EDUCAUSE | eliannual08

ELI In Conversation: The Fear 2.0 Group

gbayne — Thu, 12 Jun 2008 18:06:22 -0500

Web 2.0 tools have the power to transform education. Such a transformation requires that faculty, students, and institutions take risks. With those risks comes fear, which is often unarticulated. How do you tackle this fear and make real change?

In this 43 minute podcast we feature a conversation from the ELI 2008 Annual Meeting. Our particpants consist of a group of five higher ed professionals who co-presented the session, "Who's Afraid of Blogs, Wikis, Podcasts, and the Big Bad CMS? A Digi-Drama About Fear 2.0."

They include:

Laura Blankenship, Senior Instructional Technologist, Bryn Mawr College
Martha Burtis, Director, Teaching and Learning Technologies, University of Mary Washington
Barbara Ganley, Lecturer in English and Writing Program, Middlebury College
Leslie Madsen-Brooks, Teaching Resources Center, University of California, Davis
Barbara Sawhill, Director Cooper International Learning Center, Oberlin College

ELI In Conversation: Veronica Diaz and Laura Blankenship on Instructional Technologies

gbayne — Tue, 26 Feb 2008 13:16:39 -0600

This 22 minute podcast features a conversation with Veronica Diaz, Instructional Technology Manager for the Maricopa Community College District and Laura Blankenship, Senior Instructional Technologist at Bryn Mawr College. This discussion was recorded at the ELI 2008 Annual Meeting where both presented sessions. Veronica Diaz co-presented a session entitled, "Your 2.0 Life: Models and Methods to Meet Learners' Needs in a Technological Age". Laura Blankenship co-presented a session entitled, "Who's Afraid of Blogs, Wikis, Podcasts, and the Big Bad CMS? A Digi-Drama About Fear 2.0".

The topic is Instructional Technologies. What are the attitudes of instructors and students toward new technologies in the classroom? How can we best integrate Web 2.0 tools into course planning?

ELI In Conversation: Thomas C. Reeves on the Conative Learning Domain

gbayne — Tue, 26 Feb 2008 12:50:11 -0600

This 13 minute podcast features a conversation with Thomas C. Reeves, Professor of Instructional Technology at the University of Georgia. Our discussion took place at the ELI 2008 Annual Meeting, where Professor Reeves presented a plenary session entitled, "Technology and the Conative Learning Domain in Undergraduate Education".

Dr. Thomas C. Reeves is a professor of instructional technology at The University of Georgia where he teaches program evaluation, multimedia design, and research courses. Since receiving his Ph.D. at Syracuse University, he has developed and evaluated numerous interactive multimedia programs for both education and training. In addition to numerous presentations and workshops in the USA, he has been an invited speaker in many other countries including Australia, Belgium, Brazil, Bulgaria, Canada, China, England, Finland, Italy, Malaysia, the Netherlands, New Zealand, Peru, Portugal, Russia, Singapore, South Africa, South Korea, Spain, Sweden, Switzerland, Taiwan, and Tunisia. He is a past president of the Association for the Development of Computer-based Instructional Systems (ADCIS) and a former Fulbright Lecturer. In 1995, he was selected as one of the “Top 100” people in multimedia by Multimedia Producer magazine, and from 1997-2000, he was the editor of the Journal of Interactive Learning Research. In 2003, he was the first recipient of the AACE Fellowship Award from the Association for the Advancement of Computing in Education. His Interactive Learning Systems Evaluation book (co-authored with John Hedberg) was also published in 2003.

Championing Emerging Technologies

carterdo — Fri, 22 Feb 2008 17:57:20 -0600

Championing Emerging Technologies

Learning Circle

ELI 2008 Annual Conference

Tuesday, January 29, 2008

======================

Facilitator: Vincent Doogan, Director, Student Technology Services, New York University

Scribe: Don Carter, Director, e-Learning Center, Northern Arizona University

Attendees: about 15 in a circle in a reasonable size room for this activity

Introduction by Vincent, and to “kick-off” gave a personal example of a 2nd Life project.

Vincent’s suggestions and issues were the following:

Act as Open Source resource-non territorial
Find a first collaborator
Offer an enhancement/incentive to an "initial" collaborator faculty
Form a project team that includes IT support and Instructional/Pedagogical collaborators
Secured New Media Consortium loaned space in 2nd Life
Publicize - articles, presentation

How to be or become a champion?

