ODCE Conference - Recently Updated Pages

conference venues

smowildnet — Wed, 24 Feb 2010 02:04:21 CST

Meeting Room Schedule

Date	Time	Group/Meeting	Venue
June 12	1 p.m.	Book Club	2nd Floor Meeting Room

Second Life at Ohio State: Lessons Learned from a Pilot

griffiths.44 — Fri, 06 Mar 2009 09:19:16 CST

Presenters: Robert Griffiths, Ph.D., eLearning Consultant, TELR, and lead of the SL pilot project
Nick Johnson, Ph.D. candidate, Digital Union GA, and programmer/builder on TELRport
Cindy Gray, senior visual designer, TELR, and builder on TELRport

Contact us at secondlife@osu.edu or in-world by writing TELR Telling

Find resources presented at the LLT 09 conference by going to: https://mediamanager.osu.edu/LLT_2009

Find more information about our project at http://telr.osu.edu/secondlife.

Based on session feedback, some have commented that Ohio State used a lot of committees (almost too many) as part of the pilot process. We did this in an attempt to include as many people in the process as we could to increase buy-in and support.

We'd appreciate your comments and feedback!

Thanks.
Rob

Old Wine in New Skins: Engaging Technology in Basic Writing College Courses

proflisagordon — Thu, 05 Mar 2009 12:59:51 CST

Proposal Abstract: This session seeks to discuss the rewards, challenges, and sometimes resistance experienced in computer-enhanced basic writing courses.

In the “blank easel” format, the session will discuss responses to such questions as the following:

1) Is the use of technology always an effective means of delivery?
2) In smart classrooms, how do instructors avoid the flash with the absence of substance?
3) To what extent should instructor preparation be aware of and accountable to non-traditional, often computer illiterate students?
4) And, from the conference information packet, “Has the shift to instructional technology resulted in better teaching?”

Learning Objectives:
1) evaluate the educational value of particular technological tools
2) gauge student technological savvy or need and determine course accountability
3) construct criteria for assessing practices involving technology in their live and online classes.

Please bring copies of your best assignments and lesson plans to share with the other participants in this session.

Who this session might interest: Educators who already use or are interested in the effective use of technology in the classroom and face some student resistance; anyone willing to share their ideas to help students embrace technology

Session Handout

University System of Ohio Libraries, Learning, and Technology 2009 Conference Teaching and Learning in the 21st Century March 2-3, 2009
Crystal Clark & Lisa Gordon Columbus State Community College
Session: Old Wine in New Skins: Engaging Technology in Basic Writing College Courses _____________________________________________________________________________________

And no one puts new wine into old wineskins. Otherwise, the skins burst, the wine spills out, and the skins are ruined. --Matthew 9:17, Holman Christian Standard Bible

Focusing on Students

1. List computer/technology challenges often experienced by basic writers in smart classrooms, computer-enhanced classrooms, and virtual classrooms?

2. How might the brainstorming above be categorized? (For instance, a number of the examples might fall under the general heading of students with limited training.)
a.
b.
c.
d.
e.

3. Group Designations Group

4. Group Assignment

From the perspective of the designated student, what do you need from your institution/instructor to ensure your success? Generate a number of reasonable needs.

Select one or two of the “student-generated” needs and from the perspective of an instructor answer the following: What can you reasonably hope to do in order to attend to the particular student need?

Focusing on Practices
A. List the types of technological tools currently in use in your classes.

B. List types of classroom activities/ practices that involve the use of technology.

1. Select a “successful” practice a. Why does it work? b. What do students gain from instruction?

2. Select an “unsuccessful” practice a. Why doesn’t it work? b. What aspects does it lack or how could the process be improved?

C. In what ways or how should we measure classroom performance/success with the use of technology? What should be general course outcomes or expectation?

D. What “institutional” measures or processes need to be in place for student success in computer-enhanced classroom in terms of student preparation? in terms of instructor preparation?

Bibliography

Bibliography

Aldrich, Clark. Learning by Doing: A Comprehensive Guide to Simulation, Computer Games and Pegagogy in e-Learning and Other Educational Experiences. San Francisco:
Pfeiffer, 2005.

Merchant, Guy. “Writing the Future in the Digital Age.” Literacy. ( Nov. 2007): Vol. 41 Issue 3, 118-128.

Murphy, David, Rob Walker, and Graham Webb, eds. Online Learning and Teaching with Technology: Case Studies, Experience and Practice. London: Kogan Page, 2001.

Okojie, Mabel C. P. O., Olinzock, Anthony A., and Tinukwa C. Okojie-Boulder. "The Pedagogy of Technology Integration." Journal of Technology Studies 32, no. 2
(Spring 2006): 66-71.

Palloff, Rena M. and Keith Pratt. The Virtual Student: A Profile and Guide to Working with Online Learners. San Francisco: Jossey-Bass, 2003.

