The interactive program below contains the most up-to-date information. You may also view the printed program as a PDF file.
Thursday, 8:00 am to 8:50 am
Roundtable discussion:
UNC TLT Interest Group Meetings
Track: Other
Presenters: Hilarie Nickerson
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Grand Ballroom 3-5
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With the TLT interest groups, the UNC TLT Collaborative supports community building and collaborative professional development through ongoing work in selected areas of interest. Members of these groups share experiences in TLT work, generate and disseminate ideas, and build professional development resources for future use. For more information, including a list of current groups and how to join them, visit http://www.unctlt.org/ and select Interest Groups in the left navigation column. Meetings of selected TLT interest groups will be held on Thursday and Friday mornings from 8:00 to 8:50—all are welcome to attend. Also, conference participants who would like to use this time to hold a meeting on a TLT topic that is not currently supported by an existing group are welcome to contact Hilarie Nickerson of the TLTC to make arrangements. This description will be updated as groups sign up. As of 3/20, groups meeting on Thursday morning at 8 are: Librarians IG, TLT Assessment and Evaluation IG, Blackboard IG, Blackboard Vista (formerly WebCT) IG, Virtual Environments gathering.
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Thursday, 9:00 am to 10:30 am
Hands-on workshop:
Moodle! Taking the World by . . . Well . . . OK, One School at a Time . . . A Hands-on Introduction
Track: TLT Tools
Presenters: D.I. von Briesen
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Marriott A
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Learn why schools in North Carolina, the United States, and worldwide are setting aside the proprietary learning management systems in favor of this globally expanding, open-source learning management system (LMS). This hands-on workshop will introduce participants to Moodle—starting with course setup and customization, and moving to things like resources and activities. You’ll learn how easy it is to customize every aspect of your course and do everything from linking to files from a publisher to customizing your profile. Moodle is the leading LMS in the world. See statistics at http://moodle.org/stats/
Advance registration for workshops is not required; however, seating is limited and is on a first-come basis.
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Thursday, 9:00 am to 9:50 am
Demonstration:
Reaching Students Where They Are: Interactive Resources and Media Integration from the Library's Web Site
Track: Libraries
Presenters: Cynthia Saylor, Michael Alewine
 Related Material: Reaching Students Where They Are: Interactive Resources and Media Integration from the Library's Web Site
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Capital Ballroom D
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Over the past year, the Sampson-Livermore Library at UNCP has been trying to reach N-Geners through the technologies that are ubiquitous within their culture. Using podcasts, an interactive library tour map that includes video and audio clips, instant messaging, and an interactive guide to library research, librarians are introducing and engaging students with traditional resources and services in nontraditional ways for the librarians.
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Roundtable discussion:
Online Quality Workgroup Meeting
Track: e-Learning / Distance Education
Presenters: Laura Rogers
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Dogwood
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This session is a meeting of the UNC Online Quality workgroup. The University of North Carolina General Administration is developing a plan to comprehensively promote the online courses and programs of UNC campuses. This initiative, The University of North Carolina Online, is being developed through the efforts of several workgroups including the Online Quality workgroup, which is composed of TLT Collaborative participants and other campus individuals involved with online education. This workgroup is reviewing each campus’s existing criteria for ensuring quality in online courses to identify areas of shared interest in addressing quality in courses listed under The University of North Carolina Online initiative. The workgroup is also considering processes to help campus administrators and instructors identify appropriate ways to apply those criteria for quality to existing and planned online courses and programs.
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Roundtable discussion, sponsored by Optimized Learning, Inc.:
OLi Hosts Sakai Leaders’ Roundtable Forum
Track: TLT Tools
Presenters: W. Butch Porter
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Capital Ballroom E
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Optimized Learning, Inc. (OLi) is proud to bring both educational and commercial leaders to the TLT Conference. Vivie Sinou (Foothill College dean of Learning Technology and Innovations for the California Community College Consortium ETUDES project and a Sakai Board Member) will be joined by John Blakely (CEO of Unicon, Inc., and an OpenEAI Board Member) to provide a strategic overview of Sakai and other open-source solutions. Butch Porter, CEO of OLi will lead a lively discussion highlighting the exciting possibilities that Sakai and open-source solutions bring to the educational community. OLi is working with both Foothill College and Unicon to develop and implement strategies that allow schools of all sizes to pilot and move into production various open-source solutions. These solutions include course management systems, portal solutions, open-source e-mail, and hosting services.
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Formal presentation:
Developing Online Primary Source Specialists
Track: Other
Presenters: Elizabeth Coulter, Pamela Johnson
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Capital Ballroom G
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PROPEL was designed by Adventure of the American Mind to provide a FREE professional development framework for schools and school districts to train school librarians and media coordinators to be Primary Source Specialists. PROPEL focuses on collaboration with teachers in using the Library of Congress and other online digital primary sources in the classroom. It is based on the foundational beliefs that the school media center is an essential extension of the classroom, that school librarians and media coordinators are a vital link for teachers in curriculum integration, and that teaching and learning should be inquiry-based and constructive. This session will present the framework for this specialized training and highlight the focal activities from the workshop series. Attendees will be given FREE access to the PROPEL training materials and will be eligible to win tools for teaching with primary sources.
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* Featured Session *
Formal presentation:
MySpace or Yours? Building Connections Between Student Computing Culture and Academic Computing Competencies
Track: Other
Presenters: Bob King
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Capital Ballroom F
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A key finding in the current literature on human learning is that it begins with, and extends from, what is already known. Yet, what students already know about computing is often ignored; the grammar of their knowledge is social (as evidenced in MySpace, Facebook, Friendster, etc.) but they are expected to engage in content-driven, solitary, and/or technical approaches to computing in their academic work. Students thus begin their learning process in academic computing by deactivating what they already know rather than building upon it. This discussion-oriented session seeks to gather those who, like me, perceive this to be a problem! How can we build bridges? How can we make good connections? Participants can expect to engage in lively discussion, with resources and discussion prompts (including videotaped interview segments with freshmen at the North Carolina School of the Arts) posted on a wiki constructed for this event.
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Formal presentation:
Surviving the Migration to Vista 4: Creating Collaborative Support Mechanisms
Track: Other
Presenters: Anna McFadden, Kevin Sisson
Related Material: McFaddenSisson.pdf
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Boxwood
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Moving faculty who have no experience with online teaching to an e-learning delivery mode is a challenge. Even more challenging is leading this change while running two systems, WebCT Campus Edition and a pilot of Vista 4. This presentation will describe one university’s experience with its Vista 4 pilot and its efforts to involve faculty in not only advising staff in the process but assisting in its leadership as well. Drawing from the literature on faculty development for online teaching and learning, the university in question identified 60 early adopters to pilot Vista 4. Selected from this group were faculty to join members of the Faculty Center staff in creating an implementation team that guided the process. In addition, four Faculty Fellows for e-Learning took a leadership role in the effort, especially in their work with a faculty-learning community for online teaching and learning. The presentation will reveal the results of surveys and open forums with early adopter faculty as well as surveys of student participants. The presenters will describe how they used this data to inform and refine the process.
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Panel discussion:
Joint UNC/NCCCS 2+2 Online Programs Update: Working Together to Build New Programs
Track: Other
Presenters: Bill Randall, Alisa Chapman, Linda Nelms
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Capital Ballroom C
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The North Carolina Legislature established the UNC/NCCCS 2+2 Initiative with Senate Bill 662. This legislation was drafted to address the teacher shortage in our state through a collaborative effort by the state's higher education systems to develop appropriate and effective online resources for education majors. Staff from both systems will provide an update on how the planning, infrastructure expansion, and resource development is progressing.
