must be repeated verbatim on multiple papers. By combining three MS Word features (insert comment, auto text, and custom toolbars) my application, "Snap," automates a significant part of the grading process, freeing the teacher to make more individualized comments.

Design of an Online Course in Intermediate Programming Utilizing Learning Styles
Dave Gibson
Valdosta State University

It is well known that students naturally have preferred ways of absorbing and assimilating information. In other words, they have different learning styles. Many models of learning styles have been proposed in the literature and most can be related to one another in natural ways. This work considers the design and implementation of an online course in intermediate computer programming in the Visual Basic 6 language that addresses the different learning styles in unique ways.

Developing & Teaching an Intercultural, Interdisciplinary Online Course
Linda Cooper
Macon State College

One of the goals of post-secondary education today is to provide students with greater global understanding. Participation in a "virtual" student exchange program can help students obtain this global educational experience without the expense and time commitment of a study-abroad program. This presentation will provide insight into the process of developing and teaching an interdisciplinary, intercultural online course entitled, "The European Monetary Union" (EMU) to students from both the University of Munich and the University System of Georgia. The course is just one of nine different online courses that have been developed as part of a European Union Studies Certificate program.

Face to Face Interaction in Distributed Pedagogic Settings
E. Michael Staman
Macon State College

This paper will begin with a brief discussion of today's e-Learning environment and some of its problems, and then postulate a pedagogic environment significantly more suited to faculty wishing to teach in distributed educational settings but demanding the ability to do so using the more traditional techniques of lecture, oral discourse, and tools for question and answer sessions. The main body of the paper will provide an overview of the technologies, tools and techniques supportive of this improved setting, along with examples of their use. The paper will conclude with some observations about the evolution and future of this technological environment.

Stop the World, or Virtual Classroom for Future Researchers
Mariya Pachman
University of New Mexico/ Florida Gulf Coast University

This paper analyses existing human information processing theories from the point of view of cognitive load, speed and in-depth vs. surface information processing applying them to existing virtual classroom designs principles. It will also provide practical hints and techniques to enhance in-depth processing for undergraduates and scholarly approach to the material.

Quality Assessment for Online Science Laboratory Courses
Dion Stewart and Kae Gershon
Georgia Perimeter College

Online science laboratories are proliferating at a rapid rate with little or no oversight on standards for such labs. We propose to establish some basic guidelines that will assist an online, science lab-creator to design a lab that maintains scientific integrity and is rigorous yet not impossibly difficult. These guidelines are divided into two groups: curricular guidelines and administrative guidelines. The "curricular guidelines" relate to both the proper science methodology and the content. The "administrative guidelines" relate to the special procedures needed for online science.

Survey of Perceptions of Information Technology Use by Nursing Students and Faculty in an A. D. N. Program
Jo Ann Marshall
Macon State College

The purpose of this study is to shed light on perceptions of nursing students and faculty about the use of information technology in nursing education. Nursing students come from a wide range of educational backgrounds and life experiences and thus display a wide range of experience and competence with information technology. Sinclair and Gardner noted that nurse educators face a considerable diversity in new students' competence and experience with information technology (1999). Not only do the students' experiences vary, but faculty experience and competency using information technology vary as well. AACN White Paper states "technological-mediated teaching strategies can change dramatically the way teaching and learning occurs, challenging the traditional relationship of students to academic institutions" (1999). Computer technology also changes the student-faculty relationship. However, there has been little study of problems that students incur when expected to use computer technology in nursing courses. Nurse educators' perceptions of the student's use of computer technology needs further investigation. Two groups of students, one on first year and one second year of an A.D.N. program, as well as their faculty, will be surveyed for use of computer technology in the nursing program. Is computer technology enhancing the students' nursing knowledge, or is computer technology a frustrating experience impeding the learning process?

Enhancing E-Learning Using Microsoft Producer 2003
Kathleen Moreno and Lee Ann Taylor
Abraham Baldwin Agricultural College

The E-learning experience continues to evolve as new advances made in software and hardware become more widely available. MS Producer 2003 (Producer) is an innovative software program that can play an important role in the advancement of E-learning. In this workshop we will demonstrate how to use Producer to create a simple project using a variety of media elements and publish the project to a CD.

A Hands on Network Security Class
Gary Rogers
Macon State College

This presentation will show how to deliver an introductory Network Security class including the numerous security/ hacking resources available, what issues are covered, and the many hands on activities that can be pursue by students

Plagiarism Software as a Teaching Tool
Marian Parker
Troy University

This workshop will introduce participants to plagiarism software, including research on the efficacy and costs of a variety of titles. Participants will explore one software program (turnitin.com) as it has been applied to a composition class. They will see the results of the students' submissions and test its utility for their academic areas.