Wood, Julie M. Literacy Online: New Tools for Struggling Readers and Writers. Portsmouth: Heinemann, 2004.

Contact Information of attendees for further sharing of ideas:

Crystal Clark: cclark@cscc.edu
Jillina hinegardner: jhinegardner@ursuline.edu
Nancy Thibeault: nancy.thibeault@sinclair.edu
Lisa Clark: lclark@unoh.edu
Mandy Gollhofer: mgollh@cscc.edu
Shavonne Moraun: smorain@oar.net
Laura Garcia: lgarcia@wscc.edu
Ruth Connell: connell@jcu.edu
Lisa Gordon: lgordon@cscc.edu

A Distributed, Closed‐Loop Approach to Online Writing Assignments

drudmann — Thu, 05 Mar 2009 10:53:03 CST

This describes how to have a distributed writing assignment (using blogs) that is still manageable for the instructor and gives students a live, updating feed on work being submitted by other students. Of course, to do all of the below, you'll need a Google Reader account and a WordPress account. Both are free and easy to set up, but require email verification.

Google Reader
WordPress

Basic steps to implement this approach:

I. At the beginning of the term:

Set up the main class web site
Students sign up for own page, and send you their username and weblink
Put each student's link into the Blogroll on the main class site.

For live updating of students' work on the main class site, the following steps are needed:

Subscribe to each students' page in Google Reader, using your Google account.

Use the "Add a subscription" button,
Or set your browser to automatically subscribe to blogs in Google Reader.

Create a folder for the class and put each students' subscription into it.

Click on a subscription and select the folder,
Or "New folder..." if it's the first subscription for the class.

Publicly "share" that folder.

Click on "Manage subscriptions >>".
Go to "Folders and Tags."
Turn the folder from "private" to "public" by clicking on the grayed out "private" text.

Opt. #1: Bring up the public page that the folder generates. Copy and paste the RSS feed into a WordPress widget on the main class site.

From the same "Folders and Tags" settings screen, select "view public page."
Copy the feed from the "Atom feed" button.
Place an RSS feed widget on the main class site in WordPress and paste the feed URL into it.

(Widgets are located under "Appearance" and then "Widgets." Then, add the RSS widget to a sidebar and paste the link into it.)

Opt. #2: Put the URL to the public page into the Blogroll.

From the same "Folders and Tags" settings screen, select "view public page."
The link is shown in the browser addressbar.
You could also email the link to yourself.
Paste this link into the Blogroll for your WordPress site.

Comments for each students' page can be subscribed to separately and put into a separate folder, if desired/

II. During the term:

Post assignments weekly, and post comments on their work regularly.
I award points around exam time.
Can "Show All" in Google Reader if waited too long to grade them.

III. End of term:

I usually visit each student's webpage to make sure I have an accurate count of their points.
Unsubscribe to the students' pages in Google Reader.
Delete the links to their pages from the WordPress blogroll.
If you leave everything else intact, all you will have to do the next time you teach the class is to subscribe and post the students' new web pages.
Unpublish the assignment posts. Don't delete them so you can reuse them next time by re-publishing them.

Lifetime Love of Science Takes a LEAP

JustinShreve — Wed, 04 Mar 2009 12:12:36 CST

Lifetime Love of Science Takes a…

by Kent Roosevelt H.S.

----

Science Education Today

A disturbing trend among student's interest can be seen

vs

photo by woodlevwonderworks

photo by Mark Kobayashi-Hilary

Science Education Today

“I am often amazed on how much more capability and enthusiasm for science there is in elementary school youngsters than among college students.” -Carl Sagen

Science Education Today

“Science is something students do, not something that is done to them”

The Problem:

Why does interest in science appear to decrease as students approach high school?

Research Says:

“Interest in S&T [Science and Technology] appears very early, in primary school, and longitudinal surveys suggest that this interest remains stable between the ages of 11 and 15….Unfortunately, what is taught is often disconnected from cutting edge science and from today’s applications of S&T, and tends to dampen the interest acquired at a younger age. Interest in S&T is observed as declining most sharply around age 15.”

Evolution of Student Interest in Science and Technology Studies

Organisation for Economic Co-operation and Development Policy report

An Alternative Experience:

ISLS 2008 allowed high school students to work in multi-aged learning communities (LC). This experience allowed us to question whether or not we could use the LC set-up in schools to diminish the downfall of STEM interest.

Benefits of ISLS:

Complimented all learning styles (VARK)
Technological advancement (HP IPAQ)
Collaboration of different age groups and range of knowledge. (Fresh eyes vs. all knowing)
Awareness that is normally not achieved.

Outcomes of ISLS:

(Producing a "learning object")

Because of our summer learning experience we are creating a summer day camp, (based on the same learning techniques) to help keep students interested in science as they enter high school

---

Audience

We will be inviting eighth graders from Stanton Middle School to join us in our L.E.A.P. summer program.

