Below is a tentative program for the synchronous portion of the 2009 UNC TLT Conference. Additional session information as well as session links will be added as we get closer to the conference dates.
Information about the asynchronous sessions will be added soon.
How to get the most out of the 2009 UNC TLT Online Conference!
Monday, 7:00 am to 11:50 pm
Monday, 9:00 am to 5:00 pm
Asynchronous presentation and discussion:
Effects of Discussion Boards on Student Participation in Online Language Course
Track: Research
Presenters: Scott Kissau, Heather McCullough, J. Garvey Pyke
Discuss this Presentation
 Related Material: Effects of Discussion Boards on Student Participation in Online Language Course
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Asynchronous Presentations
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Second language (L2) instruction in the United States has in recent history experienced significant change. Instead of emphasizing grammatical accuracy, teachers are asked to focus on developing student communication skills. Furthermore, L2 classrooms are being transformed via the growth of computer-mediated instruction. Despite these two relatively recent phenomena, little research conducted in North America has investigated the effect of one change on the other. In this study the researchers investigated the effects of online L2 instruction on student willingness to communicate in the L2. Students taking an online French course were surveyed and had their communication in the L2 monitored over the course of the semester. The results were then further explored during student interviews. Results indicated that not only did the online environment help to reduce L2 anxiety and increase perceived competence in the language, but also was able to meet the varying needs of the diverse students.
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Asynchronous presentation and discussion:
Using a Program Outcome Model to Develop an Assessment Program of Faculty Development Services
Track: Research
Presenters: Kevin Gross, Dorothy Muller, Joyce Newman
Discuss this Presentation
Related Material: TLTC Outcome Assessment CFE, Overview of ECU CFE, Outcomes Worksheet, Logic Model Worksheet, Logic Model Diagram, CFE Logic Model
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Asynchronous Presentations
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Since its recent reorganization, the ECU Center for Faculty Excellencehas grown in staff and expanded its programming. Numerous technologies are being utilized for both programming and assessment, including Mediasite video recordings for live and archived presentations, Perseus software for program evaluations, SharePoint for collaboration by staff and faculty interest groups, Audacity freeware for audio interviews, Camtasia for the production of informational presentations, Blackboard for orienting new faculty, web pages and electronic forms for information distribution, and Second Life for distributing materials and live question sessions. An important component for meeting our long-range goals is to assess the effectiveness of all aspects of our activities. As a first step, we are constructing a logic model of how CFE works to meet its mission of supporting faculty. This presentation will describe our model, assessment instruments, and next steps. Participants will share information about their own programs.
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Asynchronous presentation and discussion:
Using WritingScoreCard to Promote Learning in English Composition 1301
Track: Research
Presenters: Glen Holmes, Sharia Phillips
Discuss this Presentation
Related Material: ReadMe.txt, WritingScoreCard-PPT2003.ppt
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Asynchronous Presentations
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The assessment of writing in composition courses presents a myriad of challenges for many instructors. The logistics of managing the paper load can in itself be daunting and impede the timely and the meaningful feedback students need to develop incremental progress in their writing skills. Additionally, instructors experience the ongoing demand to assess writing in reliable and valid ways while engaging students in intentional reflections of their own writing. In essence, the myriad of challenges seem to evolve around: timely feedback; reliability and validity; and student engagement. To that end, researchers will introduce Writing Score Card (beta v1.1) as an online writing assessment tool that enables instructors to effectively and efficiently assess student writing in a meaningful way via timely feedback that also requires students to become active learners in their own writing process. Research findings from Writing Score Card’s use in a Composition class will also be shared.
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Asynchronous presentation and discussion:
Serious Fun: The creation of a library staff training game
Track: Libraries
Presenters: Carol Payne, Kelli Monahan
Discuss this Presentation
Related Material: http://www.unc.edu/~csugg1/package/TLTGames.htm
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Asynchronous Presentations
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This presentaion will demonstrate a game developed for training student workers to staff the User Services Desk in the Health Sciences Library. The game was created to give students the chance to practice problem solving by presenting simulations of situations they may face while working at the desk. A testing module at the end of each game level allows for tracking of student knowledge. The goal of the demonstration is to prove that effective games can be created without using expensive hard to learn technology.