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Thursday, 10:00 am to 10:30 am
Formal presentation:
Library and Faculty Partnerships Equals Quality Learning
Track: Libraries
Presenters: Mae Rodney
Related Material: faculty librarian partner.ppt, Library In Your Computer.wmv
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Capital Ballroom A-B
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To ensure that campus libraries are integrated into the learning process, as they should be, staff should market library services to the entire university and show faculty how libraries can be incorporated. Partnerships between instructional departments and the library can also help to make libraries part of the learning process. Faculty must have an up-to-date image of the library in order to effectively 1) request instructional sessions, 2) order books, 3) have students read reserve articles, and 4) require students to locate journal articles and write term papers. Library staff at Winston-Salem State University created an infomercial session, presented as the New Year New Services Luncheon, to provide information about instructional services, web-based collections, electronic resources, and ordering books. The immediate result has been that all library output measures are up.
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Formal presentation:
Social Interaction Tools for Online Instruction: Are They Adequate for the Wide Range of Interactions
Track: e-Learning / Distance Education
Presenters: Mahnaz Moallem
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Boxwood
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The importance of social interaction in learning has been clearly documented. Research also suggests that the types of interactions that would normally occur in live instruction must occur via online technologies and tools in online learning environments. Today, a number of synchronous and asynchronous communication tools make it possible to conduct social interaction and to engage in creating collaborative work in online courses. However, despite the advancement of technology, learners and facilitators still face many challenges for online social interaction in online instruction. This presentation will review and evaluate the existing communication tools for social interaction and offer suggestions for developers. It will also initiate a dialog about what tools are still needed for social constructivist and computer-supported collaborative learning.
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Formal presentation:
Building an e-Learning Community for Online Faculty
Track: Other
Presenters: Melissa Vrana
Related Material: http://www1.cpcc.edu/elearningcommunity
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Capital Ballroom G
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In order to provide on-demand professional development, build a repository of best practices, and provide support for faculty members teaching online, Central Piedmont Community College has built an e-learning community. This presentation will demonstrate the creation, marketing, and tools necessary for building a successful e-learning community for online faculty.
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Formal presentation:
Managing e-Learning Support with Student Assistants
Track: Other
Presenters: Lorraine Stanton
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Dogwood
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For over two years, UNC Charlotte’s Faculty Center for Teaching and e-Learning (FCTeL) has effectively employed student workers for tier-one student e-learning support. Our Student e-Learning Assistants (aka “SeLAs”) have become an integral part of our support model, allowing FCTeL to efficiently utilize our resources and expand our support capabilities. This session will explore how FCTeL selects, trains, and retains our student workers. We will also discuss how the SeLAs interact with and assist our full-time support staff and fit in with our overall support processes. Existing challenges and limitations will be explored, as well as future directions for the SeLA program.
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Formal presentation:
Memex Metadata: Augmenting Student Memory and Enhancing Learning
Track: Other
Presenters: Jane Greenberg, John Oberlin, Abe Crystal
Related Material: Abstract - Memex Metadata: Augmenting Student Memory and Enhancing Learning, Presentation - Memex Metadata: Augmenting Student Memory and Enhancing Learning
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Capital Ballroom F
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The Memex Metadata for Student Portfolios (M2) project is using mobile technology to augment student memory and improve learning. We are exploring the use of Microsoft SenseCams, a new technology that captures images and other sensory data every 90 seconds and extends student memory. Our research is part of Microsoft’s Digital Memories program, inspired by Vannevar Bush’s conceptualization of the Memex. We are using this new technology to enrich the learning experience of undergraduate biology students studying plant taxonomy through field activities in the university arboretum and through laboratory, classroom, and collaborative environments. We have constructed a student-targeted Context Awareness Framework (CAF) that integrates with a variety of mobile technologies. Our presentation will report on 1) an usability study with biology undergraduate students using the SenseCam and MyLifeBits’ portfolio management technology and 2) an evaluation of their learning. We will also discuss the applicability of our research to other academic disciplines.
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Formal presentation:
Producing and Distributing Video Tutorials
Track: Other
Presenters: Sam Eneman
Related Material: Participant Handout, PowerPoint Presentation
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Capital Ballroom D
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When our Faculty Center for Teaching and e-Learning needed to update some tutorials, we utilized a combination of tools—Centra, Camtasia Studio, and Flash. We then took a multimedia approach to distributing the video tutorials by incorporating them into WebCT Content Modules, posting them on our support web site, and releasing them as podcasts. Find out how we used the tools to record, edit, and deliver the tutorials.
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Formal presentation, sponsored by Optimized Learning, Inc.:
The UNC TLT Collaborative Provides Sakai for All UNC Campuses
Track: Other
Presenters: W. Butch Porter, Mark Eversden
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Capital Ballroom E
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Take a tour of a Sakai application led by instructors from North Carolina. See how Sakai is being made available to all UNC faculty systemwide through a hosted TLTC Sakai site. A college instructor will lead a walk through the present Sakai program and will be available to answer specific questions about design, benefits, implementation, and possibilities. Joining the presentation will be the implementation partners of Optimized Learning, Inc. (OLi) and Unicon, Inc. These companies will be joined by Tom Grega of Thomson Publishing. See how the TLTC site, as well as tools being developed by publishers, can assist you in getting your courses up and running and populated with content. A demonstration of both Sakai and Thomson's Sakai integration tools will be highlighted. There will also be a review of the commercial support that OLi and Unicon make available to their clients.
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Panel discussion:
e-Texts
Track: Other
Presenters: Darwin Dennison, Michael Worthington, Catherine Fountain, Elizabeth Deifell
Related Material: E-text Handout
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Capital Ballroom C
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e-Textbooks are inexpensive, customizable, interactive digital assets. In the past, readers needed special devices to view e-books, but now ubiquitous PCs serve as viewer platforms. Economical CDs provide sufficient capacity for most e-textbooks, or networks can serve as the delivery medium. While many e-books consist simply of text, e-textbooks can include images, animation, sound, and video. In addition, e-textbooks can incorporate interactive features such as viewer searches, branching links, self-grading quizzes, or images (such as charts) that viewers can manipulate. The panel members have published e-textbooks customized for their specific programs. They will discuss the challenges of the development process, the lessons learned during the experience, the economic issues of digital materials, and the future of e-textbooks.
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Thursday, 10:50 am to 11:20 am
Formal presentation:
Collaborative Learning Through Online Peer Review
Track: Libraries
Presenters: Edward Gehringer, Prasad Wagle
Related Material: Expertiza: Collaborative Learning Through Online Peer Review
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Dogwood
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Usually, homework assignments are done in isolation—students work alone and submit their work. All students do the same work because that simplifies creating assignments and grading them. Our approach is to assign students different work (different parts of a large project) and have them review each other’s work using an online system. This gets students working together to improve each other’s learning experience. In the process, they can create reusable learning objects that are useful for future offerings of the course. At last year’s conference, we reported on our peer-review software and on one initial experiment. This year we will present results of several other experiments including 1) collaborative creation of documentation and help facilities for online systems, 2) in-class exercises in which students review each other's examples from lecture material, and 3) peer review of student contributions to several open-source software projects.
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Formal presentation, sponsored by Learning Objects:
Engaging Students with Social Learning Tools: Tales from the Classroom
Track: TLT Tools
Presenters: Zahra Safavian
Related Material: Presentation Slides
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Capital Ballroom E
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This presentation will describe how blogs and wikis are being used in courses and in campus communities. Real-life examples will illustrate that using these technologies in straightforward, intuitive ways can meaningfully increase student engagement and enhance instructor effectiveness. The examples suggest a few key lessons for instructors as they integrate social learning tools into their courses. The presentation will be supported by screenshots and by a brief demonstration of the blog and wiki tools in Learning Objects’ Campus Pack software suite. Instructional designers, instructors, and managers and administrators with responsibility for campus course management systems will find the session useful. Participants with all levels of experience with blogs and wikis are welcome.