We presented at our eighth grade open house and have already have 13 possibilities.

Following an application process 20 eighth graders will be selected to participate in the summer camp.

Where?

Based at Kent State University
Field sites include various wetlands and streams in the Portage County area

Kent Environmental Council
Portage County Soil And Water Conservation District

Being close by connects students with their local environment and allows for future visits with families.

What

Five day long summer day camp
20 eighth grade students
Learning Communities
Environmental Awareness
P-20 Interaction
Interactive Learning

Our Assessment

ePortfolios & Journals

Students can show understanding in ways that relate to their learning styles. (Videos, presentations, essays, audio/speech, etc)
Peer review with other students (P-20) and teachers
Journals can be used to gain insight on what the students think about materials & elaborate that they really understand the concepts instead of numbers and facts.

Implementing at LEAP

Using Moodle (Moodle.org)

Moodle is a “Learning Management System” used to run fully online courses or a blend of face to face interaction and ePortfolio assessment.
It will help by allowing us to: conduct journaling, allow file uploads such as a video clip, grading, teacher feedback, different user roles and student discussion.

Getting Started

anne_fulkerson — Wed, 04 Mar 2009 07:58:42 CST

Development, Implementation, and Assessment of a Successful Comprehensive First-Year-Experience ProgramThis is the wiki for the Learning Libraries and Technology conference held in early March in Columbus, OH.

How to use this site

This is an editable web site. Contribute to it. Edit it. See Wet Paint's Help page for assistance editing pages.

Sign up to join this community through the link in the upper right. If you are not a member you cannot edit pages.
If you are a presenter: This page will list all 2009 sessions by date and time. You can create a page for your session if one has not been created already. You can use this page to place notes, links, documents, pictures, questions and info related to your session. (See How-to at bottom of the 2009 program page.)
If you are an attendee, contribute your ideas and resources to the subject areas addressed in the sessions. Or create a new page based on a subject of interest. Be sure to create that page within the directory for the current year. Toggle open the 2009 link to the left to explore what has been posted so far.
If you are a blogger, go to the Blog Directory page and add the name, URL and feed address for your Blog. We will take your feeds and build an aggregated feed of Ohio "edubloggers." You can see the aggregated feed below, or at Suprglu.

To learn more about wikis see this page of information and examples.

Have questions? Contact Rich James, the wiki administrator.

Recent posts by Ohio Edubloggers, (Subscribe to RSS)

College at a Crossroad: Dual Enrollment in an Institutional Context (P‐20 Education)

MarkCubberley — Wed, 04 Mar 2009 07:49:16 CST

Abstract:
Traditionally offered on the college campus, state-funded dual enrollment programs now offer high school students the opportunity to take college courses on high school campuses with high school faculty as instructors. If these programs are to succeed, there needs to be a paradigm shift in higher education’s implementation and execution of dual enrollment programs. In this panel discussion, we will outline the current state of affairs in dual enrollment and propose a technological mechanism to facilitate the successful planning, execution, and assessment of dual enrollment courses offered on high school campuses.

Learning Outcomes:
From this panel discussion, participants will:

hear a university faculty member’s perspective about participating in a dual enrollment project.
understand the importance of planning and organization in any dual enrollment collaboration.
learn about professional development activities to support secondary teachers in transition to teaching college courses.

Materials:

A checklist for institutions reflecting dual enrollment planning, organization, and best practice.
An electronic resource for higher education faculty, staff, and administrators to discuss dual enrollment and disseminate information and resources. (www.dualcreditohio.com)
Presentation slides. (Send email to mark.cubberley@wright.edu)
Presentation handout. (Send email to mark.cubberley@wright.edu)

Primary Audience:
University/college administrators and faculty, high school administrators and faculty

Accommodating the Needs of Students with Disabilities

DataGazetteer — Tue, 03 Mar 2009 14:49:34 CST

Full program title: Accommodating the Needs of Students with Disabilities Through the Use of Free Portable High‐Quality Open Source Assistive Technologies

2009 Conference Program

DataGazetteer — Tue, 03 Mar 2009 14:47:34 CST

Libraries & 2.0 Technology: Using LibGuides to Deliver Information

Monday March 2 8:00 ‐ 9:00 AM

Engaging the Connected Generation in 21st Century Learning (P‐20 Education)
Cheryl Ward / The University of Akron. Wendy Lampner/ The University of Akron John Savery/ The University of Akron

Beginning a Digitization Unit for Your Campus (Transforming Technologies)
Jane Wildermuth / Wright State University

Using the Social Networking Sites Model to Increase Scientific Literacy in Grades 9‐12 (Transforming Technologies)
John Fisher / Champion High School

Student Developed Cross‐Curricular Environmental Activities & Empowerment of Students in Education (Student Success)
Charles Laurence / JohnMarshall High School

Making It Click: Using an Audience Response System to Engage Students and Assess Learning (Teaching and Learning)
Ann Marie Smeraldi M.L.I.S. / Cleveland State University