During the demonstration we will:
• Display early versions of the game as well as the most recent version
• Examine the testing modules
• Describe students actual and perceived learning experiences
• Discuss software and technology used to create the game
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Asynchronous presentation and discussion:
Using a Variety of Technologies to Provide Library Services for Distance Education Students
Track: Libraries
Presenters: Michael Alewine, Robert Arndt
Discuss this Presentation
Related Material: http://www.uncp.edu/library/unctlt_2009/unctlt_2009.html
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Asynchronous Presentations
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Mary Livermore Library employs a variety of technologies to provide research assistance to distance education programs. We use the RefWorks bibliographic software program, as well as the folder functionality available in Ebsco, to help effectively “tag-team” reference services. The signatures feature in Outlook is a handy way to provide step-by-step research instruction. We attempt to assure quality of our services through the use of a transaction-level satisfaction survey sent to distance education students via email.
**Accessibility and Alternate Version: A transcript of this presentation will be made available upon request – if you have any questions or concerns, please do not hesitate to contact us. Also, we are working on alternate formats of this presentation (e.g., HTML), and will send the URL to you. We are also working on user guides for each application discussed.
**Necessary Applications: In order to view this presentation, you will need to have sound capabilities and also, you will need the to install the latest version of Adobe Flash Player, which is available for free at http://www.adobe.com/products/flashplayer/
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Asynchronous presentation and discussion:
Brief Online/Hybrid Workshops on Effective Teaching in an Online Environment
Track: Distance Education
Presenters: Ray Purdom, Jane Harris, Scott Simkins
Discuss this Presentation
Related Material: Brief Online/Hybrid Workshops on Effective Teaching in an Online Environment
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Asynchronous Presentations
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We received a grant from the UNC E-Learning and Online Initiative to develop, disseminate and assess a minimum of ten (10) online faculty development modules, Brief Hybrid Workshops (BHWs), on a variety of topics related to teaching/learning in the online environment.
A Brief Hybrid Workshop is an activity of approximately 15 minutes intended to help a group of people to learn how to do something useful to them. A BHW includes an Internet-accessible media clip, a reflective, active learning activity involving all participants, other resources for more in-depth exploration and other follow-up materials.
We discuss the progress we have made in this project and conduct a BHW related to online discussion in an online course.
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Asynchronous presentation and discussion:
Delivering Courses to the Military in Remote Classrooms, on TDY, and at PCS'd locations
Track: Distance Education
Presenters: Darrell Vickers, Dawn Wilson
Discuss this Presentation
Related Material: http://fsustreambeta.uncfsu.edu/CourseCast/Viewer/Default.aspx?id=22a48c67-5dfe-465c-9c87-18b6da6d21be
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Asynchronous Presentations
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Fayetteville State University strives to be the premier provider of higher education to the military in North Carolina. This presentation discusses the opportunities and pitfalls of meeting the military's evaluation of courses within approved programs, i.e. 1. Content, 2. Context, 3. Modality, 4. Modularity, 5. Scalability, and 6. Efficacy. The presentation will include the perspectives of Students, Faculty, Staff, and Administration.
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Asynchronous presentation and discussion:
Developing an Online Course
Track: Distance Education
Presenters: Kathy Cousins-Cooper
Discuss this Presentation
Related Material: Developing an Online Course
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Asynchronous Presentations
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This session will present some points to consider when developing an online course. If you have not taught an online course, there are some important components of an online course that you want to make sure you include. If you are currently teaching an online course, the topics presented may help to enhance your course. The presenter will provide components of an online course and issues that arise when teaching online.
If you are planning on teaching a course online, are currently teaching an online course or are providing online assignments to a class with which you meet, you want to consider the issues that are presented here. The presenter has taught online courses in College Algebra.
