Podcasts, eliannual08, and Teaching and Learning

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:

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".

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?

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?".

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.

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".

In this podcast we feature a conversation between George Siemens, Associate Director of the Learning Technologies Centre at the University of Manitoba. and Michael Wesch, Assistant Professor of Cultural Anthropology at Kansas State University It was recorded at the ELI 2008 Annual Meeting.

Michael Wesch presented a session entitled, "Human Futures for Technology and Education" at the ELI 2008 Annual Meeting. He also produced a video, which is referenced in this conversation, entitled "The Machine is Us/ing Us".

George Siemens presented a session entitled, "Connectivism" at the ELI 2008 Annual Meeting.

In this podcast we feature a conversation with Barbara Sawhill, Director of the Cooper International Learning Center at Oberlin College, and Jude Higdon, Instructional Technology Support Team Coordinator at the University of Minnesota. This discussion was recorded at the ELI 2008 Annual Meeting in San Antonio, Texas.

Some technology experts question whether we can use the term "Web 2.0" in a meaningful way since many of the components have existed since the early days of the web. There are many definitions floating around for the term. What is meant by "Web 2.0", specifically from a pedagogical standpoint? And how can these tools be used to enhance learning?

Barbara Sawhill co-presented the session "Who's Afraid of Blogs, Wikis, Podcasts, and the Big Bad CMS? A Digi-Drama About Fear 2.0"at the ELI 2008 Annual Meeting.

In this 61 minute podcast, we feature a speech by Marsha C. Lovett, Associate Research Professor & Associate Director for Carnegie Mellon University, and is entitled, "Teaching Metacognition". It was delivered at the ELI 2008 Annual Meeting.

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. In this session, Lovett discusses recent research on teaching metacognition, including a Carnegie Mellon program where metacognitive instruction is integrated into first-year science courses.

In this 53 minute podcast, we feature a speech by Thomas C. Reeves, Professor of Instructional Technology at the University of Georgia, and is entitled, " Technology and the Conative Learning Domain in Undergraduate Education". It was delivered at the ELI 2008 Annual Meeting.

Although many instructors teach to higher-order cognitive, affective, and psychomotor outcomes and to specific objectives derived from their disciplines, they ignore critical conative outcomes. Fortunately, technology has potential to foster engaged learning and authentic assessment that address the full range of cognitive, conative, affective, and psychomotor outcomes in undergraduate education.