10:00 AM ‐ 11am

Virtual Headwaters: An Innovative Way to Teach Science in the Classroom (P‐20 Education)
Matthew Wilson / Hiram College

Libraries & 2.0 Technology: Using LibGuides© to Deliver Information (Transforming Technologies)
Kathryn Venditti / Ashland University

Becoming Animated: Using Cartoon Animations as Pedagogical Agents in a Web‐Based Learning Environment (Student Success)
Michele Dickey / Miami University

It's All About the Learning — A Network Centric Approach Driving Educational Innovation (Student Success)
Valerian Anderson / Hiram College Educational Technology
Chris Carman / Kent Roosevelt High School Science Teacher
Mary Louise Holly / Kent State University Human Development and Learning
Tim Sisson / University of Akron Project Coordinator
Denny Taylor / Hiram College Biology Department

Walsh University's Hybrid Course Learning Community (Teaching and Learning)
Kathleen Buttermore / Walsh University

11:15 12:15 noon

Distance Learning as a Dual Enrollment Strategy (P‐20 Education)
George Tombaugh /Educational Service Center of Franklin County

Accommodating the Needs of Students with Disabilities Through the Use of Free Portable High‐Quality Open Source Assistive Technologies (Transforming Technologies)
Steve Jacobs / IDEAL Group Inc.

Teaching Online: A Unique Learning Experience (Teaching and Learning)
Alice Renner / Sinclair Community College

University 2.0: How BGSU Leveraged Open Source Technology to Create a Web 2.0 Learning Landscape (Transforming Technologies)
Terence Armentano / Bowling Green State University

2:15 ‐ 3:15 PM

Preparing 21st Century Ohio Learners for Success: The 12‐ 13 Initiative (P‐20 Education)
Cherie Pandora / Rocky River High School

Second Life at Ohio State: Lessons Learned from a Pilot (Transforming Technologies)
Robert Griffiths / The Ohio State University

Collaborations in Quality:
The Ohio Quality Matters™ Consortium (Ohio Is Moving Forward)
Connie Molnar / Bowling Green State University

The Blog to Terebithia: Inspiring Confidence and Success in Struggling Middle School Readers (P‐20 Education)
Jan Schmittauer / Ohio University Chillicothe

Virtual Library Instruction: Providing Authentic Learning Experiences for the Distance Learner (Teaching and Learning)
Nancy Connor / Cuyahoga Community College

3:30 ‐ 4:30 PM

How Technology Enhances Engagement (P‐20 Education)
Evangeline Varonis / The University of Akron

Lifetime Love of Science Takes a LEAP (P‐20 Education)
Mitch Lambert / Kent Roosevelt High School

Teaching Today's Nurses with Simulations Games and iPods (Teaching and Learning)
Mary Grady / Lorain County Community College

A Health Sciences Faculty Learning Community (FLC) to Promote the Scholarship of Teaching and Learning (SoTL): Applying the Lessons (P‐20 Education)
Larry Hurtubise / Prior Health Sciences Library/Center for Knowledge Management

Teaching Identity in Virtual Worlds: Costume and Avatars as Instructional Aids (Teaching and Learning)
Sharon Collingwood / Ohio State University

Tuesday March 3

8:00 ‐ 9:00 AM

Early Intervention Strategies for Distance Learning Adult Students in a Clinical Laboratory Science Program (Student Success)
Linda Graeter / University of Cincinnati

Elluminate: Collaboration Tool As 'Swiss Army Knife' (Transforming Technologies)
Raymond McCandless / The University of Findlay

A Distributed Closed‐Loop Approach to Online Writing Assignments (Teaching and Learning)
Darrell Rudmann / Shawnee State University

Entrepreneurship and the Liberal Arts College (Ohio Is Moving Forward)
Robert Trebar / Lake Erie College

Implementation of an Online Math Tutoring Program (Student Success)
Beth Dietz‐Uhler / Miami University

9:15 ‐ 10:15 AM

Development Implementation and Assessment of a Successful Comprehensive First‐Year Experience Program (Student Success)
Renay Scott / Owens Community College

Collaborative Curriculum Development & Management (Transforming Technologies)
Michael Burns / Sinclair Community College

Studentsourcing Social\Learning and the Web‐ Mediated Classroom (Teaching and Learning)
Andrew Revelle / Miami University

Technically Speaking (Ohio Is Moving Forward)
Mary Barbara Totten / Central/Southeast ABLE Resource Center; Ohio University

Using Professional Feedback to Enhance Student Learning (Teaching and Learning)
Hyangsook Lee / Kent State University

10:45 AM ‐ 11:45

Challenges of Using Virtual Worlds as a Distance Learning Tool for Bridging Cultures (Teaching and Learning)
Ruth Seibert‐Couch / Owens Community College