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Asynchronous presentation and discussion:
Providing Core Courses Online in the Small Rural High School: Collabortive Roles and Responsibilities
Track: Distance Education
Presenters: Lana Dotson, Kylie Dotson-Blake
Discuss this Presentation
Related Material: KDotsonHSDistanceLearning.ppt
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Asynchronous Presentations
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Abstract:
How can small rural high schools counteract deterrents to achievement facing students in today’s economic crisis? With increasing staffing cuts it is time to embrace alternative educational formats, particularly in the distance learning and online arena. Core subject area courses are readily available for high school students online. Content of these courses follow designated curriculum guidelines designed by teachers within their professional disciplines. UNC systems and community colleges are eager to offer credit for courses successfully pursued online.
School librarians and school counselors have a pivotal role to play in redesigning access to and delivery of education to the high school student through an online approach. Thus, this presentation will present practical suggestions for school counselors and school librarians for collaborative facilitation and delivery of online courses in the high school setting. These suggestions will be linked to the critical process of career planning for high school students.
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Asynchronous presentation and discussion:
Strategies and Tips For Teaching Non-Traditional Students via Distance Education
Track: Distance Education
Presenters: Melinda Doty, David Batts
Discuss this Presentation
Related Material: Strategies and Tips for Teaching Non-Traditional Students via DE
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Asynchronous Presentations
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Do you teach non-traditional students? If your answer is yes, then don’t miss this session. With the growth of online education, non-traditional students are seeking to continue their education while they remain gainfully employed. The presentation will cover the art of teaching non-traditional students in an online environment and how their needs are different from traditional students. In many cases, technology software such as Centra, Movie Maker, Camtasia and blogging are new to non-traditional students, but when utilized effectively in the classroom can empower the students to be successful at school and work. The presentation will cover how these tools will help non-traditional students succeed in a rapidly changing world and provide insight into teaching this population of students. Strategies and tips to successfully reach these students will also be shared.
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Asynchronous presentation and discussion:
Structuring Student Moderated Discussions
Track: Distance Education
Presenters: Donna Bailey
Discuss this Presentation
Related Material: Structuring Student Moderated Discussions, http://www.voicethread.com/share/393533/, Moderator Guidelines
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Asynchronous Presentations
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Fostering discussions that take advantage of the “moral, political, and pedagogical promises” of discussion requires a strategic approach that blends an understanding of the desired learning outcomes, the capabilities of the technology available, and preparation of the students who not only engage in the discussion as participants but who also moderate the discussion and assess the final product. This session is designed to engage participants in the strategic process that can result in rich interactions that fulfill the promises of discussion as an effective learning experience.
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Asynchronous presentation and discussion:
Teaching and Learning Literature with Technology: An Innovative Approach
Track: Distance Education
Presenters: Joan Adell
Discuss this Presentation
Related Material: teaching and learning literature with technology (power point), 2009 UNC TLT. Adell.ppt
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Asynchronous Presentations
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The digital paradigm is changing the way how we transmit or create knowledge. That’s why at the UOC, an entirely virtual state university in Spain, it was necessary to reformulate and reorganize in a new way the relationship between sources, information or knowledge. Since the creation in 1996 we have developed a program in Catalan Studies with a large variety of courses in literature that were designed to meet different pedagogical and instructional goals depending of the course. At present, in our day-to-day work as virtual instructors, our teaching combines electronic materials, online resources, digital libraries, as well as a virtual workshop that is very well received by our students because it allows them to compare their exercises with those of their peers and to benefit from their feedback as well. The act of online learning using these digital resources means getting detached from acquired habits and it amounts to a transformation of communicative discourse techniques. This paper will discuss specific examples of how the communicative discourse techniques used in online literature classes differ from those in face-to-face classes.
