Kenote Presentation - E-Learning: Where Have We Been and What's Our Future?
Dr. Mike Rogers
Director, Instructional Design and Development for Advanced Learning Technologies
Board of Regents,
Univeristy System of Georgia
| Dinner Presentation – Web 1.0, Web 2.0, Web 3.0? Dr. Andy Brovey Associate Professor Department of Curriculum, Leadership, and Technology Valdosta State University Apple Distinguished Educator |
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Elluminate (live) Your Class!
Deniz Altin &. Polly Bouker
Georgia Perimeter College
Instructors can remain at the forefront of technology by implementing Elluminate Live sessions in their traditional as well as distance learning classes. Elluminate Live allows instructors to present content in live sessions maximizing student interaction in real time. Alternatively, students can view pre-recorded sessions asynchronously. Students can interact with instructors through chat, drawing and internet tools as well as view presentations and hear live or previously recorded lectures. Here we will demonstrate features of Elluminate Live and discuss the advantages of employing this alternative content in both traditional and distance learning courses.
Extra Steps Needed to Support the Online Student in a Predominantly Traditional Class Environment
Jennie Conn
Southern Polytechnic State University
This presentation focuses on the additional steps that must be taken to engage the online student who predominantly is used to a more traditional classroom environment. The presenter will review and discuss the profile of the average student who registers for an online class, though the same class is being offered in the traditional setting. Moreover, the presenter will discuss the slightly different apprehensions and expectations that exist when a student, who has been in predominantly traditional classroom settings, makes the decision to register for an online class.
Camtasia Lectures for Online Classes
Linda Mullins & Tracy Adkins
Georgia Perimeter College
Bring your students into a classroom setting while they are still at home taking an online class. With very basic instructions you can convert your lectures, including PowerPoint files, into a Real Player format using Camtasia. This allows students to hear you explain the concepts in detail, instead of just reading them! "Camtasia makes each chapter more interesting and understandable. It also makes the class atmosphere very much like the one of on-campus classes" responded a student. Come record and learn how easy it is!
SoftChalk LessonBuilder
Janet Orr
Georgia Perimeter College
Do you want to have stylish, easy-to-read, and interactive web pages? But, do you feel like you just don’t have the time to learn anything more about computers? Then I have the workshop for you! SoftChalk Lesson Builder makes it easy to create study materials for your students. During this workshop you will develop a webpage that has roll-over popups, self-assessment quizzes, and learning games. You will see how easily you can create indexed pages with links to other materials, embedded images, and sidebars. Each participant will receive a 30-day free trial of the software. The workshop will be limited to 15 participants.
Classroom Communication Systems in Real Life
Dr. Marian Parker & Nicholas Daniel
Troy University
Classroom communication systems – "clickers" – have yet to become common in high schools and colleges, although some pockets of implementation exist. This presentation will review the history and evolution of the CCS and present two case studies from Alabama, one in a high school setting, and one in a college setting. Recommendations regarding the purchase and use of CCS will be included, as well as a comparison of the two systems under investigation.
Multiple Uses for a Student Remote Control Response System
Dr. Dianna Spence
North Georgia College & State University
This presentation features a hands-on demonstration of a student remote control response system to collect answers to questions posed to students in class. Students see a bar graph representation of responses from the class; these graphs can be the basis for further discussion and analysis. Uses discussed include collecting data for in-class exploration, promoting engagement, tracking student participation, and assessing comprehension of concepts as they are presented.
Desktop Video Conferencing: Convenient, Cost-conscious Connections VoIP or Voice over IP is a technology that sends voice conversations through the Internet instead of phone lines. Many companies are now replacing or considering replacing traditional phone service with VoIP, using computer networks already in place. There is also a growing market for residential Internet phone service offered through traditional telephone companies, and new, independent providers such as Vonage and Net2phone. This same VoIP technology is now available to anyone willing to invest a little time and a few dollars to set up their own computer-based conferencing system on a desktop or laptop computer. Using free software and low-cost headsets, anyone with broadband (cable, DSL or better) can make free Internet calls, computer to computer. Because digital technology is used, the quality of these calls can often match landline and cellular connections. Conference calling, file sharing and text chat are also available. The addition of s simple, inexpensive web camera adds video conferencing, so you can both see and hear a caller. Though they may lack the sophisticated features of their commercial brethren, these free audio and video conferencing tools match the functionality of expensive, fixed site conferencing systems at a fraction of the cost, and offer greater convenience. Once you have the basic equipment, free audio and video conferencing are available whenever and wherever you have a broadband connection to the Internet. http://www.skype.com/help/guides/ for more on desktop videoconferencing with Skype. |
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From Both Sides Now: Reflections on Teaching and Taking Online Courses
Dr. Edward Bosworth
Columbus State University
In this talk I shall attempt to share some insights into distance education gained from two sources: my four years of teaching on–line courses and my two semesters experience in taking those courses. From my teaching experience I discuss approaches I use in order to motivate a better quality presentation. From my experience as a student I present aspects of the course that I did not care for and how those have helped me be a better teacher in the courses that I myself teach. I hope that my opinions provoke some discussions.