Online Teaching and Learning Using Sakai Collaborative Learning Environment (Transforming Technologies)
Ziad Akir / Washington State Community College

Faculty Wikis: Created For Us By Us (Teaching and Learning)
Lisa Clark / The University of Northwestern Ohio

Textbook Affordability: Ohio Initiatives; Promises and Pitfalls of Going Digital (Ohio Is Moving Forward)
Stephen Acker / The Ohio State University

Visual Thinking & Learning Applications: Educational & Commercial Communities
Brian Hickam Jeffrey J. Jablonski Laura S. Johnson & Tom Crawford

12:00 ‐ 1:00 PM

Triumph of the Commons: from Tragedy to Triumph by Putting Student Learning First (Student Success)
Douglas Kaylor / Sinclair Community College

College at a Crossroad: Dual Enrollment in an Institutional Context (P‐20 Education)
Mark Cubberley / Wright State University‐Lake Campus

Old Wine in New Skins: Engaging Technology in Basic Writing College Courses (Teaching and Learning)
Crystal Clark / Columbus State Community College
Lisa Gordon/ Columbus State Community College

Library Instruction Paves the Way to Success (Ohio Is Moving Forward)
Cherie Bronkar / Muskingum College

Does it Matter How We Give Our Students Constructive Feedback in a Technology‐Mediated Environment? (Teaching and Learning)
William Beasley & Brian Harper / Cleveland State University

How to create a page for your session. (Watch Video)
Click "Easy Edit."
Select the text for session title.
Select the link icon in the toolbar and type your session name in the link box.
Save the edit.
Click on the link to your session.
You will be prompted to "create" a new page.
Set the page location to be under "2009 Conference Program."
Add your content.

Keynote Presentations

rjames01 — Tue, 03 Mar 2009 13:29:41 CST

Monday, March 2nd (See bottom for Tuesday March 3rd)

Michael Wesch, Assistant Professor of Cultural Anthropology, Kansas State University

Dubbed "the explainer" by Wired magazine, Michael Wesch is a cultural anthropologist exploring the impact of new media on society and culture. After two years studying the impact of writing on a remote indigenous culture in the rain forest of Papua New Guinea, he has turned his attention to the effects of social media and digital technology on global society. His videos on technology, education, and information have been viewed by millions, translated in over ten languages, and are frequently featured at international film festivals and major academic conferences worldwide. Wesch has won several major awards for his work, including a Wired Magazine Rave Award and the John Culkin Award for Outstanding Praxis in Media Ecology. He has also won several teaching awards, including the 2008 CASE/Carnegie U.S. Professor of the Year for Doctoral and Research Universities.

Michael Wesch home page
Some of Michael's popular videos:

Does it Matter How We Give Our Students Constructive Feedback in a Technology‐Mediated Environment?

rjames01 — Tue, 03 Mar 2009 11:55:50 CST

Back in the olden days when students turned in their written assignments on paper, most of us teachers used a colored pen to provide written feedback, whether in the form of commentary or in the form of active editing. Now that many student assignments are submitted electronically we face the dilemma of how to provide equivalent forms of feedback in an electronic environment (assuming that we do not simply print out the file and pull out our pens, that is).

This session will focus on three aspects of this dilemma:
• What types of feedback do we typically provide?
• What tools are commonly available for doing this?
• How might we best think about the feedback we compose for students?

Along the way, we will talk about some of the interactions in practice among Microsoft Word, OpenOffice, Google Docs, and PDF files.

We will also share results from some preliminary research on providing students with recorded audio feedback regarding their written work.

Participant notes:

Why don't they pay attention? Why do I go over the same errors again and again?

Attribution bias: take credit for success not failure.
Students flip to grade and ignore feedback

It's not only what we say but how we say it.
Negative feedback is more likely accepted in a warm relationship
Context:
Relatedness ... I am concerned about you.
Competance .... you are capable of improving
Autonomy .... options for improvement, do not do it for the student
We want students to self-regulate

Audio Feedback -- On big themes:
Preparation: Why use audio feedback. Communicate writing is a growth process.
Creation: Use the student's name. (Personalization principle), Options to improve the writing.
Reflection: Ask how feedback is helpful. Ask how they will use feedback to get better

What is appropriate for given technology?

Mechanics of writing, punctuation
A paragraph that needs better organization
High level document organization, style, etc.

Track Changes with comments good for the first two.
Track changes allows students to accept changes. Save it as a pdf file so they can't just accept it.
Language of feedback is to suggest and lead students to explain and explore

Microsoft Word's sound is not cross platform. Convert to Adobe Acrobat Pro. Built in to Mac. Vista 2007 requires a free plug-in to save as PDF.