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Asynchronous presentation and discussion:
Transylwood County Virtual Health Department: An Epansion of WestHealth
Track: Distance Education
Presenters: Barbara St. John, Helen Freeman
Discuss this Presentation
Related Material: TCHD presentation (WITH AUDIO Zipped file), "Jail Nursing" Virtual Clinic, Log Guidelines for Virtual Clinics, Student Evaluation Survey, Online Resources & Contact Info, TCHD presentation (NO AUDIO)
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Asynchronous Presentations
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In 2004, Western Carolina University nursing and health informatics faculty collaborated to create WestHealth, an online, complex, virtual health care system set in an imaginary county in western North Carolina. The framework (WebCT) provides a familiar mode for students and faculty to access information for learning activities, showcase student projects, and archive electronic learning objects. WestHealth was presented at the 2005 UNC-TLT Conference.
This presentation introduces the Transylwood County (Virtual) Health Department, designed to supplement clinical activities in Community Health Nursing for online RN-to-BSN students. Due to the nursing shortage, clinical sites are in demand. The virtual TCHD clinics combine available Web-based resources with student follow-up activities following the WebQuest model, with 12 clinics “open”, including epidemiology, jail & occupational health nursing, community assessment and travel clinic. Students will evaluate virtual clinics against the comparable real-world clinic experience. This project was funded by a UNC eLearning grant.
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Asynchronous presentation and discussion:
A Flash-based voice recording template for CMS
Track: Tools
Presenters: Paul Daniels
Discuss this Presentation
Related Material: Flash-based voice recording template for CMS
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Asynchronous Presentations
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The presenter has developed an open source voice recording template using Flash technology that can be added to existing modules within a CMS. The template was developed specifically for the Moodle CMS environment but can also be modified for other open source CMS environments. This showcase will demonstrate several modules that make use of the Flash template in order to augment the existing multimedia capabilities of Moodle. The template employs Flash Media Server and is able to deliver applications that record and play back voice within a Moodle module. The template combines both PHP and Flash in order to link rich media clients with student and course data living on the Moodle server. The presenter will illustrate how this voice recording and playback template can be embedded into a Moodle assignment, forum, blog, or journal module.
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Asynchronous presentation and discussion:
Automating Podcast Delivery with Wiki's and iTunes U
Track: Tools
Presenters: Neil Torda
Discuss this Presentation
Related Material: Automating Podcast Delivery with Wiki's and iTunes U
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Asynchronous Presentations
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This demonstration will showcase an automated podcast capture and delivery system. Podcasts created with this system are posted to a course wiki or iTunes U site automatically. Before the introduction of this system, faculty needed to create, encode and upload any content they wanted to distribute either through a wiki, blog or iTunes U course shell. By using this system, faculty can upload pre-recorded content for encoding or do live capture of video, audio or even screen captures during their class, then submit the content to the media server for encoding, branding and posting to a variety of destination based on customizable workflows.
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Asynchronous presentation and discussion:
Creating and Utilizing a Collaborative Multi-Institutional Moodle
Track: Tools
Presenters: Malina Monaco, Bethany Smith, Meredith Adams
Discuss this Presentation
Related Material: PowerPoint Screencast for Collaborative Moodle
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Asynchronous Presentations
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A moodle is an online course management system that can be used in a variety of creative ways. The software is open source and therefore of minimal cost to the institution.
In March 2008, a multi-institutional moodle was created for administrators, deans, coordinators, directors, and licensure officers to begin, continue, and facilitate the process of redesigning the state teaching standards. This paper will discuss the creation, utilization, issues with the implementation process, participant’s attitudes toward the technology, and suggestions for institutions considering implementing a collaborative moodle.