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Roundtable discussion:
Moodle: Do We Need an Interest Group?
Track: TLT Tools
Presenters: Jeff Church, Greg Simmons
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Capital Ballroom D
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The purpose of this session is to assess the level of interest within the UNC TLT Collaborative in forming a dedicated Moodle interest group. We have a pilot instance running at Appalachian State University and have been working closely in collaboration with the NC Community College System to assess implementation issues surrounding the deployment of Moodle at the institutional level. We will begin by discussing the issues encountered in the implementation of the Moodle course management tool at our university, outlining the issues encountered to date from technological, administrative, and pedagogical points of view. Ultimately, we would like to assess if there is sufficient enthusiasm to form a dedicated interest group and provide an opportunity for interested UNC campuses to coordinate their efforts related to installing, running, and supporting Moodle.
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Formal presentation:
Effective, Efficient, Easy: Managing the Teaching with Technology Workload
Track: Other
Presenters: Linda Lisowski, Joseph Lisowski
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Capital Ballroom A-B
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Distance Learning Courses can be excessively time intensive for faculty who read and respond daily (even hourly) to our students’ individual queries and contacts. This problem is exacerbated when we teach a reading/writing-intensive course. Is it possible to use Blackboard to reduce some of the time faculty spend reading and responding to students and their work, and still maintain a close community of learners? This presentation will look at some of the design and management features of Blackboard that can help us to utilize our time most efficiently, including the use of discussion boards, group pages, and test manager. Participants who attend this session can expect to leave with specific ideas for up-front course planning and design that will save them time without sacrificing students’ active, critical learning. Handouts and web links will be provided during the presentation.
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Formal presentation:
Improving Online Learning Through Assessment: Three Ways to Evaluate a Distance Education Program
Track: Other
Presenters: Michael Alewine, Terry Locklear, Charles Tita
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Boxwood
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This presentation will highlight three different assessments of the distance education programs at the University of North Carolina at Pembroke. Dr. Charles Tita, Director of Distance Education, will discuss faculty peer-assessment of online courses in relation to course development policy creation. Terry Locklear, Technology Support Analyst, will discuss the creation and implementation of a customer service satisfaction survey of distance education students. Michael Alewine, Outreach/Distance Education Librarian, will discuss the need for continuous assessment at the individual transaction level in order to better track student research success.
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Formal presentation:
Using SALG Data to Inform Course Evaluation Revision
Track: Other
Presenters: Charletta Barringer-Brown
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Capital Ballroom F
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Using the researcher’s Computers in Education course as a case study, this session will examine how the Student Assessment of Learning Gains (SALG) data can be used productively to augment other sources of assessment data in preparing an individual faculty or university departmental self-study. Specially, the session will consider how SALG data, tracked institutionally over a period of time and benchmarked with peers, can provide insight into the effectiveness of teaching, learning, advisement, the efficacy of the general curriculum, an understanding of how students use their time, and the degree to which cocurricular and extracurricular activities enhance students’ educational experiences. The presenter will also demonstrate how SALG data can be integrated with instructional data and other survey data to provide a valid picture of how, and to what degree, students are engaged and aware of their academic progress within a particular course. Session participants will learn how SALG data can be integrated constructively into a faculty or university departmental self-case-study outcomes assessment, which may emerge from the self-study.
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Panel discussion:
Implementing Systemwide Online Services: Online Help Desk and SAS inSchool Curriculum Pathways
Track: Other
Presenters: Bill Randall, Linda Nelms
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Capital Ballroom C
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In 2006, the North Carolina Community College System (NCCCS) received funding for two systemwide services: an online help desk, to provide technical support for online learners, and SAS inSchool Curriculum Pathways, higher education version. NCCCS staff will describe how these critical support resources were implemented across the state and comment on their effectiveness.
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Thursday, 11:00 am to 12:30 pm
Hands-on workshop:
Social Software and You: A Basic, Hands-on, Individualized (Yet Social) Introduction
Track: Other
Presenters: Bob King, Lauren Pressley
Related Material: socialware wiki
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Marriott B
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This workshop is designed to introduce the conceptual, instructional, and technical dimensions of social software. In the workshop itself, participants can expect to use social software to work with 1) a contextualized, working definition of social software that focuses on the key, collage-like metaphor of “mashup,” 2) an introduction to basic social software tools including online databases (MySpace, Facebook, and personal/project wikis) and social bookmarking sites, 3) a variety of examples of how instructors are currently using social software to solve particular instructional problems and/or enhance student learning, and 4) an opportunity to frame and configure a social software solution keyed to one of their own instructional situations or problems. We will also call attention to the ways in which social software can be used in combination with standard learning management systems and the ways in which students are typically using social software in their academic and personal lives.
Advance registration for workshops is not required; however, seating is limited and is on a first-come basis.
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Thursday, 11:40 am to 12:30 pm
Formal presentation:
Using the L.E.A3.D Model to Build Connections Between Academic Libraries and Distance Education Students
Track: Libraries
Presenters: Larry White
Related Material: Presentation Handouts
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Capital Ballroom G
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The L.E.A3.D. model (Learning, Entrepreneurial, Access, Alignment, Accountability “A3,” and Demonstrate) was used to identify and assess service environment demands and competition, create innovative strategic responses, improve service delivery and customer connections to the library, and better demonstrate value to stakeholders. Using the L.E.A3.D. model 1) provides the advantage of linking opportunities and creative solutions, 2) facilitates collaborative support mechanisms and administrative leadership, and 3) expands the scope of connection between the library and distance education stakeholders. Attendees will be active participants in this presentation of the L.E.A3.D. model.
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Panel discussion:
Improving Learning Outcomes Through Course Redesign: Essentials of Planning, Preparation, and Deployment
Track: Instructional / Information Technology
Presenters: Hilarie Nickerson, Dorothy Muller, Ray Purdom, Robert Henshaw
Related Material: Course Redesign Overview, The National Center for Academic Transformation, Course Redesigns at UNC-Chapel Hill
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Dogwood
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The UNC TLT Collaborative is working with UNC campuses that are redesigning courses using methods and models promoted by the National Center for Academic Transformation. The center advocates applying information technology in specific ways within the instructional process to increase student success and reduce costs for institutions. The redesigned courses will emphasize the use of active learning to maximize student engagement in classrooms and online. This highly interactive session is intended for anyone who is considering, planning, or participating in a course redesign effort. The presenters will offer insights, anecdotes, and pointers based on their own experiences with this process from beginning to end. In addition to receiving advice, participants will discuss issues for campus stakeholders such as departments, faculty, students, and support units.
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Formal presentation, sponsored by Blackboard:
Blackboard Product Road Map
Track: TLT Tools
Presenters: John Dennett
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Capital Ballroom E
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This presentation will cover recent releases, Blackboard’s product plans for 2007, and a look into a bright future combining the best of WebCT, the original Blackboard solution, and more. Blackboard’s future focuses on Web 2.0 constructs, social learning, extended interoperability, and an updated user experience.
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Formal presentation:
IT Innovations Program: Reaching the Next Level of Academic Support by Building Connections: A Video Tour of Outcomes
Track: Other
Presenters: Kim Kelly, Beverly Vagnerini
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Capital Ballroom D
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The IT Innovations Program is now in its eighth year. From the beginning, the program served as a mechanism for faculty to receive seed funding for an idea, product, or process that could lead to additional funding. It has also tactically tied together various disciplines and directly supported cross-departmental collaborations. Every school, the college, and many departments have benefited from the program. Their participation has given this program institutional value beyond its original intent, and the eight-year tenure of the program proves to the academic community that the university is fully committed to the teaching and research that faculty are engaged in every day. This presentation is a video tour of select proposals through the words and actions of the faculty. A discussion will follow about how this type of program might be developed at other campuses. A CD of videos will be available at the conference.