Recording strategies
Preparation -- have notes prepared, attempt to keep it under a minute.
Use headset mic. USB usually has better sound quality

(Audience suggestion: Freecorder (browser plu-in recorder) plus Blaze Media Pro [compresses sound])

Does is work? Research suggests yes. Demonstrate improved student motivation, perceived competence, autonomy. (See attachment)

(Audience suggestion: Use acrobat 9 Pro which gives you access to Acrobat.com for online collaboration

Libraries & 2.0 Technology: Using LibGuides to Deliver Information

sklink — Tue, 03 Mar 2009 10:19:07 CST

Presentation Abstract:
In 2007, librarians at Ashland University Library began a project to develop a full range of subject guides using Springshare’s LibGuides, a “Web 2.0 content management and information sharing system designed specifically for libraries.” LibGuides are user-friendly, efficient electronic resources that invite collaboration between librarians and instructors to meet the research needs of a particular department, class, or assignment. This session will illustrate how LibGuides can be successfully incorporated into library web sites and courseware, provide an overview of guide creation and use, and allow participants to brainstorm fresh ideas on how LibGuides could be used in their libraries. Objectives:

Participants will learn how teaching faculty and librarians can creatively customize a group of resources for use in course management systems or course pages.
Participants will be able to identify several benefits of using LibGuides in their libraries and classes.
Participants will learn how to quickly organize content into a LibGuide.

Visit our LibGuide created specifically to demonstrate the many LibGuides features as well as to show how you can use your guides as tools to deliver information.
You will also see a slide show of our PowerPoint presented at LLT on March 1, 2009 under the LLT Presentation Tab. http://libguides.ashland.edu/libguideshowto

Feel free to contact us with any questions or suggestions on how you are using or hoping to use LibGuides at your institution!

Visual Thinking & Learning Applications: Educational & Commercial Communities

rjames01 — Tue, 03 Mar 2009 10:09:41 CST

Three Ws of Visual Thinking
Communicate complex ideas in clear visual language (see Back of the Napkin by Dan Roam)
See with mind an eye. We scan the environment for threat or opportunity
The use imagination to connect it imagination, then act or create something new (is this accurate?? we fill in gaps in perception but don't we work of existing schema? We have to really work to create)

Multimedia Learning: based on Mayer and dual coding -- use two channels, when not redundant, leads to greater retention of information

Why Visual Thinking?

Visual Thinking needed now to help us manage information overload. We now know more about cognitive processing. Technology now makes visual communication easier for more people.

Educational Applications
Cognitive load - intrinsic (the content itself), extrinsic (what we do with it, how we deliver it. We need to work to eliminate extrinsic load

Business Applications

Online Teaching & Learning Using Sakai Colaborative Learning Environment

rjames01 — Tue, 03 Mar 2009 09:41:03 CST

Washington State Community College is working to leverage the power of open source software to create a comprehensive, technology-based environment for teaching, learning and collaboration. We are expanding our distance-learning offerings and obtaining accreditation for full online degrees in the near future. To achieve this goal, WSCC has adopted Sakai CLE as its online teaching, learning and training platform. The scalability and flexibility offered by an open-source learning management system like Sakai will enable us to meet the increasing demand for online teaching and training while maintaining cost at a minimum. Our goal is to position Sakai to become part of the instruction and collaboration fabric of our organization.

[Presentation Slides]

Studentsourcing, Social\Learning and the Web‐ Mediated Classroom

rjames01 — Tue, 03 Mar 2009 09:12:36 CST

AIMS Armstrong Institute for Interactive Media ((Miami University) Evolved from digital media course into investigation of social media

Two majors, ends in a practicum

Course: Information Studies in the Digital Age -- required for a number of majors
Focus on being reflective about engaging in social technology.

User generated content -- low barrier to entry (example: Parodies have more hits that original on YouTube, Hitler and Burning Man video)

Assignment: create the content and reflect on it within the course

Students were initially indifferent and uninspired.
Problem of how to pull together all the content into one place

Used Delicious to place a common tag on posts, also link to articles to help build a course reader
Required students comment on each other student's blog at least once a week.
Used aggregator iGoogle to collect and display feeds from delicious and blogs.

Chose to use tools outside of Blackboard so students can take it with them.
Faculty can see conversation about course material that happens outside the bounds of class (month after class).
See examples of student to student learning through students commenting on each others blogs and blogging resources they have found.
Found that other web users were engaging them on issues.

Audience questions:

What if you want it walled off? Use CMS plug-ins or private Ning social network
Management? It is worth it for semester long engagement
Guidelines for students? Yes, they see faculty blogs and learn by modeling. Some try to get away with bare minimum.This is a course where excellent student work is easily seen and recognized. Helps raise the bar.
What is "studentsourcing." Derived from "crowdsourcing," idea of community contributing to collective knowledge or work (wikipedia, "Wisdom of Crowds).