Identify and develop allies
Be creative to seize opportunities, and use marginal or less than committed resources
Align our work with the Mission, Goals, and Strategic plans of the University or College

What is a technology you would like to bring or are bringing to campus?
5 minute reflections by each attendee going around the room, launched many good discussions and eventually used the entire time for the learning circle.

Questions:

1) How do we engage students, early?

· Is there, does anyone have, a formal process to involve students?

· An advantage is that maybe students will push/encourage faculty adoption.

· It was suggested when considering some innovation or emerging technology consider all the constituent groups and both how the innovation will affect them and how they may assist in its adoption.

o Students

§ Prospective – can we engage potential students

§ Current – to devise pilots and give early feedback

§ Former – to reflect on recent experience and what might be enhanced as well as what could both prepare current students for the workplace and connect them to potential career opportunities

o Faculty

§ Pioneer/Innovators

§ Laggards

§ Big middle

o Staff – resources as interested and experienced users, as well as affects on novices who engage with students and faculty, and demands on IT support staff

2) How do we develop critical mass/interest for both beginning and sustaining new technologies

3) Pioneers – are their ideas and interests extensible? Keys are publicizing such as showcases, support their efforts to begin the mainstreaming that will promote increased adoption.

4) Often there is central IT suppression until a project can become institutionalized. So then, how to start…skunk works.

5) We need to develop ideas and communities to support/empower Librarians, Instructional Designers, Pioneer Faculty & students as resources and initiators of new ideas and projects. These generally are new roles.

6) How do we encourage "seasoned" faculty teaching core or pipeline courses to experiment or to use new technology or techniques for learning?

7) Even with good infrastructure, that students appreciate and use, how do we get faculty buy-in and use. Especially how do we promote new roles through technology for teacher, collaborator, facilitator, and learner?

8) Small Colleges have special issues because the role of the librarian or instructional technologist/designer must by necessity wear many hats.

9) College/University Marketing has a role to play as innovator and may attract and promote new thinking within students and new faculty and staff.

10) Is all this at odds with traditional Face-to-face Liberal Arts College core value of personal faculty - student relationships? If not, we need to identify and develop how technology deepens those relationships and provides new opportunity for collaboration within those relationships and new ones across departments and institutions – Web 2.0 such as DIGG, Scholar, Google Docs.

11) Do we celebrate and promote technology as social and playful, not always serious academic resources.

12) With wide variety of new technologies, how do we develop the support and help desk infrastructure and expertise for a quality experience?

13) Course resources and activities were fragmented before Course Management Systems (CMS). There are administrative gains from a CMS’ collection of tools, but may not realize added learning value or learning gains. Is there a difference between a Course Management System and a Learning Management System? How do we move from course centric systems and activities to more holistic learning systems and support?

14) How do we, or can we, match our personal and professional interests with those of the college or university given the predominant current culture of most faculty?

15) With different institutions having various organizational structures are there models or organizational associations to accommodate the various roles and services provided to academics by Instructional Designers, Assessment Specialists, Librarians, Academic and Career Advisors? Where do these technology innovators in service units fit in a technology rich world? Some of the issues are: Alignment, Leadership, job descriptions, roles, and possible overlap or gaps.

16) What new technology can be sustained given limits and recent reductions for financial support and resources for training. How do we adopt new when we are stretched supporting what we already have.

17) How do we redefine teaching and redesign learning activities?

18) What alternatives might there be for Course Management Systems that have become so comprehensive and, to many, too complicated to be useful?

19) Showcase success stories

20) Cutoff abusive users – can we and how does one do that?

21) Is the Course Management System reinforcing bad habits?

The group then continued after the scheduled time trying to make connections and networking with a strong desire for some answers to what was mostly a session filled with lots of questions deserving of answers.

Citizen Journalists at ELI 2008

ckeller — Thu, 21 Feb 2008 15:55:06 -0600

Citizen journalism refers to a wide range of activities in which everyday people contribute to information or commentary about news events. The practice epitomizes the belief that the experiences of people personally involved with an issue present a different -- and often more complete -- picture of events than can be derived from the perspective of an outsider.

At the ELI Annual Meeting in San Antonio, ELI put this innovation into practice, arming a team of five "citizen journalists" with video cameras to capture important themes that emerged during the event. The team -- Gardner Campbell, Cyprien Lomas, Patricia McGee, Deborah Keyek-Franssen, and Liv Gjestvang -- shot footage from the event as well as participant interviews. This final video summary, created with the help of Instructional Technology graduate students from the University of Texas-San Antonio, was presented on the final day of the meeting.