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* Featured Session *
Formal presentation:
Self-Assessing the Efficacy of Online Teaching and Course Design
Track: Other
Presenters: John LeBaron, Carol Bennett, Dixie McGinty
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Capital Ballroom A-B
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The literature on online teaching and learning generally acknowledges that “learner engagement” poses unique challenges, especially for instructors weaned on classroom-based teaching. Such engagement is essential to the progressive construction of learner knowledge. Learner engagement can mean several things: engagement with materials, engagement with instructors, and peer engagement. Many teachers of online courses, diligent about incorporating procedures to promote human interactivity, are confronted with the challenge of assessing the efficacy of their efforts. How do they discern whether the strategies and tactics woven into their “e-settings” are achieving the desired ends? From a foundation of several research strands about the techniques and ethics of instructional self-assessment, this presentation outlines issues of self-assessment, including ethical questions. It lays out recommendations for self-assessment in a manner that respects student trust and confidentiality, distinguishing the demands of practical self-assessment from scholarly course research. Concrete examples of practice are included.
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Formal presentation:
Social and Emotional Presence in Online Learning
Track: Other
Presenters: Ginny Sconiers, Robert Hambrick, Martha Cleveland-Innes
Related Material: ECU Social Presence Study
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Boxwood
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Learning is an inherently social experience. There is a role for both a social and an emotional experience in online learning. A significant challenge is how to design and deliver online courses that overcome the sense of isolation many learners experience at a distance. Current research indicates that creating constructive social presence in online courses can improve student satisfaction, retention, and achievement. This session will review the literature of social presence, identify effective strategies and practices, and examine the results of East Carolina University’s study of Social Presence in Distance Learning. This presentation will be of interest to instructional designers, distance educators, and educational technologists searching for ways to enrich the learning experience of distance education students. Relevant research and a toolkit of technology tips and templates will be provided to each session participant. Join us for this engaging discussion about how to effectively create social presence and understand emotional presence.
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Panel discussion:
Update on Joint UNC/NCCCS Learning Object Repository
Track: Other
Presenters: Bill Randall, Lori Mathis
Related Material: UNC Digital Object Repository Pilot Description
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Capital Ballroom C
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This session will provide an update on the UNC/NCCCS Learning Object Repository (LOR) collaboration. LOR technology promises a scalable, affordable, and sharable means to reduce costs and time required to develop and share digitized learning resources. UNC and NCCCS faculty, support staff, and administrators have collaborated for the past months turning this promise into a reality. Members of the Joint LOR Steering Committee will provide an update on the NCLOR.
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Demonstration:
The Many Connections Required for Successful Online Assessment of Medical Students
Track: Other
Presenters: Dale Krams, Linda Fisher, Christopher Gorski
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Capital Ballroom F
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In Fall 2004, we rolled out a system to administer exams online to medical students. Online testing is an obvious choice for medical education, especially as microscopy is being replaced with digital imaging, requiring students be assessed in the same way that they have learned. The application, driven by an established test development and management system, allows for both secure in-class exams as well as take-home exams and self-assessments. While online testing is now an established part of the first two years of the medical school curriculum, we have experienced many frustrations and learned many lessons as we have sought to ensure acceptance of, and confidence in, the system. Building (and maintaining) connections is essential for successful online testing. This session will discuss the development of the system, demonstrate its functionality, and tell what we have learned and the accommodations made to maximize trouble-free exam administration.
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Thursday, 1:40 pm to 3:10 pm
Hands-on workshop:
Web 2.0: Now That You Know, What Are You Going to Do About It?
Track: Other
Presenters: Shane Baptista, Ameet Doshi
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Marriott B
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This will be a hands-on workshop to introduce librarians and other interested faculty to blogging, RSS feeds, podcasting, and other technologies that facilitate building connections between students, librarians, and faculty. Participants will leave the session with the capability to set up and apply these multidimensional Web 2.0 tools. Participants will also learn to find and use free, open-source solutions, such as Audacity, as well as improve their knowledge of commercial tools, such as iTunes. Those librarians and teaching faculty who have heard of Web 2.0 but are unsure how to get involved will benefit most from this workshop.
Advance registration for workshops is not required; however, seating is limited and is on a first-come basis.
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Thursday, 1:40 pm to 2:30 pm
* Featured Session *
Formal presentation:
Assessment-Driven Models for Implementation and Adoption of Emerging Technologies
Track: TLT Pedagogy / Assessment
Presenters: Yvonne Belanger, Samantha Earp
Related Material: Assessment-Driven Models for Implementation and Adoption of Emerging Technologies
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Capital Ballroom G
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The Duke iPod First-Year Experience of 2004–05 was widely perceived by faculty, student, and administrative stakeholders as a successful pilot program for introducing mobile digital technology into the classroom environment. During the assessment of this program, data were gathered from a variety of stakeholders about the most appropriate role of iPods and other digital technologies in the academic environment. Four goals emerged from this process as representing the framework under which the iPod program would continue: innovative and effective teaching, curriculum enhancement, infrastructure development, and knowledge sharing. To successfully address these goals while incorporating new technologies required a framework for defining pilot projects and managing the adoption of new technologies and the services and infrastructure required to support them. The resulting Duke Digital Initiative (DDI) was developed as an overarching approach to instructional technology focusing on experimentation, development, and implementation of digital content and technologies in support of teaching and learning.
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Formal presentation:
Effective Practices for Online Instruction
Track: TLT Pedagogy / Assessment
Presenters: Laura Rogers
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Dogwood
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Discussions of effective practices for online instruction address interactions of the learner and myriad variables of the online learning environment. This session provides a summary of considerations in identifying, implementing, and assessing the effectiveness of selected practices for online instruction, as well as approaches to improve effectiveness of existing practices. Participants will be invited to share questions, comments, and resources throughout the session.
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Formal presentation:
Building Connections: Opportunities for Strategic Partnerships in the Asia-Pacific Region
Track: Other
Presenters: Alan Smith
Related Material: Powerpoint presentation
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Capital Ballroom E
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The increasing internationalization and globalization of higher education brings both challenges and opportunities for those willing and able to act beyond their traditional spheres of activity and traditional geographical location(s). This presentation focuses on a discussion of the key issues, hot topics, and contemporary developments relevant to institutions in the UNC system and higher education institutions in the Asia-Pacific region. Commonalities and differences in activities and philosophies will be explored, with particular emphasis on opportunities for “real” collaborative endeavors in the short, medium, and longer term.
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Formal presentation:
Copyright Basics and the UNC Ownership Policies
Track: Other
Presenters: David Harrison
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Boxwood
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This presentation will begin with the basics for copyright use in higher education, including exclusive rights, infringement, fair use, and defenses. The presentation will then analyze the UNC copyright ownership policy and the application of that policy at constituent institutions.
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Formal presentation:
Plagiarism Police or Teaching Tool?: Building Research-Based Writing Connections with Turnitin.com
Track: Other
Presenters: Amy Martin
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Capital Ballroom A-B
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While Turnitin.com is most widely known as a plagiarism detection tool, features of the web site allow instructors to structure assignments so that students may upload multiple drafts of a paper. This allows students to eliminate any instances of plagiarism and see how effectively/ineffectively they are using sources before the paper is officially due. Do instructors use these features of the software, or do they simply view Turnitin.com as a tool for helping them catch plagiarists? This presentation will explore how professors at one university view Turnitin.com—do they use it as a plagiarism detection tool, a tool for helping students improve their research-based writing, or both? The presentation will also address effective strategies for using Turnitin.com in the face-to-face or distance classroom as a way to help students write better and understand how to use sources, thus eliminating much of the plagiarism Turninin.com was designed to detect.