College Algebra and Online Assessments
Dr. Paul Hadavas
Armstrong Atlantic State University
In this talk, we will explore the various online tools used in a standard College Algebra class, including homework and testing situations. A description of how online homework and testing has affected the pass-fail rate of the class will be given, along with student and faculty comments on the ease/difficulty of use. In addition, the presenter has used the online assessments in a variety of classroom settings over the years. Each setting will be discussed along with its respective pros and cons.
Connecting The Scholarship of Teaching and Learning with the Instructional Design of Online Courses
Ms. Margaret Evans & Dr. Bola Tilghman
Northwestern Technical College
This presentation focuses on the scholarship of teaching and learning and the instructional design of online courses that aim to improve the quality of college and university teaching by concentrating on both student learning and faculty development in technology-enhanced environments.
In the past, the history of the scholarship of teaching and learning has focused on a conception of teaching but according to Lee Shulman and others (1999), teaching is not just a technique but an enactment of the understanding of our disciplinary, interdisciplinary or professional field and what it means to know it deeply. They also stated that teaching needs to be reconnected to scholarship and to the scholarly communities through habits of documentation, exchange, and peer review, claiming such processes are not only essential to a greater valuing of teaching but to the advancement of the profession and practice of the field.
In connecting the scholarship of teaching and learning with the instructional design of online courses, one must think about the need of the students and the goals and objectives of the institution. With this in mind, this presentation proposes to examine the essential factors necessary to design an effective, successful, and scholarly online course.
Institutional Preparation for Online Courses: A Look at Standards and Issuing Bodies
Peyton Glore &. Steve Greene
Macon State College
This is a discussion of research findings relating to distance education standards and issuing bodies. These findings include the need of institutional preparation in order to offer quality distance education. The research reveals, not just standards for delivery of information, but standards to offer completely distance based services to the students. Areas of consideration by the institution include, but are not limited to: admissions, financial aid, registrar, bookstore, academic affairs, student affairs, and other business office operations.
Multi-dimensional Student Assessment Strategies from an Online Nurse Practitioner Program
Janet Wills
Albany State University
The online environment values self-directed/autonomous learners who are active participants in the learning process. This requires paradigm shifts in teaching methodology and assessment processes.
Objective appraisal of student discussions is integral to evaluation of learning, and was achieved through the development of a simple grading rubric. Other assessment strategies that will be shared include student portfolios, self-reflective surveys, rubrics for oral or written presentations, as well as how standardized “virtual patients” that assess the clinical decision-making can be utilized to assess clinical competency. Traditional examinations now encompass only part of broader more reflective assessment tools.
What is Second Life and Should Educators Care?
Liz Riley, Alicia David, & Stacy Kluge
Macon State College
Second Life is a virtual world with over 8 million residents. This virtual world includes virtual representations of real academic institutions including Harvard University, the National Institute of Education: Singapore, the University of Florida, and others. A number of corporations have also created a presence in Second Life.
This presentation will discuss the concept of a virtual world and more specifically what Second Life is and isn’t. We will also talk about what educators are currently doing in Second Life. Lastly, we will demo Second Life and take a virtual tour of some of the educational areas of Second Life.
Nvu: How to Create Your Own Website from Start to Finish
Dr. Dawn Sherry & Dr. Barry J. Monk
Macon State College
This workshop, designed for the beginner, covers the basics of website organization, design, and implementation using the free, open source software Nvu (http://www.nvu.com/).
Instructor Identity in the Online Classroom
Dr. Kokila Ravi
Atlanta Metropolitan College
Contrary to popular perception that online courses are automated and generic, I believe that an online instructor has a wide array of tools and resources within the course to shape his/her identity and also effectively engage students in the process of discovering their online identity. It is this unique feature that contributes to the success of an English composition course, taught entirely online.