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Asynchronous presentation and discussion:
Effective Screencasts for Maximum Learning at a Distance
Track: Tools
Presenters: Kenneth Luterbach, Abbie Brown, William Sugar
Discuss this Presentation
Related Material: Effective Screencasts for Maximum Learning at a Distance
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Asynchronous Presentations
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Presenting instruction on how to complete tasks when students do not meet face-to-face regularly is challenging. Screencasting, defined as capturing desktop activity along with audio commentary, is an effective method of providing procedural instruction. We will demonstrate the three development phases (pre-production, production, and post-production) of instructional screencasts. This demonstration will include examination of a variety of screencast production options comparing and contrasting software like Camtasia, Captivate, iShowu, and Jing in terms of cost, installation, functionality (screen size), efficiency (file size), and delivery. In the Collaborative Café, we invite participation by submitting messages that describe the instructional purposes for which people are using screencasts. From those messages we will create a list of instructional uses of screencasts, which we will deliver at the session. We will conclude this demonstration session with a discussion of best practices in screencasting, which we hope will inspire new visions of teaching with technology.
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Asynchronous presentation and discussion:
Leave the Textbook at Home! Teaching Economics with youtube and iTunes U
Track: Tools
Presenters: Ramin Maysami, William Wendt
Discuss this Presentation
Related Material: Maysami and Wendt--Teaching Economics with Multimedia
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Asynchronous Presentations
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Technology has revolutionized learning--teaching and learning with “technology” conferences have well documented this. Is it possible that textbooks in their current format be obsolete soon? They probably are, already! The popularity of electronic textbooks has been on the rise, though we believe these books are just a short step away from a traditional textbook in that they still have the same bells and whistles such as “boxes” on every page providing an example here and describing a concept there.
Given the wealth of multimedia material which is currently available in cyberspace, we postulate economics textbook should contain only the very basic theoretical concepts, and technology would take care of the rest. We demonstrate how publicly available multimedia material-- news pieces, music videos, short lectures, online tutorials, and even commercials may be used to teach economics with only basic support needed from formal sources such as printed or electronic textbooks.
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Asynchronous presentation and discussion:
Let Them Have Cameras: Using Video Technology to Teach Sociology Subjects
Track: Tools
Presenters: Yvonne McDonald
Discuss this Presentation
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Asynchronous Presentations
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Students enrolled in General Sociology and Marriage and the
Family classes utilized digital cameras to produce short videos using Windows Movie Maker.
Students were divided into teams composed of a producer,
writer/researcher, director of photography, and film
editor.
Teams selected topics, designed outlines similar to
storyboards, researched the topics, and developed
PowerPoint presentations that were supplemented with live
interviews, stock photos, and music to present their
perspectives of various social issues including abortion, domestic violence, crack cocaine, child abuse, and teenage pregnancy, to name a few subjects. The PowerPoint presentations were uploaded into Windows Movie Maker and were edited for a final movie version.
The video projects provided an opportunity for students to
apply movie making technology and to develop team-building, problem-solving, and decision-making skills.
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Asynchronous presentation and discussion:
Place-Based Games for Science Education Using the Wherigo Mobile Platform
Track: Tools
Presenters: Paul Wallace
Discuss this Presentation
Related Material: Place-Based Games for Science Education Using the Wherigo Mobile Platform
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Asynchronous Presentations
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Place-based educational games supported by handheld technologies employ concepts of augmented reality, and are an emerging type of learning tool that integrate game-design principles with rich media content. This type of teaching model has the potential to support inquiry-based science projects, and to provide students with rich and authentic learning experiences related to local environmental issues that impact their daily lives. This paper describes the Wherigo mobile platform for building place-based learning games for science education, and aims to introduce science teachers to the use and development of place-based games for engaging students in issues related to groundwater and environmental science.
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Asynchronous presentation and discussion:
UNC-CH's VoiceThread Pilot: If Pictures Could Talk
Track: Tools
Presenters: Kathleen Kyzer, Suzanne Cadwell
Discuss this Presentation
Related Material: UNC-CH's VoiceThread Pilot: If Pictures Could Talk, Text transcript of session
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Asynchronous Presentations
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After seeing a demonstration of VoiceThread, UNC-Chapel Hill staff members were convinced that it could be a pedagogically-sound and effective technology for UNC-CH instructors. With VoiceThread, even novice users can easily create narrated slideshows from existing images, video clips, and documents and share them with a group. Members of the group can then annotate the slideshow with text, audio, video or digital ink, creating a collaborative, yet asynchronous, conversation surrounding the uploaded objects.