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Panel discussion:
A Collaborative Reality: Multiple Campuses Share a Learning Management System
Track: Other
Presenters: Mark Sivy, Lorraine Stanton, Kevin Sisson, John Myers, Beverly Vagnerini, Frank Prochaska
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Capital Ballroom C
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In the past 18 months, 5 UNC campuses have established a working consortium to operate a common hosting of the WebCT Vista learning management system. During that time, we created a collaborative council, composed a governance document, and set up technical, business, and support/training work groups. It has been a learning experience for all, and many useful individual and collaborative strategies have evolved. This ongoing development can serve as a useful model for other undertakings where there is a centralized hosting of a service or system that is common to multiple campuses.
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Panel discussion:
You, Too, Can Build an Online Course in 20 Days
Track: Other
Presenters: Valerie Giddings
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Capital Ballroom D
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Designing an effective online learning experience can be facilitated by cross-disciplinary collaboration in the development process. This presentation will describe the experiences of a group of faculty participants in an intensive faculty development institute. Although the major purpose of the institute was the development of online courses, the actual outcomes exceeded expectations. This session will feature faculty who will discuss their experiences and the benefits received such as interactions with a community of peers that contributed to enhanced course design and improved teaching practices. The session will benefit faculty, instructional designers, and distance learning administrators who will gain an understanding of 1) faculty development needs from the faculty member’s perspective to aid in the development of more meaningful development activities, 2) the importance of a quality assurance process in the online course design, and 3) the benefits of providing opportunities for faculty engagement to facilitate continuous improvement of instruction.
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Demonstration:
Connecting to High-End Software Applications
Track: Other
Presenters: Henry Schaffer, Sarah Stein, Aaron Peeler, Samuel Averitt, Mladen Vouk, Eric Sills
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Capital Ballroom F
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The NCSU Virtual Computing Lab (VCL), http://vcl.ncsu.edu/, is a simple, but novel, method of providing the use of application software to students—both resident and distance students. The VCL provides both on-demand and reservation-based access, and leverages student-owned computing rather than duplicating it. This, in addition to other aspects of savings on equipment, staff, and infrastructure, decreases overall costs. The architectural design provides simpler solutions to many common problems (e.g., security, software incompatibilities and “dll wars,” and operating system diversity) than does the usual student computer lab. It also provides 24/7 use without the need to staff facilities 24/7 and is available at a distance over the network.
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Thursday, 2:40 pm to 3:10 pm
Formal presentation:
Is Interactive, Computer-Generated Math Homework as Effective as Traditional, Instructor-Graded Homework?
Track: e-Learning / Distance Education
Presenters: Charletta Barringer-Brown, Asitha Kodippili, Deepthika Senaratne
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Capital Ballroom F
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The purpose of this study is to test the hypothesis that interactive, computer-generated math homework is as effective as traditional, paper-based, instructor-graded homework. To test our hypothesis, we selected two instructors each teaching two sections of MATH 123—College Algebra. Each instructor randomly assigned one section traditional homework and the other section homework using an online resource “MyMathLab.” To our surprise, the mathematics achievement of students receiving homework assignments using “MyMathLab” was significantly better than the mathematics achievement of students receiving traditional, instructor-graded homework. Session participants will be able to use the findings of this particular study to assess and quantify their own individual teaching methods. The study outcomes will assist administrators, faculty, and students to connect a model of pedagogical practice within their own traditional or online classroom environments. Participants will also learn how this instructional data in College Algebra I can inform recommendations for improvement by providing focused direction in assignments.
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Formal presentation, sponsored by Learning Edge:
Stop Searching, Start Finding
Track: TLT Tools
Presenters: Peter Van Tienen
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Capital Ballroom E
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Come see how our digital repository can support your learning, sharing, collaborating, teaching, and institutional goals. Our built-in authoring environment can enable you to create rich learning content and author content for delivery inside your own course management system. Our platform can integrate with multiple course management systems at the same time, enabling the same content to be accessed across multiple delivery platforms. See how we can ensure your content is protected with our digital rights management and protect your institution with built-in copyright controls.
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Formal presentation:
The UNC Centra Trial: A Learning Opportunity
Track: TLT Tools
Presenters: Faith Dabney
Related Material: UNC Centra Trial
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Boxwood
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Thanks to Saba Centra, the UNC TLT Collaborative has been given the opportunity to offer an unlimited-seat evaluation trial of Centra 7.5 SP1 Mac Preview through August 2007 to all UNC campuses. This session will include an overview of the UNC Centra trial and provide information on how you can participate and incorporate synchronous learning tools into your courses.
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Formal presentation:
Academic Dishonesty in the Cyberworld: Ideas for Discouragement and Prevention
Track: Other
Presenters: Jennifer Summerville, Beth Allred
Related Material: Cheating in The Cyberworld
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Capital Ballroom D
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According to a recent study, 2.3 million students enrolled in online courses in 2004. As more universities move to an online or blended mode, the prevention of cheating and other academically dishonest behaviors becomes of greater importance. Following a rash of cheating issues, two faculty members created policies and assessments to discourage plagiarism and other methods of cheating. These policies and assessments will be shared during the session. Professionals who teach online or administrators who oversee the design and/or development of online courses or programs will benefit from this discussion of proactive ideas for the discouragement of academically dishonest behaviors before they become a serious issue.
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Formal presentation:
Playing on a Level Field: How Discussion Boards Can Get Everyone into the Game
Track: Other
Presenters: Joseph Lisowski, Linda Lisowski
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Capital Ballroom A-B
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This presentation will demonstrate teaching strategies that use discussion boards to create powerful learning communities and facilitate student learning in both distance learning and web-enhanced courses. Discussion boards can be an effective means to encourage active and critical thinking and collaborative work habits, to provide a forum for traditionally silent (and silenced) voices to be heard, and to develop the leadership skills of all students through the use of frequent, low-risk writing assignments. We will also consider how professors can ensure high-quality student participation and manage the workload associated with increased student writing. The presentation will include examples of student work, handouts, and web links. Participants who attend this session can expect to leave with specific ideas for incorporating active, critical learning into their reading- and writing-intensive courses.
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Formal presentation:
Promoting Higher-Level Processing: Evidence-Based Support for Student-Created Digital Learning Objects
Track: Other
Presenters: Robert Crow
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Capital Ballroom G
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This study examined the benefits arising from students’ use of technology as a medium for learning course-related information. It focused on undergraduates’ use of both traditional and nontraditional instructional activities as a means for elaborating course concepts. Participants (N=70) were assigned to complete one of two tasks: those assigned to task one created digital learning objects, while those assigned to task two composed reflective essays. Both groups’ output was based upon content contained in a written passage. Results, in the form of correlational coefficients, indicated that those who created digital learning objects performed better on tests of immediate recall and delayed recall than those who composed reflective essays. The strong, positive relationship reported between outcome measures provides evidence that creating digital learning objects is a viable instructional activity for promoting the retention of concepts.
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Demonstration:
Around the World of Learning Objects in 30 Minutes: A Tour of Discipline-Based Collections
Track: Other
Presenters: Hilarie Nickerson
Related Material: Collections Handout
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Dogwood
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In this session, participants will see several collections of online teaching and learning resources intended for specific academic disciplines. Some collections, such as the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) and Connexions, offer content across a range of disciplines, including humanities, social and natural sciences, education, and business. Others, such as the Science, Math, Engineering, and Technology Education Digital Library (SMETE) and the Health Education Assets Library (HEAL), have a narrower focus. The presenter will describe searching and browsing strategies for finding materials that are well suited to their intended instructional contexts, as well as the use of supplemental information such as reviews. A handout will explain how to successfully incorporate selected materials into face-to-face, blended, and fully online learning environments.