Converged Technologies Mean Vast Changes for BOTH Students and Faculty
Dr. E. Michael Staman
Macon State College
A long time ago the question was, “Why pursue a technology strategy in pedagogic environments?” Today, a central element of that question is rapidly becoming focused on how to leverage new technologies, student skills, and applications in a converged environment. The concept of convergence has evolved significantly during recent years, now referring to the integration of communications and computing resources and services that seamlessly traverse multiple infrastructures, and deliver content to multiple platforms or appliances. Whether they be simple uses of course management systems or complex interactions involving voice, data, and video in a single session, mobility is a key. Ultimately the discussion leads to faculty and student uses – what are the applications and how they will be provisioned. At issue is more than the economics of a faculty time or current skill, and the presentation will address these issues as it considers convergence trends in a more general sense.
The Design and Implementation of Mastery Learning Techniques in an Online Literature-Based Composition Course
Dr. Jonathan Fegley & Darryl Hancock
Middle Georgia College
When given enough time and the appropriate instructional methods, students can master unit objectives. This process, known as mastery learning, can easily be incorporated in an online environment, which does not hold students to rigid time constraints. By applying mastery-learning techniques to teaching literature-based composition, instructors ensure students have the prerequisite skills before moving to the next unit. By ensuring students have proficiency with the current unit’s material before advancing, instructors can alleviate deficiencies in knowledge and help students avoid common mistakes. This paper will discuss teaching online students essential elements of literary analysis within a composition course through mastery-learning techniques.
“Tune In, Turn On, Instead of Dropping Out” - Using Technology to Increase Student Engagement and Accountability
Mark Pergrem & Dana Pergrem
Georgia Highlands College
Two of the biggest challenges faced by educators are student apathy and lack of accountability. Many of us labor to find ways of keeping our students “tuned in” to course material, while at the same time helping them to become aware that they are personally responsible for their own educational experiences.
This session will look at several ways in which technology, such as podcasting, “the clicker”, WebCT Vista, digital video, SynchronEyes, and others, can assist instructors in achieving these aims.
The WebBSIT: The Development of a Multi-Institutional Fully Online Baccalaureate Degree Program in Information Technology
Dr. Kam Fui Lau, Armstrong Atlantic State University
Dr. Han Reichgelt, Georgia Southern University
Larry Booth, Clayton State University
Vickie Booth, Georgia WebBSIT
Dr. Rebecca Rutherfoord, Southern Polytechnic State University
Dr. Jeff Stewart, Macon State College
Five colleges and universities in the University System of Georgia collaboratively developed a fully online baccalaureate degree program in Information Technology: The Bachelor of Science in Information Technology (WebBSIT). The program enrolled its first students in August 2004 and is slated to see its first graduates in May 2008. In this presentation, we will describe the project’s context, background and the needs assessment, then briefly describe the technological and administrative infrastructure required to deliver the degree collaboratively and at a distance.
Using Sympodium to Enhance Student Retention and Performance
Dr. Dee McKinney & Dr. Caesar Perkowski
East Georgia College
This presentation shows how the screen-capture and recording device called Sympodium is useful for enhancing student success and retention. The presenters offer data from two courses in US history and world literature to illustrate impact on student performance. Most students found Sympodium helpful, but the device is not without flaws due to technology limitations.
Using LiveText for Teaching and Learning in Hybrid and Traditional Courses
Dr. Heather Brasell & Dr. Julie Lee
Valdosta State University
We will demonstrate how we use LiveText capabilities in our traditional and hybrid courses to enhance teaching and learning – not just for accreditation purposes. This data management system provides nearly all of the capabilities provided by other online course management software programs (e.g., Blackboard/WebCT). For each course, we create a project containing resources needed, agendas for classes, assignment information, and interactive pages for discussion. Students create individual portfolios for the course to house assignments for assessment. They also use LiveText for group projects. LiveText can also be used to collect survey data for research as well as administrative purposes.
Camtasia, a Tablet PC, and the Web: Everything You Need to Broadcast Your Classes
Dr. Charles W. Johnson & Dr. Luck Watford
South Georgia College
Using a tablet PC and Camtasia, you can record your lecture and post it for students to download. We will demonstrate how to use a tablet PC in the classroom, how to record using Camtasia, and how to convert the files into various web-useful formats. In this presentation, the steps needed to Podcast classroom content over the Internet will be presented. We will demonstrate how to record lectures convert the files, and create Podcast lectures. For those without a tablet PC, we will demonstrate other technologies that will also allow you to post classroom content without breaking the bank.