UNC-CH has worked closely with VoiceThread, a small Web 2.0 company, to make its multimedia presentation and collaboration services available to a pilot group of faculty, students, and staff beginning in June 2008. During our session, we will discuss our pilot planning, implementation process, support strategies, assessment methodology, and the results of the pilot to date.
Join us to see—and hear—what stakeholders are learning and saying about this new tool. Participants who bring a laptop to the session will be able to access VoiceThread and join the conversation.
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Asynchronous presentation and discussion:
A Successful Model for Retaining Freshmen Students Using Online Learning Modules
Track: Instructional Design and Pedagogy
Presenters: Gregory Goins, Goldie Byrd, Joseph Whittaker, Doretha Foushee, C. Dinitra White, Mary Smith
Discuss this Presentation
Related Material: TLTGoins2009.ppt
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Asynchronous Presentations
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Internet-based learning modules were developed for freshman introductory biology courses at NCATSU. The learning modules provided a platform to help students excel in higher-level biology courses by improving pedagogy and science learning experiences. Hence, this project provided significant capacity to build a technology-linked dynamic learning environment. Also the instructors were able to learn how to teach with wireless technology using handheld computers and laptop computers. The online learning module initiative significantly expanded our existing efforts to promote collaborative learning, and shared discovery with students interested in pursuing graduate study and biomedical careers. The results proved to us that web-based materials can significantly add to traditional lecture format, and give us the confidence to explore new ways to utilize class time.
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Asynchronous presentation and discussion:
Can You Hear Me Now? Using Audio and Video to Improve Instruction and Learning
Track: Instructional Design and Pedagogy
Presenters: Carolyn Anderson, Sylvia Bembry
Discuss this Presentation
Related Material: Can You Hear Me Now _ PP
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Asynchronous Presentations
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Students should be educated to be personally and professionally successful in the 21st century and, in doing so, they will enhance their global competitiveness through the use of on-demand learning opportunities. Students are more engaged when using every day devices in class. More student engagement leads to better student learning. The use of audio and video should not be limited to just computer courses. Industry has found that seeing and hearing improves training. The same can be said for learning and on-demand instruction is the most efficient method in today’s mobile world. Video was used for on-demand instruction and student reflection on learning was captured by audio. Thus both oral and written skills were practiced in a class that normally just stressed computer concepts. Students were encouraged to download the audio and video to personal players for study aids.
This presentation will illustrate how audio and video improved instruction and student learning in a business computer course by having audio and video review notes and student podcasts.
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Asynchronous presentation and discussion:
COME: Communicating Our Material(Messages) Effectively
Track: Instructional Design and Pedagogy
Presenters: Elvira Caldwell, Jacqueline Bethea
Discuss this Presentation
Related Material: COME presentation zip file, COME presentation using PowerPoint 2003 version
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Asynchronous Presentations
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Duet Programming, a style of programming in which two programmers collaborate on the same design, algorithm, code or test, has gained momentum as an effective technique to increase student performance and course completion in computer programming courses. Research from industry indicates that pair programmers perform substantially better than the two working alone. A study conducted at North Carolina State in an Introductory Computer Science Course indicated that students who participated in pair programming performed better on programming projects and were more likely to successfully complete the class. How can this form of collaboration be modified in computer science classes to improve communication skills? What do you do when students prefer to text/email rather than talk? The presenters will present helpful tips that will demonstrate how using the concept of duet programming will not only encourage students to engage in verbal communication but also to motivate them to teach others how to use technologies.