Using Microsoft PowerPoint as a Means of Rich Multimedia Content Delivery through Embedding Video, Sound, and Graphics
Richard Spiers
Macon State College

The human experience allows us to learn almost everything through the physical senses-sight, hearing, touch, taste, and smell. Learning can take place anywhere and by an infinite number of processes. The innate nature of teaching and learning in an online environment due to a deficit of sensory stimulation presents numerous challenges. The purpose of this hands-on workshop is to train teachers how to deliver sight and sound rich content through Microsoft PowerPoint in order to assist the student in the learning process.

Webercise
Jane Hoffmeyer
Georgia Perimeter College

Teaching physical education classes online? Is it possible? It is both possible and very popular at many institutions. Wellness and activity classes can be taught totally online, as a hybrid class, or as an enhancement for face-to-face classes. Teaching physical education classes through web based courses is an excellent way to enable students to fulfill an institution's physical education requirement in a convenient way without compromising quality of education.

10 Easy Steps to Convert Your Traditional Course to an Online Course
Jo Ann Marshall
Macon State College

What preparations are needed to get ready to teach a course online? What are the advantages and disadvantages in teaching content online? What personality traits does the educator need to be a successful online teacher? These are just a few of the questions to be answered in this presentation to enable educators in creating online courses and avoiding pitfalls of those who have gone before them. This presentation will offer a self assessment that the educator can use to evaluate their own internet teaching abilities and assess resources needed to successfully present an online course.

Looking at New Ways of Assessing Student Learning by Use of Online/CD-Rom Test Bank Questions and Concept Maps in an Undergraduate Biology Class
Cathy Lee and Marsha Stewart
Macon State College

This paper describes a study which explored students' responses and reactions to a web-based test bank and supporting materials on CD-ROM that accompany the class textbook. The study was conducted on science majors at Macon State College, a four-year institution with no baccalaureate program in Natural Sciences and Mathematics. The finding revealed that the majority of students were satisfied with their learning experience and achieved an increase in learning outcomes compared to students without the use of these supporting materials.

TeLL me More: e-Learning Solutions for Language Arts
Alain De Coninck
Auralog

Over the past fifteen years, the advent of information technology and multimedia has revolutionized language learning. The growth of the Internet is opening up new territory: a new generation of language learning has been born, offering the opportunity to learn ESL or a foreign language online. Auralog, with TeLL me More, offers a complete language course online, containing all the advanced technology previously developed by the company. The course includes speech recognition, interactive dialogues, grammar, vocabulary, written exercises, videos etc. Thanks to the Internet, learners also have the possibility to benefit from the assistance of a personal tutor.

Managing Student Grades Using WebCT Vista
Joy Godin and Jo Ann Brannen
Abraham Baldwin Agricultural College

One of the challenges faced by instructors of online, hybrid, and web-assisted courses is the management and distribution of student grades. WebCT Vista, an e-learning platform, provides the tools to effectively manage and securely post student grades with relative ease. The goal of this workshop is give the participants the opportunity to use WebCT Vista to set up a sample grade book and use the tools provided to post student grades and calculate averages. The workshop will conclude with a demonstration of uploading student averages into Web Banner directly from WebCT Vista and downloading grades to an Excel workbook.

Painting the Fence: The Tom Sawyer Approach to Technology for the Uninitiated Adjunct
Holly Smith
Armstrong Atlantic State University

Many core courses in the humanities are taught by adjunct faculty, and technology integration consistently creates a win-win-win situation, but few opportunities exist for adjunct faculty to acquire expertise in this area. This workshop "Painting the Fence" answers basic questions on getting started, showcases quick and easy options for technology integration based on various levels of technical support which may be available to adjunct faculty, and provides hands-on experience in using technology, with an emphasis on the multiple benefits to students and the inevitable improvement of course delivery which will occur, irrespective of the instructor's level of techinical expertise.

E-Posters

e-Learning in a Virtual Healthcare Community
Mary Teslow
Western Carolina University

Role-modeling the electronic workplace for students can be challenging for educators. WCU faculty members from diverse departments have created an e-learning model of a complex, reality-based healthcare system. WestHealth, an evolving, innovative use of WebCT, provides an environment for students in many programs to access information content resources for completing experiential learning activities. This e-poster demonstration will explore WCU's time and resource efficient model, which easily can be adapted to other educational disciplines.