Implementation of an Online Math Tutoring Program

rjames01 — Tue, 03 Mar 2009 07:45:46 CST

Project grew out of grant for Miami Valley school district

Created online tutoring program for HS students: algebra, pre-calc, physics

demographics: many working also

Used Electa Live: advantage of whiteboard so no equation editor (Cost is $11,000 -- yr for 60 seats)
can have up to 60 people, never had more than 8
does have two-way audio,
Tutor has headset mic and Wacom tablet ($90)

Because it was expensive, later switched to Tutortrac, which was cheap but lacked functionality

Survey Data

Usage; 38 and 33 students over two semester, 100+ uses

Student Satisfaction (1 low 7 highest)

Assistance from tutor 5.8
Session 5.8
Use again: 6.3

Student Perception of Effectiveness:

Convenience 6.8
Technology 6.5
Overall effectiveness 6.6

Students expressed that students were helpful and understood them. Some expressed confusion about how to leave session. Some expressed that tutors did not track or communicate use for credit. Reported that system dropped them sometimes.

Lessons Learned

Learned that audio communication is essential. Tutortrac does not offer it.

Now considering Elluminate Unlimited license is 75,000 dollars.
V-room is the free version but it is limited to three people and the fourth is unable to connect. Some faculty use Vroom for office hours along with a chat window.

Find a good tutor. Use experienced students who can facilitate student getting connected along with math support

Elluminate Collaboration Tools as a Swiss Army Knife

shaffer2385 — Mon, 02 Mar 2009 20:49:30 CST

Presenters: Raymond McCandless, Academic Technology Services Director, Professor of Political
Science; Michael Shaffer, Academic Technology Specialist; Gordon Gillespie, Assistant
Professor of Environmental Safety and Occupational Health Management; and Dan Yates,
Assistant Professor of Business / The University of Findlay

Topic: After a year of testing alternate products, Elluminate Live! was added in August 2007 as a
collaboration tool to our Blackboard course management system for faculty and staff use. Through
varied, innovative training approaches, our faculty became open to utilizing this new tool in many
different ways for online, traditional (face-to-face) and hybrid/blended classes. A panel presentation
(including three faculty members and an academic technology specialist) will focus on the product
testing/selection process, training approaches and outcomes/uses associated with Ellluminate
adoption. Participants will learn how Elluminate can be used in multiple teaching venues to meet
course learning objectives.

PowerPoint Presentation:

Teaching Today's Nurses with Simulations, Games and iPods

rjames01 — Mon, 02 Mar 2009 15:19:12 CST

Funding via US Dept of Labor
1200 accessing online materials

Electronic medication system simulation

Electronic medication system -- not user friendly. Loraine created a simulator for practice.
Simulator on 8 computers in lab, centrally controlled from instructor's computer,
Instructors can change and delete medication records, set one computer for assessment

Online math modules

13 math modules (over 2000 views per semester)

Need: 20 page packets out to 100+ students per semester. Waste.
Issues: Copyright -- real names of medication, had to ask pharmaceutical companies for permission (needed to list every drug names, all possible uses, plus an example of the simulation).
Photographed all the labels becuase drug companies did not provide them.

Recorded working on math problem recording writing on a tablet PC. Posted on streaming server. Questions presented one at a time inside Course Management System (CMS)

Also look at labels and answer questions about dosage, etc.
Uses soft chalk to develop modules (games, learning units)

Students used the modules during the typically most difficult parts of the program. Led to fewer failures on first attempt at competencies.

Student response: 88% used 1-2x/wk, 84% very useful, 55% rated hard to use, 69% did not use games/links (will be researching why there was lack of interest -- not useful, not needed, not understood?)

Student suggestions: practice Tests, fewer review questions

Clinical procedure videos for iPod (take to clinical site)

32 skills on video (5000 views per semester)

Lack of time for repetition and reinforcement, labs are crowded, one on one coaching not always possible.

Applied for grant for videos. Used iTunes to disseminate (also helped get the money)
Length ranges from 3:45 to 20:00 min.

Results: 70% pass rate on first try without iPod. 100% pass rate first try with iPod.

Lessons Learned

It's All About the Learning - A Network Centric Approach Driving Educational Innovation

chriscarman — Mon, 02 Mar 2009 14:08:00 CST

Presenters

Valerian Anderson – Hiram College, Educational Technology
Chris Carman – Kent Roosevelt High School, Science Teacher
Mary Louise Holly – Kent State University, Human Development and Learning
Tim Sisson – University of Akron, Project Coordinator
Denny Taylor – Hiram College, Biology Department

Igniting Streams of Learning in Science –
An Ohio Board of Regents STEM Academy

Program Objectives

To increase interest in doing and teaching science
To create unusual “peer” learning communities to enhance learning
To document learning in different learning environments using heuristic assessments

Modeling a P-20 Approach

Engagement of Teachers & Students as Curriculum Designers: Local Ownership for Learning

Learning Outcomes to Store

Evidence

Journals
Photos
On-line tests
Completed protocols & Reports (Student work)
PowerPoint & presentations
Web pages, podcasts, socially constructed blogs