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Asynchronous presentation and discussion:
Flipping for Tomorrow: Utilizing the Flip Video in the Teaching and Learning Process
Track: Instructional Design and Pedagogy
Presenters: michael brookshaw
Discuss this Presentation
Related Material: http://elm.elluminate.com/HOSTEDUNC/play_recording.html?recordingId=1236869365338_1236900383280, ReadMe
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Asynchronous Presentations
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If we are to effectively address the changing student populations of tomorrow, we have to engage them in active learning, collaborative teams and problem-based activities that will address their learning styles across degree programs and throughout curricula and develop their “soft skills” (oral and written communication, critical thinking, problem solving, creativity, collaboration, etc.) for future employment. The utilization of the Flip Video (the newest and easiest shoot and share camcorder that can be watched instantly on TV, burned to DVD, emailed and published online) and video production within the classroom environment can address many of the teaching and learning challenges that face Millennial instructors. This presentation will discuss some of the “best practices” and actively engage the participants in a demonstration of how this device can be utilized effectively in the teaching and learning process.
Use the Password 12345 to Access the Recording
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Asynchronous presentation and discussion:
Google in the Classroom
Track: Instructional Design and Pedagogy
Presenters: Rebekah Alexander
Discuss this Presentation
Related Material: Google in the Classroom
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Asynchronous Presentations
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Once known as the dominant name in search, Google has become a multifaceted suite of web applications that can be implemented into many aspects of the classroom. Whether its an occasional desire or a daily necessity, Google can provide solutions for the classroom. Over the past four years Google has introduced web based applications that have redefined the way users of the Internet think about their computers. Many applications and features Google has introduced in recent years empower teachers to convey information in a way that appeals to the interests and needs of the net generation. This session will introduce many of the Google App features and how they can be integrated into a classroom.
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Asynchronous presentation and discussion:
How do computational tools impact student learning?
Track: Instructional Design and Pedagogy
Presenters: C. Dianne Raubenheimer, Amy Craig, Jeff Joines
Discuss this Presentation
Related Material: Computer Based Modeling for Engineering
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Asynchronous Presentations
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New introductory computer-based modeling courses in the college of engineering aim to teach students to model and solve problems relevant to their specific discipline using modeling tools (including a range of software platforms), by employing a series of “in-class labs” which are completed on student-owned laptops. Computational tools for modeling and problem solving are also being integrated into upper division courses with the intention of creating a ‘computational thinking thread’ throughout the curriculum.
We will report assessment data about students’:
• Confidence in using computational tools
• Views about learning with technology
• Views about introductory computer based modeling courses
• Attitudes and approaches to learning in introductory courses
• Factors impacting student success in these courses
• Approaches to problem solving and
• The impact of technology on problem solving abilities
The presentation will compare and contrast 100 and 400 level students regarding several of the above attributes.
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Asynchronous presentation and discussion:
Integrating New Technology into the Hindi Classroom: The iPod
Track: Instructional Design and Pedagogy
Presenters: Premlata Vaishnava
Discuss this Presentation
Related Material: UNCLT Pinki.pptx
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Asynchronous Presentations
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The instruction of less commonly taught languages, such as Hindi, is a long-term process. How can language teachers utilize technology to enhance learning and teaching in this process? This paper seeks to address this question by outlining how the iPod’s “simple” technology can be integrated in the Hindi teaching classroom.
In addition to the technical aspects of iPod use, this presentation addresses how this technology facilitates the breakdown of the Hindi classroom’s walls. It examines how iPods—a portable technology—allow students to “carry” Hindi around with them. I describe how the downloading of audio and video exercises to an iPod can improve students’ language skills by empowering students to work with materials—often available only in a teacher supervised setting—in multiple locations of their choice. I conclude by examining how iPods, in concert with other classroom technologies, enhance learning and teaching of less commonly taught language.
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Asynchronous presentation and discussion:
IVC, Chiavi di Lettura method: language acquistion through cultural immersion.