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Demonstration:
Interactive Multimedia in Elementary and Advanced Language Classes
Track: Other
Presenters: Heather McCullough, Fumie Kato, Anastasia Koralova, Ronnie Lewis, Kevin Lyford
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Capital Ballroom C
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This session will demonstrate multimedia web-based materials developed specifically for language programs in Russian and Japanese to promote student engagement, encourage active learning during and outside the class hour, build reading and listening comprehension, master vocabulary, and improve learning outcomes. The course materials function like enriched e-textbooks that provide students with the opportunity to work at their own pace and to receive prompt feedback on listening and reading comprehension activities, writing exercises, and grammar activities. Along with the demonstration, we will discuss how the course materials have been incorporated into the class. The materials are available online and can be used by any student or teacher with access to the internet. The demonstration will be of interest to foreign language instructors, ESL instructors, distance educators, and instructional technologists looking for ways to enrich language teaching. Web links and a PowerPoint slide show will also be provided.
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Thursday, 3:30 pm to 4:20 pm
Poster presentation:
Connecting Library Users to Library Instruction Anytime via Camtasia
Track: Libraries
Presenters: Mark Sanders, Angela Whitehurst
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Grand Ballroom Prefunction
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Camtasia’s ability to combine active screen captures with voice-over audio is very effective for demonstrating basic library research processes. For example, these processes include searching major online databases, accessing library catalogs, and demonstrating the use of interlibrary loan systems. Multimedia demonstrations are especially appealing to undergraduates with a preference for visual learning. They also provide an alternative method of instruction for on-campus remote users and distance education students wanting to learn how to use library search tools at any time of day. Academic librarians who serve diverse student bodies will find this poster session useful if they are interested in learning to easily create multimedia tutorials. This presentation will provide an overview of Camtasia software, additional hardware needed for implementation, challenges one may encounter, and ideas for use. Multimedia tutorials provide an additional approach to connect librarians and library users, while supporting and enhancing both teaching and learning experiences.
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Poster presentation:
Crossing Age and Gender Differences: How Communication Technologies Enhance Social Communication in Learning Communities
Track: Other
Presenters: Pam Page Carpenter
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Grand Ballroom Prefunction
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Establishing learning communities in both the traditional and online classrooms are essential to building a sense of trust, belonging, and collaboration among students. Learning communities are particularly critical to the student’s experience in online education where nonverbal cues are absent, a sense of isolation may exist, and the pioneering of a new way of teaching and learning through new technologies is still a relatively new concept to both instructors and students. The purpose of this study was to focus on the role of social communications in online college courses and the frequency of use of communication technologies based on age and gender. How do students in online college courses use social communication to connect using asynchronous communication technologies to overcome age and gender differences? A study was conducted on the comparison between how students use communication technologies and social communication to connect in online college courses at a community college.
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Poster presentation:
From Telephone to Blackboard
Track: Other
Presenters: Becky Bagley, Jackie Hutcherson, D. Elizabeth Jesse
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Grand Ballroom Prefunction
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Virtual Patient Exercise (VPE) is a Blackboard-based opportunity for nurse-midwifery students to develop professional and clinical skills to prepare them for practice. Preassigned small student groups develop a clinical practice name, philosophy, and call schedule. Faculty members play the role of virtual patients by telephoning students on-call with virtual health concerns. Students provide immediate patient instructions and post evidence-based justification in Blackboard for their instructions. This is followed by peer and faculty feedback in asynchronous chats. VPE provides students with a collaborative learning environment and virtual clinical experience in a safe environment. Evaluations from students and faculty have been very positive.
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Poster presentation:
Going Wiki in Technology Education
Track: Other
Presenters: Pam Page Carpenter
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Grand Ballroom Prefunction
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Online learning continues to grow at an exponential rate with more institutions offering courses and degree programs for students. The flexibility and convenience of online courses are attractive components for potential students who may not otherwise have educational opportunities available. Technology Education is a program that involves both collaborative and kinesthetic learning opportunities for students. However, online learning students may have limited opportunities to connect with other students and to gain valuable hands-on experience. Wikis may be the beginning of a way to offer a collaborative learning opportunity for online Technology Education students while incorporating the component of service learning. A survey of North Carolina State University Technology Education graduate students reveals some interesting insights about the possibilities of using wikis in online Technology Education programs and courses.
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Poster presentation:
Helping Faculty Bring Active Learning to Their Online Courses
Track: Other
Presenters: James Kirk
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Grand Ballroom Prefunction
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During this poster session, I will showcase Western Carolina University’s new online Flash Courseware Development Center (http://ceap.wcu.edu/kirk/FlashCWDevCent/FlashCoursewareDevCent_Index.html). Designed to assist faculty in the creation of active learning courseware for use in their online courses, the web site is sponsored by the Coulter Faculty Center. In addition to four introductory videos (This Site, Active Learning, Courseware, and Why Flash), the site hosts an assortment of sample active learning courseware applications and downloadable templates in the form of assessments, exercises, games, media, study aids, and simulations. Also available at the site is a large collection of tutorial movies for learning Flash. Participants will be provided a handout containing the center's name, web address, and a listing of the resources available at the site. The session will be of interest to instructors desiring to infuse more experiential learning into their online college courses.
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Poster presentation:
Improving and Expanding Student Experiences in Introductory Biology Courses with Online Learning Modules
Track: Other
Presenters: Gregory Goins, Goldie Byrd, Joseph Whittaker, Doretha Foushee
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Grand Ballroom Prefunction
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The goal of this work is to adapt and implement learning modules as an early intervention measure to enhance the overall science learning experience. Online learning modules developed by Pennsylvania State University that were perfected for one population are being adapted for use by a different population of students, retaining the same aims as the original designers. This project is adding cases of particular interest to African American students. Introductory life science courses are being redesigned to include the use of these new cases and others as a basis for in-class discussion. The use of peer facilitators involves a cadre of students from a group currently underrepresented in the sciences in activities that help increase students’ learning of, and interest in, the sciences. Preliminary assessments indicate that the learning modules represent an intervention by which instructors can help improve student conceptual understanding of the fundamental biological principles.
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Poster presentation:
Interactive Models of Tonal Pitch Space
Track: Other
Presenters: J. Williams
Related Material: Interactive Models of Tonal Pitch Space
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Grand Ballroom Prefunction
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Music degree curricula include several semesters devoted to theories of tonal music. In this session, I will discuss and demonstrate a suite of interactive learning objects designed to facilitate understanding of tonal relations as described in Fred Lerdahl’s seminal text Tonal Pitch Space (Oxford UP 1999). As his title implies, Lerdahl depicts such relations with two- and three-dimensional spatial images. My realizations of these figures enable the exploration of any possible relationship or path. The figures also link Lerdahl’s graphic analyses directly to the music that they represent. These models may be used by instructors to supplement classroom lectures or by students for discovery learning or more specific tasks.
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Poster presentation:
Linking Web Accessibility Theories into Print Standards
Track: Other
Presenters: Deborah Mowry, Caryl Gordon
Related Material: Linking Web Accessibility Theories into Print Standards - PDF file [2.85 MB]
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Grand Ballroom Prefunction
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The UNC Charlotte’s Faculty Center for Teaching and e-Learning has established standards for text and visual elements in workshop handouts, information sheets, and web pages. With increased awareness of the growing number of students and faculty with special needs or disabilities, web accessibility has become an important aspect of our services to the educational community. As we extend our proficiency in web-accessible design, we are incorporating some of our online principles into our print documentation standards to increase our training effectiveness.