Student Content Showcase

drupal — Thu, 21 Feb 2008 11:45:05 -0600

How would students answer the question, "What would your ideal education look like?" See for yourself in the student content showcase, produced in collaboration with Apple. Five Apple student representatives will informally respond to the question through short videos they have created, which they will present in the Rio Grande West Ballroom at various points in the program.

These "video poster sessions" will give you the chance to discuss with them their views on teaching and learning as well as the technical and creative processes behind their videos. This is a great opportunity to talk with students about their expectations for Learning 2.0 while learning some techniques and tips for creating your own videos.

In addition to conducting the showcase, these students will also capture and present their conference experience. Links to their videos, podcasts, blogs, etc., will be added to the ELI Web site as they become available, adding a student voice to our citizen journalism activity.

ELI In Conversation: Innovation and The Digitally Fluent University - An Administrative Perspective

gbayne — Fri, 15 Feb 2008 11:32:04 -0600

In this 16 minute podcast we feature a conversation from the ELI 2008 Annual Meeting. The topic is digital fluency and innovation at the academy from an administrative perspective. Our conversation participants are Louise Thorpe, Head of Academic Innovation at Sheffield Hallam University in the UK; and Holly Morris-Kuentz, Director of Instructional and Research Technology for Hobart and William Smith Colleges.

Both of the them also co-presented sessions at the ELI 2008 Annual Meeting. Holly Morris-Kuentz co-presented a session entitled, "Prioritizing Technology-Rich Classroom Space: Strategies for Success". Louise Thorpe co-presented a session entitled, "The Digitally Fluent University: A Recipe for Success?".

ELI In Conversation: Gardner Campbell on Innovation and New Media at the Academy

gbayne — Wed, 13 Feb 2008 13:36:38 -0600

In this 17 minute podcast we feature a conversation with Gardner Campbell, Professor of English at the University of Mary Washington. He is joined later in the conversation by one of his students, Serena Epstein. They co-presented a session at the ELI 2008 Annual Meeting entitled, "Information Fluency as Curricular Innovation: New Media Studies in General Education". Our conversation addresses questions about institutional change in the new media environment and how instructors and administrators might innovate within the traditional university system.

W. Gardner Campbell is Professor of English at the University of Mary Washington, where from 2003-2006 he also served as Assistant Vice-President for Teaching and Learning Technologies. He has been involved in teaching and learning technologies for nearly two decades, including work at the University and San Diego and the University of Richmond, where in the fall of 2006 he was Director of the Center for Teaching, Learning and Technology. Gardner received his B.A. in English from Wake Forest University; and his M.A. and Ph.D. in English from the University of Virginia. He is a Fellow of the Frye Leadership Institute (2005), was chair of the Electronic Campus of Virginia from 2006 to 2008, and has served on program committees for both EDUCAUSE and the EDUCAUSE Learning Initiative. He currently serves on the ELI Advisory Board (2007-2010).

Building the Scaffolding: Supporting Student Use of Technology in the Learning Process

drupal — Tue, 12 Feb 2008 15:25:50 -0600

This presentation will describe the support scaffolding for student use of technology in the learning process provided by a collaboration of academic support units at Hamilton College. We will describe how we can offer highly tailored support that makes it possible for students to succeed in authentic learning experiences.

Prioritizing Technology-Rich Classroom Space: Strategies for Success

drupal — Tue, 12 Feb 2008 15:25:50 -0600

IT leaders on campus must help faculty identify spaces where the technology implementations for teaching and learning would benefit the institution, and we've developed independent but similar avenues that have proven successful. Participants in this session will thoughtfully consider and develop recommendations for success on their home campus.

The PEPI Project: Putting Podcasting into Students' Hands

drupal — Tue, 12 Feb 2008 15:25:50 -0600

This presentation will examine an interdisciplinary podcasting project that put podcasting into the hands of students so they could examine their research from a new perspective and reinterpret course content in audio.

Preparing Students for a Web 2.0 World: Integrating Networked Laptop Technologies in English Studies Classrooms

drupal — Tue, 12 Feb 2008 15:25:50 -0600

The Miami University English department and Academic Technology Services developed new laptop classrooms, digital writing curricula, and instructor training programs. Currently 30 percent of all required first-year writing courses are taught in networked laptop classrooms. We will focus on English/IT collaborations, instructor preparation, and the impact on student learning. Qualitative and quantitative data, including video interview clips with students, will be shared.

