Andrea Eastman-Mullins is the Information & Technology Coordinator for the UNC TLTC. Andrea is responsible for managing the TLTC's information sharing activities and online databases. Her latest projects include a redesign of the UNC TLTC Professional Development Portal and serves as co-chair of the UNC TLTC Synchronous Learning Management Task Force.

Presentation(s):

Selected Projects of the UNC TLT Collaborative UNC Systemwide Content System UNC TLT Collaborative Synchronous Learning Management Task Force Evaluation Learning: The Missing Link in TLT%3f Institutional Repositories: Collaborative Information Sharing

Ms. Deborah Eaton is Technology Director at North Carolina Central University School of Education. Her present work includes the development of online courses for the Teacher Education and Education Technology programs, web-based portfolio development, the integration of wireless mobile technologies for these programs and research on the impact of technology upon learning and achievement. Ms. Eaton's credentials are North Carolina teaching licenses for Elementary Education (K-6), Computer Specialist Endorsement (18079) and Instructional Technology Specialist (18077).

Presentation(s):

Desktop Video-Conferencing and Blackboard: A Great Team The Effectiveness of Blackboard on Teaching and Learning at North Carolina Central University

Having worked in industry for many years, I took an early retirement from a major chemical company to pursue a life-life ambition of mine: to teach at the college level. In 2002 I joined the chemistry department at NC Central University as an adjunct professor, where I have taught ever since. I am responsible for teaching all of the General Chemistry courses at NCCU, and am trying to incorporate teaching strategies that will help engage our students in a challenging and critical course.

Presentation(s):

Clicker Culture: Use of Electronic Response Pads in an HBCU Environment

The purpose of this study is to analyze whether students taking a Pocket PC course, centered on experiential learning in a wholly online learning environment can be properly assessed through a performance-based evaluation process. We will discuss the benefits and challenges of integrating this type of assessment approach into distance education courses. This session is intended for all those interested in and concerned with how experiential learning is evaluated and assessed in online learning environments. Experiential learning is comprised of three components: knowledge, activity and reflection (Kolb, 1984; Rogers, 1994). It can be characterized as a “direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak, 1981, p. 9). We will discuss how we developed an effective assessment tool utilizing Webcams and Pocket Controller, allowing instructors to evaluate technical proficiency of the students in an online course.

Presentation(s):

Assessing Experiential Learning in Online Classes: Practical or Problematic%3f

Sam Eneman is an Instructional Technology Consultant at the University of North Carolina at Charlotte where he trains and supports faculty in the Faculty Center for Teaching and e-Learning. Sam is also the campus Centra Admin.

Presentation(s):

Going Live: Expanding e-Learning and Collaboration with Centra

Presentation(s):

Virtual Learning Museums as Collaborative Experiences: Death and Dying in Appalachian Culture