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Poster presentation:
Student Perceptions of Their Online Experiences
Track: Other
Presenters: Irene Aiken
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Grand Ballroom Prefunction
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Qualitative and quantitative survey data gathered from students enrolled in three asynchronous, online education courses (graduate and undergraduate) will be offered in this presentation. It will include student perceptions of the advantages and disadvantages of online courses, statistics related to the online course experience by students, the effectiveness of various course components, suggestions for course enhancement, and a comparison of face-to-face to online courses. Unintentional outcomes (both positive and negative) of online participation will be discussed. Responses provide the groundwork for further research regarding the effectiveness and outcomes of online classes as well as suggestions for enriching online and face-to-face learning. While generalizability is somewhat limited to similar students and courses, it can be assumed that comparable advantages and disadvantages would be found in other online courses, that helpful course components would be similar across various courses, and that suggestions would be applicable in both face-to-face and online classes.
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Poster presentation:
Walking in Their Shoes: Connecting (Mis)Perceptions to Faculty Development
Track: Other
Presenters: Laura Cruz, Laura Chapman
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Grand Ballroom Prefunction
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This presentation will focus on the results of a survey conducted by the Coulter Faculty Center at Western Carolina University. The survey, designed using an Implicit Assumption Model, uncovered faculty perceptions and misconceptions of staff members, and staff members’ perceptions and misconceptions of faculty. Topics that arose from the survey include self-identification with work, workloads, learning styles, and perceptions of time and space. The findings have specific implications for the redesign of faculty development programs, often run and administered by staff. By “putting ourselves in their shoes” and overcoming mutual misconceptions, faculty development programs can be streamlined and made more efficient, as evidenced by the center’s experiences in applying the results of the survey to their own faculty development programs. The results include the “real support for real people” campaign, just-in-time training programs, and strategies for effective faculty/staff collaboration.
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Thursday, 4:30 pm to 6:00 pm
Hands-on workshop:
Enabling Ad Hoc Collaboration and Learning Environments
Track: Other
Presenters: William Schulz
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Marriott B
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Even traditional learning environments, such as our established physical campuses, can be enhanced to foster new learning methodologies and environments. As faculty and students begin using new hardware and IT infrastructure with novel capabilities, we create new opportunities for learning, either planned or serendipitous. Systems that are aware of faculty and student roles, areas of specialization, interest, location, schedule, etc., will soon be available to us. These elements of user context and presence are the foundational enablers of ad hoc collaboration and learning environments, and we will demonstrate prototypes based on some of the technologies and experimental systems that make it possible.
Advance registration for workshops is not required; however, seating is limited and is on a first-come basis.
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Thursday, 4:30 pm to 5:20 pm
* Featured Session *
Formal presentation:
The UNC Online Quality Initiative
Track: e-Learning / Distance Education
Presenters: Laura Rogers
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Dogwood
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The University of North Carolina General Administration is developing a plan to comprehensively promote the online courses and programs of UNC campuses. This initiative, The University of North Carolina Online, is being developed through the efforts of several workgroups including the Online Quality workgroup, which is composed of TLT Collaborative participants and other campus individuals involved with online education. Quality is an issue of great importance in all aspects of instructional delivery and has a variety of dimensions. This presentation is focused on exemplary services, systems, and processes associated with quality in online learning.
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Formal presentation:
Building Interactive Connections in K-12 Outreach Through Distance Learning
Track: Other
Presenters: Darlene Haught, Carole Stern
Related Material: PowerPoint Presentation, NCSSM - Distance Learning Techn. Brochure, NCSSM - DL IVC Brochure, NCSSM - DL Profile, NCSSM - Distance Learning Technologies
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Boxwood
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As the North Carolina School of Science and Mathematics (NCSSM) transitions into the UNC system as the 17th constituent institution, it finds itself dually aligned with UNC visions for promoting science/math education—through distance learning, and with a K-12 outreach target. Through video documentation and demonstration, handouts, and web resources, NCSSM will share with you its efforts to make these visions a reality. This session will provide keen insight into NCSSM’s model for K-12 outreach through distance learning—offering credit-bearing curriculum, professional development, and classroom enrichment programming via interactive videoconferencing with its development/instruction of online upper-level curriculum for the NC Virtual Public School. NCSSM Distance Learning is interested in dialog to discover how UNC initiatives in K-12 outreach can potentially align with those of NCSSM.
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Formal presentation, sponsored by Horizon Wimba:
Say Hello to Pronto! How Horizon Wimba Can Revolutionize
Track: Other
Presenters: Jesse Girardi
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Capital Ballroom E
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Some of your students use Blackboard and WebCT to communicate. Some use AOL Instant Messenger. Some use Yahoo! Some use the phone. What if there was one solution that combined WebCT, instant messaging, and vocal communications? Now there is. Say hello to Pronto! Pronto is Horizon Wimba’s brand new instant messaging and voice chat tool that allows students using Blackboard and WebCT to meet live online at any time to discuss their coursework. After all, not all learning can be scheduled. While Pronto offers similar features as other instant messaging tools, such as AIM and Yahoo! Instant Messenger, Pronto stands out because it integrates with course management systems, automatically populating students’ buddy lists each semester with the names of students in their classes and organizations. With Pronto, students simply log on to their computers and instantly see who’s online from their classes and clubs. They can then spontaneously ask questions or make comments. This presentation will particularly benefit those already teaching an online course who wish to add meaningful and engaging online interactions.
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Panel discussion:
Collaboration and Technology in the Classroom of the Future
Track: Other
Presenters: Alessia Zanin-Yost, Kevin Sisson, Candace Roberts
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Capital Ballroom D
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The presenters will discuss their pilot project about incorporating information literacy in an online environment. The pilot project utilizes three types of software—WebCT, Respondus, and Camtasia—to create an active online environment where upper-level students in a course for their major learn about resources and research skills. The course will be taught in person, and the information literacy component will be taught online. The project, Explore Ideas, emphasizes collaboration among the instructor, librarian, and instructional technology staff to create an active learning object that can be modified and used in other courses for the department.
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Panel discussion:
Considering Alternatives to Commercial Learning Management Systems
Track: Other
Presenters: Lori Mathis, Mark Sivy, Steven Breiner, Biwu Yang, Kimberly Eke
Related Material: UNC Statewide Evaluation Project Description
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Capital Ballroom A-B
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Appalachian State University, East Carolina University, UNC Charlotte, UNC Chapel Hill, and a statewide team sponsored by the UNC TLT Collaborative are each investigating alternatives to commercial learning management systems. In this roundtable, each will briefly describe the status of its project and respond to questions about its motivations, stumbling blocks, and hopes for the future. Plenty of time will be allocated for discussion.
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Panel discussion:
Essential Collaborations for Large Enrollment Course Redesign
Track: Other
Presenters: Dorothy Muller, Dorothy Clayton, David White, Joyce Newman, Jennifer Raby, Larry Bolen, Kathryn Weegar
Related Material: Large Enrollment Course Redesign - ECU
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Capital Ballroom C
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ECU’s large enrollment course redesign projects required the building of connections across campus offices. A collaborative, interdisciplinary team of instructors, administrators, instructional technologists, and IT personnel redesigned PSYC1000 and HLTH1000, the first and fourth largest enrollment courses, replacing labor with technology while maintaining educational excellence. We used two very different models to present materials in varied learning formats, provide timely feedback, and encourage active learning. Redesigned sections of 230 psychology students taught by one instructor and supplemental student instructors, and 1,200 health students taught by a team of four master lecturers and graduate assistants, incorporated technologies including mastery quizzes, online lectures, audiovisual animations, and dramatizations. Redesign of HLTH1000 was implemented for all sections in Fall 2006. Fall 2006 revisions to the PSYC1000 redesign indicated at mid-term that learning was improved and DFW rates would decline dramatically. This session will benefit instructors, administrators, and technology support personnel.