Computational Media: Not Another Math Class
Wanda Eanes
Macon State College
Computational Media is a relatively new buzz word in Computer Science education. Colleges around the country are beginning to adopt it as a way to teach CS1 to Computer Sciences majors and to offer special introductory classes to non-Computer Science majors. What is it? How does it engage students? What about it helps level the playing field for techies and non-techies?
Group Projects using WebCT
Linda Mullins & Tracy Adkins
Georgia Perimeter College
Have you tried a group project in an online setting? Students can meet 24/7 to work on the project. No longer are you trying to figure out who did the work. This presentation will cover 1) setting up the project, 2) monitoring the project, and 3) grading the project – all online! Discussion will include what has worked and what has failed. This format is adaptable to any discipline and any class setting.
Blended Learning: Definitions, Status, and Trends
Dr. Alex Koohang
Macon State College
The purpose of this presentation is to inform the audience about blended learning in the higher education institutions. This presentation is organized in a manner consistent with its purpose. Introductory remarks include 1) the existing definitions of blended learning, 2) the rationale behind blended learning, and 3) the status of blended learning in higher education institutions in the USA. Introductory remarks are followed by discussion of several critical issues regarding blended learning in higher education institutions. These issues are as follows:
• The challenges of blended learning
• The design of blended learning
• The opportunities of blended learning
Conclusion and recommendations for practice and future research will round out the presentation.
An Evidence-based Approach for Leveraging Academic Library Distance Learning Services
LiLi Li
Georgia Southern University
This presentation explores key issues for leveraging academic library distance learning services in service-oriented and student-centered academic learning environments. With an approach of evidence-based learning, this presentation will assist academic administrators, executives, faculty, instructors, librarians, staff, and other professionals to effectively and efficiently assess and evaluate web-based academic library distance learning services that lead to successful learning in the 21st century.
e-ttention spans: the unique challenges of engaging online learners in the humanities and beyond Holding students’ attention in the classroom has been a perennial problem for college professors. The challenge increases exponentially when the classroom is virtual and the professor has little or no direct, personal contact with students outside the digital arena. How does a teacher engage a class without being able to connect names to faces? How can one measure successful student participation in an online arena? How can students’ active engagement in reading and writing activities be quantified or qualified? What features of popular courseware such as WebCT best hold the attention of online learners? Does one need to use cutting-edge technology to keep today’s tech-savvy students coming back for more? Will the use of advanced technologies mean losing the attention of less technically competent students? What unique challenges face the beginning student in general education classes in an online arena? Focusing on e-learning in the humanities, this presentation will provide pragmatic answers to these and other questions of interest to those who hope to engage students and increase retention in online forums. More specifically, this study will explore issues that are unique to writing and reading intensive courses and will offer organizational, motivational, and assessment methods aimed specifically at holding the attention of online students in the humanities. Translating the concepts of active learning to a digital environment, I will offer specific strategies for gaining students’ attention and engendering critical thinking in an online arena. More precisely, I will address how I have successfully employed traditional assignments such as reading prompts and electronic tools such as discussion boards and wikis to generate interest in course material while training college students in reading practices that transcend mere consumption and approach true comprehension and critical assessment. Furthermore, I will describe how I foster student engagement in writing projects online through collaborative composition assignments and iterative assessment strategies that help articulate writing—not as an individualistic product—but as a social process. Finally, I will elaborate how I promote student ownership of the learning environment by establishing leadership roles in online forums and by supporting students’ independent creation of digital communities. This presentation will conclude with a brief assessment of the professional development benefits of teaching online for the college instructor. Specifically, I will address how the challenge of teaching in a digital environment forces the instructor to approach the issue of student attention spans in a more conscious and conscience manner. Finally, I will articulate how the task of engaging online learners in reading and writing intensive courses in the humanities has actually enriched my teaching practice—not just online—but in the traditional classroom environment as well. |
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Producing Your Own Podcast (9:00 am – 10:45 am) A podcast, simply put, is an audio file posted on the web, delivered to a listener's computer via a subscription, and then copied to a portable media player such as the iPod. In this hands-on workshop, you'll learn about the podcasting process and the resources required. We'll explore how podcasts are created and delivered, and use inexpensive software and accessories to create your own audio podcast. http://web.mac.com/macademics/podcasting for more on podcasting. |
The Good, The Bad, and the Ugly of Online Course Teaching After working with web-based and online courses for the past seven years, it is now time to look back and review what works, what doesn't work, and what are the inherent barriers in reaching academic excellence through online learning. The purpose of this workshop is to not only give faculty a forum in which to share their experiences of teaching online courses, but also discuss ways to improve online education. |
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Empowering Faculty to Create Learning Objects with StudyMate
Neil Griffin
Bainbridge College
Multimedia learning objects can be an effective tool for reinforcing vocabulary, names, dates, formulas, scientific theories, or other knowledge that requires immediate recall. StudyMate allows faculty, staff, or students to create learning objects that can be published to the Internet, online courses, CD-ROM, and portable devices such as iPods with no knowledge of programming or HTML.