ELI In Conversation: Second Life and Virtual Worlds - An Approach to Active Learning

gbayne — Tue, 12 Feb 2008 15:03:28 -0600

In this 31 minute podcast we feature a conversation from the ELI 2008 Annual Meeting. The topic is Second Life and virtual worlds. How can virtual world participation help students become active learners? How can instructors approach virtual worlds with an eye toward their own curriculum. Are there any privacy or safety issues that must be breached in getting your students on Second Life? Particpants in this discussion include:

Sarah Smith Robbins, PhD Candidate at Ball State University, who presented a plenary session at ELI 2008 entitled, "Virtual Worlds as Web 2.0 Learning Spaces".
Teshia Roby, Assistant Professor of Educational Multimedia at California State Polytechnic University, Pomona who presented a session at ELI 2008 entitled, "Second Life for the First Time: Learning to Use a Virtual World on a Real Campus".
Chris Johnson, Adjunct Assistant Professor at The University of Arizona who co-presented a session entitled, "Implementing a Presence in Second Life: Pitfalls, Procedures, Policies, and Promises".

The Business of Second Life: Teaching Entrepreneurship, Technology, and Commerce

drupal — Thu, 07 Feb 2008 17:53:42 -0600

Faculty, support staff, and student experiences of using Second Life in three business courses will be presented and compared. The results highlight the good, the bad, and the ugly of using Second Life for teaching and learning.

ELI In Conversation: Web 2.0 and Digital Storytelling

gbayne — Wed, 06 Feb 2008 14:12:13 -0600

In this podcast we feature a conversation with Bryan Alexander, Director for Research at the National Institute for Technology and Liberal Education (NITLE) , and Gail Matthews-DeNatale, Associate Director for Academic Technology at Simmons College . This discussion was recorded at the ELI 2008 Annual Meeting in San Antonio, Texas.

Digital storytelling merges leading-edge technology with age-old storytelling processes. Digital stories are typically in video format but can also include Web pages, digital maps, and other emerging technology mashups. With the addition of a Web 2.0 focus, audience also becomes co-author. How do these concepts apply to pedagogy and how can instructors evaluate and assess the process and final product?

Gail Matthews-DeNatale presented a session at ELI 2008 entitled, "Digital Story Making: Understanding the Learner's Perspective".

Bryan Alexander presented a workship at ELI 2008 entitled, "Web 2.0 Storytelling".

LITRE: Investigating the Effectiveness of Technology in Improving Student Learning

drupal — Wed, 06 Feb 2008 12:07:27 -0600

LITRE, the Learning in a Technology-Rich Environment, is a North Carolina State initiative that has researched the impact of various technologies on student learning over the past three years. This session will discuss LITRE's evolution and three current projects: innovative learning environments using multiuser gaming; video, podcasts, and other technologies; and computer-based problem solving.

Project Planning: Even More Important with Web 2.0

drupal — Wed, 06 Feb 2008 12:07:27 -0600

Given all the web 2.0 tools available, a well-defined process helps time-pressured faculty make choices that promote effectiveness and efficiency, identify resources, and help staff deliver a pedagogically sound product. We will discuss project stages, how a decision is made to pursue a project, faculty engagement, project tracking, and project assessment.

Teachers as Learners, Learners as Teachers: Reflecting on the Digital Disconnect

drupal — Wed, 06 Feb 2008 12:07:27 -0600

Members of a faculty learning community from a large urban research university will share the results of a study comparing expectations for technology use among faculty and students. Participants will engage in dialogue to address the presence (or absence) of a digital disconnect between teachers and learners and discuss the implications for instructional practice.

Additional contributors: Dina Bangdel, Teresa (Terry) J. Carter, Ed.D., and Frances (Fran) G. Smith, Ed.S., CVE, Virginia Commonwealth University.

Accountability in Higher Education

drupal — Wed, 06 Feb 2008 12:07:26 -0600

This session will focus on activities that began with the Spellings Commission and have continued with the reauthorization of the Higher Education Act, as well as the responses by various publics along the way. Additionally, expectations of one regional accreditation agency in the area of accountability will be discussed.

Using Project Management Principles to Enhance Online Project-Based Learning

drupal — Wed, 06 Feb 2008 12:07:26 -0600

Communication and collaboration are critical to the success of online project-based learning. Find out how the principles and practices from the discipline of project management documented in the Project Management Institute's PMBOK Guide can enhance the project experience for graduate students completing projects as part of their e-learning certification program.