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Roundtable discussion:
Syllabus Development: Fostering Program Quality, Instructor Skill Development, and Connections to Undergraduates
Track: Other
Presenters: Jacki Fitzpatrick
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Capital Ballroom G
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The syllabus can be a valuable tool in building connections with undergraduates. It can be used to engage students via 1) clear assignment guidelines (Parkes and Harris 2002), 2) motivational statements about the likelihood of success (e.g., Ishiyama and Hartlaub 2002), and 3) assignment partnerships with faculty (e.g., Wingfield and Black 2005). The purpose of this presentation is to share a syllabus instruction project. The project is part of a larger teaching program developed over a four-year period. The session will be of benefit to new instructors and/or their mentors. The presenter will provide an overview of the syllabus creation process as well as two handouts—a syllabus model template and a sample completed syllabus. The attendees will also be invited to discuss their experiences/questions about syllabus development. At the end of the session, attendees will have concrete examples of multiple assignment options as well as general guidelines for syllabus development.
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Demonstration:
What Virtual Worlds Hold for the Future of Education
Track: Other
Presenters: Steve Bronack, D.I. von Briesen
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Capital Ballroom F
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Steve Bronack of Appalachian State University’s Reich College of Education and D.I. von Briesen of Central Piedmont Community College’s Futures Institute will take you on a quick tour of two leading virtual environments. Three-dimensional, user-developed environments like Active Worlds and Second Life are gaining popularity in education and with the public, and, while still in the early stages, may hold the promise of a future “Web 3.0” as well as an entirely new kind of distance interaction and education. These environments merge with, and complement, existing tools like chat, forums, and live conferencing into platforms where the student is “there” with colleagues and instructors.
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Thursday, 5:30 pm to 6:00 pm
Formal presentation:
From the Ground Up: Building a Better Virtual Library with Usability Evaluation
Track: Libraries
Presenters: Geraldine Purpur, Louise Ochoa
Related Material: Presentation slides
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Capital Ballroom F
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The distance learning librarians at our institution provide reference services and instruction through a 3D desktop virtual reality system utilized by three departments for distance education instruction. We began developing a second library in a new section of this virtual world: the “Commons,” an area where students will intermingle and create a virtual community. Our vision for this building is a nontraditional space that is both visually appealing and inherently functional. To facilitate this goal, we performed a series of formative evaluations on the building in progress. We utilized a combination of evaluation methods commonly applied to graphical user interfaces: recording of screen shots, video and audio with Morae software, interviews, and questionnaires. The resulting information facilitated the final design of the new library, a welcoming place where personal growth, learning, and formation of new relationships might occur. This session will be beneficial to those interested in usability testing and also to participants interested in teaching and learning in a virtual environment.
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Formal presentation:
New Tricks for Old Hands: Integrating Technology Among Adjunct Instructors
Track: Instructional / Information Technology
Presenters: Sandra Watts
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Capital Ballroom A-B
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One of the challenges of integrating technology into the curriculum has been the need for instructors to develop skills in addition to their content areas. Whereas the skills required to access, create, and circulate information are increasingly familiar to people with research and administrative responsibilities, many adjunct instructors do not have occasion or incentive to develop this type of knowledge. In this presentation, I will present the techniques and strategies I have found both successful and unsuccessful in transitioning a heterogeneous cadre of part-time Spanish instructors to the WebCT environment. Through slides and handouts, participants will review information regarding barriers to IT literacy among adjunct instructors as well as a multipronged approach to growing the collateral skills necessary for implementing advances in pedagogy. This presentation may be of interest to coordinators and others interested in adjunct faculty development; managing a culturally, educationally, and generationally diverse workforce; and coordinating multisection courses.
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Formal presentation, sponsored by clearTXT:
E-mail Is Dead? What’s A Teacher to Do?
Track: TLT Tools
Presenters: Doug Kaufman
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Capital Ballroom E
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By now you’ve read the stories ¬ e-mail is OUT and text messaging is IN.
There are now more than 200 million mobile phone owners in the US who send more than 12 billion text messages a month (yes, that¹s billion, with a “b”). What, you don’t send and receive text messages? Your students sure do—a lot! Many students check their email just once a week, but send thousands of text messages every month. If you want to reach your students, you need to reach them on their mobile phones. This presentation will introduce you to clearTXT, the easiest and most effective system for communicating with your students and delivering alerts, announcements, assignments, and other information right to their mobile phones.
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Formal presentation:
An International e-Learning Exchange Program
Track: Other
Presenters: Lorraine Stanton, Mark Sivy
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Boxwood
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UNC Charlotte has been participating in two international e-learning exchanges with universities in Asia. Several professors were chosen by their universities to visit our Faculty Center for Teaching and e-Learning in order to learn about our various e-learning products, teaching methods, resources, and support. In this session, we will explore what was learned and gained from this promising exchange, including challenges that occurred as a result of cultural and language differences.
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Formal presentation:
Establishing New Connections and New Learning Opportunities: Preservice Teachers and the Writing Center
Track: Other
Presenters: Marlene Szymona
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Capital Ballroom C
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Developing reflective practitioners with strong communication skills and ensuring that these practitioners will use technology effectively in their teaching has long been an important goal of teacher training programs. Providing preservice teachers with a variety of practical teaching and observing situations is a part of this goal. However, what often gets overlooked are the opportunities for observing and teaching within the university itself, specifically in the writing centers that most colleges house. This presentation will detail the collaborative efforts, many of which were made possible by the use of electronic journals, of the Director of the Writing Center and a professor of preservice teachers. This collaborative teaching experiment involved a focus on one-on-one instruction and conferencing as preservice teachers became more engaged in the tutoring that is the heart of the college's writing lab. Activities and writing assignments that were part of this project will be shared.
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Formal presentation:
Faculty Assembly Meeting
Track: Other
Presenters: Brenda Killingsworth
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Dogwood
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This session gives Faculty Assembly members who are attending the conference the opportunity to meet and share ideas.
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Formal presentation:
Using Digital Technology to Enhance, Transform, and Teach Microscopy
Track: Other
Presenters: Jeremy Dickerson, Dennis Kubasko
Related Material: PowerPoint
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Capital Ballroom D
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This presentation discusses an experiment dealing with the integration of technology in a science education classroom. The project consisted of the integration of digital microscopes and laptops being used to examine microorganisms as opposed to the traditional light microscopes found in most high school biology classes. Students were surveyed about their knowledge of microscopy and their experiences using digital media and electronic presentation software technologies (pre- and post-technology integration activity). Evidence of success includes survey data concerning student knowledge, acquisition of microscopy, opinions comparing previous experiences with traditional tools against use of the new technologies, observational data of student activities, and discussions with students and the classroom teacher pertaining to the integration of the technologies.
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Demonstration:
In Search of “Objectivity”: Regional Connections with Learning Object Repositories
Track: Other
Presenters: Laura Cruz, Robert Crow
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Capital Ballroom G
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This presentation details the creation of a regional consortium in the western part of the state consisting of seven community colleges and Western Carolina University, with support from the UNC TLT Collaborative. The goal of the consortium is integration with the upcoming adoption of the North Carolina Learning Object Repository (NCLOR). The Coulter Faculty Center at WCU instigated a broad qualitative study in order to determine initial levels of awareness, comfort, and interest in learning objects across the respective campuses. Using a multimedia presentation, we will analyze the outcomes of this survey—results which have inspired the creation of a three-pronged strategy: 1) training and information-sharing, 2) creating, developing, and promoting learning objects, and 3) organizing and managing the NCLOR. The presentation will also discuss indirect costs and benefits, lessons learned, and future directions for the consortium participants.
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