Attainment of Ohio Science Standards
Social Construction of Knowledge
Attitudes about learning and science
Individual & community learning; systematic self-critical inquiry shared

Heuristic Assessment and Evaluation - Data

Journals
Videos
Interviews - purposeful conversations
Surveys
Site visits
Focus groups
Case studies

Learning Communities - Learning Outcomes to Store

Multilevel Learning Communities

Increases Interest in Learning Science
Promotes Interest in Teaching Science

Local Science Curriculum Development

Puts Students in Charge of Learning & Teaching
Places Students as Citizen Science Leaders

Assessments

Promote Reflection in Daily Electronic Journals
Track science proficiency through 18 metrics
Document Learning through site visits, surveys, focus groups

Coming Together to Increase Educational Innovation

Engaging Students with Technology: Anytime & Anywhere!

Sticking our Heads in the Cloud

Website

Lenya

Learning Management System

Sakai

Electronic Journaling

Old process (2007):

Questions generated by teachers, posted on Sakai
Also sent to mentors’ iPaqs via Bluetooth
Mentors sent questions to students
Students ‘tapped’ their responses & sent files back to mentors
Mentors posted files in private area of Sakai
Files were collected and answers aggregated into an Excel spreadsheet
A slow process!
Imported into a MySQL database w/web front-end

Lessons learned:

Journal questions should be easily accessible via mobile device – can’t use Sakai directly!
Needs a central ‘location’ for everyone
Formatted for mobile web browsers

New process (2008):

Questions generated by teachers and entered into online journal system using web front-end
Students logged on using Internet Explorer and ‘texted’ their responses via qwerty keyboards on smartphones
Answers saved directly into MySQL database with PHP-based web front-end for easy aggregation and access by teachers and institute directors

Lasting Insights

Learning drives the process - define learning targets first.
Community enhances expressive outcomes, increases and deepens learning.
Curriculum creation by students and teachers increases ownership and enhances learning.
Engaging teachers in learning – and LCs - greatly affects how they teach.
Virtual duct tape is ok - students are resilient in dealing with technology.

Who is learning?

Who is teaching?

Learners all...

Preparing 21st Century Ohio Learners for Success: The 12-13 Initiative (P‐20 Education)

rjames01 — Mon, 02 Mar 2009 14:06:36 CST

Presenters:
Ken Burhanna Kent State University Head, Instructional Services, Assistant Professor
Rob Snyder Bowling Green State University Reference and Instruction Assistant
Cherie Pandora Rocky River High School Teacher Librarian, Coordinator of Media Education, K-12

Abstract: In order to be successful in school, college, and the workforce, Ohio's 21st century students must be equipped with the necessary skills to explore and analyze new information. Yet numerous studies confirm that students lack these critical skills. Ohio's school and academic libraries already work to prepare young people for an information-intensive world and are positioned to influence student success. Learn how INFOhio and OhioLINK will enable Ohio’s P-20 educators and librarians to better prepare students for successful educational careers and lifelong learning. Discover the goals of the 12-13 initiative and how they can contribute to achieving your instructional objectives.

Learning Outcomes:

The participants will understand how information literacy education will better serve Ohio’s 21st century students.

The participants will learn how INFOhio and OhioLINK are helping students to be more successful in the information intense society.

The participants will explore the goals of Preparing 21st Century Ohio Learners for success and visualize how they can participate in this project.

The participants will evaluate INFOhio databases and prioritize those most effective in meeting STEM initiatives; Sophomore to Senior initiatives and 21st Century skills.

The participants will identify databases that fit their curricular area and construct lessons incorporating them into their methods courses/teaching

The participants will explore how to integrate information literacy skills into the preparation of student teachers and how collaboration with school librarians can contribute to these instructional objectives.

Handouts: Website listing of relevant sites
INFOhio electronic resources flyers
Tip sheets for TRAILS and Transitioning2College websites

Primary Audience:

Faculty members of Colleges of Education
Deans, Asst Deans and Administrators in the College of Education
Instructional Designers
Academic Librarians
High school teachers

Notes from session:
InfOhio has a project calculator to help with time management
Virtual visit to Kent State (Transitioning2college)
Trails-9.org -- used to assess information literacy of students (9th grade level, trails-6 also, 3 and 12 too if new funding secured)
BGSU-- Pathways to academic libraries web site (asynchronous tours of academic library)

From participants:

Students need to understand what journals are and how to search for them (scholarly v popular)
Students have learn to speak up for their needs
Students need to learn the research process; how to use search terms on Google and elsewhere
Citing references -- some colleges using "Safe Assign" to check for plagiarism and sources BEFORE it is turned in (Turn It In checks afterward)
Use of text message language in discussion forums, emails and other electronic forums.
Some colleges using instant message to prompt students to ask librarians (even embedding chat box into CMS at Kent State). Students need to understand staff is approachable.
Student suggestion -- tell us good search engines and directories that we can use.