Educational Publishing: Moving from the 18th to the 21st Century in One Step

drupal — Wed, 06 Feb 2008 12:07:26 -0600

Today's competitive education industry requires that we deliver more relevant information to our students faster than ever before. Taking six months to prepare a document and another six months to print and distribute it simply no longer meets the needs of 21st-century students or the society we are preparing them for.

What Wikipedia Can Teach Us About the New Media Literacies

drupal — Wed, 06 Feb 2008 12:07:26 -0600

The Fourth Annual Robert C. Heterick, Jr., Lecture

Emblematic of the new participatory cultures and the emerging practices of collective intelligence, Wikipedia has drawn fire from academic institutions and traditional gatekeepers. Using segments from a forthcoming documentary about the Wikipedia movement produced by MIT's Project NML, this session will discuss how educators might use Wikipedia to introduce students to the ways that new forms of cultural production and knowledge sharing are reshaping the research process.

The Digitally Fluent University: A Recipe for Success?

drupal — Wed, 06 Feb 2008 12:07:26 -0600

How do you make a digitally fluent university? What are the ingredients, who decides the recipe, and how do you ensure the many cooks are spicing not spoiling the broth? Six months into an ambitious transformation program we will share the sweet and sour of our expectations and experiences.

Additional contributor: Paul A. Helm, Sheffield Hallam University.

Blogging for Better Learning

drupal — Wed, 06 Feb 2008 12:07:26 -0600

The use of blogging in education has become a hot topic. This presentation will demonstrate how blogging was used as a learning tool in an online literature course and discuss how the use of blogging supports current online learning theories.

Virtual Worlds as Web 2.0 Learning Spaces

drupal — Wed, 06 Feb 2008 12:07:25 -0600

Virtual worlds such as Second Life offer powerful teaching and learning opportunities by integrating participatory, social, and immersive media for student-centered learning. Learn about Second Life, its use as a learning space, and its predictive role in the future of learning.

Designing Spaces for New Media Literacy Learning

drupal — Wed, 06 Feb 2008 12:07:25 -0600

This session will investigate possibilities for the design of learning spaces in both the virtual and the built world. When centered on the widespread social uses of new-media literacies, the architecture of innovative learning environments includes participatory pedagogies, open access to digital resources, opportunities for dialogue, and global distribution networks.

Human Futures for Technology and Education

drupal — Wed, 06 Feb 2008 12:07:24 -0600

Digital information technologies have profound implications for education and force us to rethink how we teach, what we teach, and who we think we are teaching. Understanding these implications and rethinking education will help us prepare our students to build a more human future in an increasingly digital environment.

Teaching Metacognition

drupal — Wed, 06 Feb 2008 12:07:24 -0600

As educators, we teach students “content” but also want to help them develop as learners. Metacognition—the process of thinking about one’s own thinking processes and strategies—is essential to both goals, and yet instructors often feel they lack time or expertise to teach metacognitive skills. This session will discuss recent research on teaching metacognition, including a Carnegie Mellon program where metacognitive instruction is integrated into first-year science courses.

Connectivism

drupal — Wed, 06 Feb 2008 12:07:23 -0600

The waves of technological and social change have eroded the effectiveness of traditional views regarding what, how, and why to educate. To effectively educate learners, fundamental assertions need to be rethought: the design of schools and curriculum, the nature of knowledge in a connected world, the relationship between educator and learner, the means and methods of authenticating information and knowledge, and, perhaps most significantly, what it means “to know” in complex, rapidly developing, and chaotic environments. This session will present connectivism as a theory of learning that can bridge the rift between traditional and new educational approaches to prepare learners for the tomorrow they will inherit.

ELI Podcast: Educational Publishing: Moving from the 18th to the 21st Century in One Step

gbayne — Tue, 05 Feb 2008 17:17:16 -0600

This podcast features a keynote speech from the ELI 2008 Annual Meeting. It's by Bob Young, CEO at Lulu Enterprises, and is entitled, "Educational Publishing: Moving from the 18th to the 21st Century in One Step".

ELI Podcast: Virtual Worlds as Web 2.0 Learning Spaces

gbayne — Tue, 05 Feb 2008 17:07:41 -0600

On this podcast we feature a plenary session from the ELI 2008 Annual Meeting. The presenter is Sarah Smith Robbins, PhD Candidate, Ball State University, with a topic entitled, "Virtual Worlds as Web 2.0 Learning Spaces".

Opening the Door: Academic Technology and Library Collaborations at Ohio State