Participants in this workshop will learn how to create flashcards, crossword puzzles, pop quizzes, and trivia games similar to Jeopardy and Wheel of Fortune. Also covered will be the process of entering information from scratch or importing questions from test banks, Word documents, or Respondus.
iEARN.org – International Education and Resource Network
Dr. Sara Worley
Macon State College
Started in 1988, iEARN is the world's largest non-profit global network that enables teachers and young people to use the Internet and other new technologies to collaborate on projects that both enhance learning and make a difference in the world.
A whole classroom of students can get involved or just one student can connect internationally. One element that makes this possible is that it is what is called “a safe site”. Membership is limited to schools and individual teachers. International connections are monitored 24 hours a day 7 days a week. The best part is the youth of the world are becoming friends before the media or culture teaches them to be afraid!
From “Why” to “Wimba”: Journey to an online graduate program
Dr. Judi Repman, Dr. Ken Clark, Dr. Randy Carlson, & Dr. Elizabeth Downs
Georgia Southern University
This presentation will provide a history of the stages experienced by the faculty of a graduate program as it morphed into a completely online degree. The faculty will trace the evolution from the initial stages of using an online management system as a support for instructional materials to the current phase of being selected as a Board of Regents franchise program. The discussion will include the pedagogical and administrative issues confronted at each stage.
Using Cell Phone Technology to Enhance Teaching
Dr. Donald Ekong
Mercer University
The last 3 years have witnessed a proliferation of cell phones with an increasing range of capabilities. In addition to making phone calls, modern cell phones can be used for taking digital photos, recording video clips, and text/picture/video messaging. Although cell phones are sometimes viewed as a distraction in the classroom, events such as the Virginia Tech tragedy have made some schools to reconsider the use of cell phones in classrooms.
This presentation will review some ways in which cell phones can be used to enable students to play a more interactive role in learning and communicating in the classroom.
International Business Pedagogy: a Hybrid Approach
Dr. Russell Teasley
North Georgia College and State University
Two core business administration courses were taught in hybrid mode during Summer 07 by a North Georgia College and State University faculty member. The hybrid delivery incorporated unique features tailored to the specific course content and the capabilities of its students. This presentation highlights some of the courses’ unique features including its overall methodology, templates and guidelines for assignments, grading and discussion postings, and a brief discussion of the student assessment.
Writing Assignments Made Easy Using The Online-Based CPR
Dr. Aprillya Lanz & Dr. Stephen Burnett
Virginia Military Institute/ Clayton State University
The Calibrated Peer Review (CPR) was developed by the Division of Molecular Sciences at UCLA. Although it was originally developed for a curriculum in chemistry, the use of CPR has been widely spread across other disciplines; currently, there are 500 registered institutions in the CPR database. In completing a CPR assignment, students are trained to be competent reviewers and are given the opportunity to provide feedback to their peers. Students are expected to improve their analytical and critical thinking skills after completing an assignment. In this workshop, presenters will provide participants with a short CPR exercise. Different aspects of the assignment such as authoring an assignment and the grading process will be discussed.
A New Totally-Online Bachelor Degree Program in Information Technology
Dr. Gary Rogers
Macon State College
Macon State College has proposed a new totally-online Bachelor degree program in Information Assurance. This will be our first totally-online Bachelor's degree program. We propose to present this new degree, why we are establishing this, what markets conditions favor this program, etc.
Learning Objects, Vista Learning Modules, and Effective Lessons
Dr. Mary Dwyer Wolfe
Macon State College
The case for modularity of online instructional design has been made, and Georgia View Vista is unique in its ability to allow for modular design. In this presentation we will discuss the nature of a learning object. The discussion will also include a comparison of course design structures that use modularity versus those that do not use modularity as we discuss the advantages and disadvantages of each style of course design.