How Do You Solve a Problem Like a Hybrid?
Antoinette R. Miller
Clayton College and State University

A hybrid (half-online) course in introductory psychology is described. A mixture of WebCT Vista-administered reading quizzes, additional computer-based exercises, and in-class activities are used to address the challenges of interactivity, time management, and relationship of online to in-class activities.

Using Innovative Web-Based Teaching Strategies to Enhance Nursing Courses
Jo Ann Marshall
Macon State College

The purpose of this E-Poster Web site is to allow attendees to explore the setup of a web-enhanced nursing course and various health s and teaching strategies used in the course. This N&HS course uses various teaching strategies such as videos accessible from the Macon State College ARC, games, web links to health sites, as well as a interactive web-based scavenger hunt. Particularly interesting is an interactive Managing the Labor and Delivery Experience video. Online testing is also used. Various health web sites may also be explored.

Developing and Implementing Web-based Applications to Support Instructional Goals
Kevin Floyd
Macon State College

This presentation demonstrates and compares two methods for developing Web-based applications to support instructional goals. The first method uses client-side technologies such as the eXtensible Hypertext Markup Language (XHTML), Dynamic eXtensible Hypertext Markup Language (DHTML), and JavaScript to show the relative ease of creating applications such as tutorials or presentations that are dynamic and user friendly. A second approach uses desktop technologies for capturing, digitizing, and editing audio and video files for the purpose of producing streamable formats, and the mechanisms for delivering digital media through Web pages. Demonstrations will show the viability of producing Web-deliverable applications using common browser and server capabilities.

Low-Cost Tools for Supporting Online Teaching and Learning
Andy Brovey
Valdosta State University

The WWW offers access to many inexpensive and free solutions for initiating and sustaining online teaching and learning. These solutions range from single-purpose applications to integrated course tools, and support activities such as communication, collaboration, assessment and course management. Several of these tools match the functionality of commercial packages at a fraction of the cost. This e-poster briefly discusses the benefits and concerns related to using these low-cost and no-cost tools, identifies numerous applications, and offers online access to a collection of these tools.

Hybridizing Courses - How Does Your E-Learning Garden Grow?
Marilyn Halaska
Macon State College

A case study approach will describe the process used to incorporate varying levels of technology into all major courses in an RN-BSN Completion program. Included are the processes used to make curricular and course-based decisions, demonstrating instructional design practices, exploring activities to increase faculty and student comfort levels with online learning, and analyzing real-time evaluation data to determine overall success of the venture. Storyboarding and using activities flow sheet to aid course design decisions will be incorporated throughout. Emphasis will be on the scholarship involved with designing and teaching hybrid courses. Practical how-to guides and activities will be shared.

GAMES, SIMULATIONS, & QUESTIONS! How to Develop Web-Based Active Learning
Marguerite J. Murphy and Gayle Bentley
Medical College of Georgia

The Medical College of Georgia - School of Nursing (MCG-SON) has been actively using web-based activities to reinforce active learning in both online and hybrid courses for several years. The use of hybrid courses in the undergraduate program is common and 100% online courses are utilized for select undergraduate courses, core graduate level courses and all courses in the RN-BSN completion program. The MCG-SON faculty have become increasingly adept in developing, implementing and evaluating web-based learning activities to reinforce a variety of concepts, including those related to pathophysiology, pharmacology, health assessment and community assessment. Strategies such as gaming, interactive case studies, and self-evaluation using self-directed questions are used alone and in combination to address these concepts. Samples of these strategies and instructions for their development will be provided.

Macon State College Title III: Technology Mediated Instructional Materials
Stacy Kluge
Macon State College

This e-poster session consists of an online repository of technology-mediated instructional materials covering a wide variety of academic disciplines to include: social sciences, the humanities, natural sciences, mathematics, and English composition. The interactive multimedia enhanced web-based tutorials were designed and developed jointly by Macon State College teaching faculty and Title III instructional designers and multimedia developers.

An Animated TI-83/84 Calculator Tutorial
Mary Dwyer Wolfe, Steve Davis and Barry Monk
Macon State College

This e-poster displays an animated TI-83/84 calculator tutorial developed by professors Wolfe, Davis, and Monk from the Mathematics Department at Macon State College. This tutorial is an ongoing project that includes flash animations, mini videos with narration, and a cross-referenced structure for easy navigation between topics. The tutorial is an integral part of several of the online mathematics courses taught at Macon State College.