Track: Instructional Design and Pedagogy
Presenters: Judy Moore, Daniela Dal Pra, Maria Rains
Discuss this Presentation
Related Material: Presentation of the methodology by Professor Judy Raggi Moore, IVCPresentationTLT2009.ppt
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Asynchronous Presentations
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Italian Studies at Emory University has devised a teaching method that utilizes inductive teaching strategies and the combination of a written and E-Book interdisciplinary textbook aimed at teaching students how to learn grammatical structures and interpret the cultural information embedded in these structures. The I.V.C., Chiavi di lettura method is presented to students through the window of an existing study abroad program at Emory. Video clips, photographs, paintings, music, literary texts, film, and interviews meaningfully bring the culture and language to students. Distance learning technology allows for collaborative initiatives such as the one currently being conducted between Emory University and U.N.C.C. The project comes at a time when there is an increased national emphasis on curriculum structure, teaching methodologies, and technology learning environments and their relation to real-world applications.
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Asynchronous presentation and discussion:
Making Connections: Exchanging Ideas: Telling Stories: Building Communities – A Pedagogical Approach to Blogging
Track: Instructional Design and Pedagogy
Presenters: Suzanne Cabrera, Patrick Lee Lucas, Pamela Howe
Discuss this Presentation
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Asynchronous Presentations
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Blogs are designed to make connections between people and ideas, particularly when they engage new audiences and views. These digital resources have the potential to transform learners and learning in a variety of classroom settings, including the design studio. The dynamic interface of a blog offers a platform for rapid exchange of ideas and stories among students, faculty, teaching assistants and the community at large. In this presentation, we share the transformative power of the blog to energize and engage learning, and develop higher level thinking skills coupled with a sense of community in an online environment. The blog mobilizes student perceptions and enlivens connections within the class and community to provide active and collaborative learning experiences. Though this presentation focuses on pedagogical strategies within a design studio, the audience will be encouraged to discuss potential uses in discipline specific areas.
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Asynchronous presentation and discussion:
OpenSeminar in Research Ethics: Assessment and Refactoring of a Web-Based Approach to Research Ethics Education
Track: Instructional Design and Pedagogy
Presenters: David Edelman, Gary Comstock
Discuss this Presentation
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Asynchronous Presentations
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Open Seminar in Research Ethics (OSRE) is a Web 2.0 approach to Research Ethics Education utilizing an interacting combination of classroom teaching, an online course and online open source based community software. A design overview was presented at the 2008 UNCTLT conference. Since it was developed, OSRE has been utilized in about a dozen courses at 15 universities with an enrollment of more than 400 students. For the 2009 conference, we will be presenting an assessment of the effectiveness of the OSRE methodology based on survey results from faculty and students. Some of the aspects to be assessed are quality and effectiveness in teaching and learning, use in Distance Education, grading paradigms, ease-of-use of software and comparison to other approaches to Research Ethics pedagogy. Design changes and software refactoring resulting from the assessment, including use of Facebook as an impetus to community building, will be discussed.
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Asynchronous presentation and discussion:
Podcasting the Past: Multimedia and the Teaching of History
Track: Instructional Design and Pedagogy
Presenters: Matthew Cook
Discuss this Presentation
Related Material: http://vimeo.com/3578294
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Asynchronous Presentations
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In our interconnected world, it is evermore important for educators to not only utilize communication technologies in the classroom but to evaluate students. This presentation addresses how to use visually enhanced podcasting in a history course as an assignment that assists in preparing students for tomorrow’s world.
Visually enhanced pocasting is a pedagogic technique that points away from a teacher-centered education by combining audio with film and multi-media images in a single assignment. As a multi-media assignment, podcasting is ideally suited for learning history. I discuss the basic construction of a visually enhanced podcast and focus on two types (i.e., power point and non-power point) that I have assigned to history students. I examine these assignments’ role in student evaluation and how they encourage students to explore their mental “toolboxes” prior to complex decision making in the post-college environment.
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Asynchronous presentation and discussion:
Stayin' Alive in Your Online Courses – Instructional Strategies for Effective Online Learning
Track: Instructional Design and Pedagogy
Presenters: Patricia Gonzalez-McQuiston, Sheri Anderson
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Asynchronous Presentations
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This presentation will assist online and web enhanced instructors as well as instructional designers. Utilizing software such as screen capture systems, streaming video, and Second Life can enhance an online course. Incorporating instructional strategies across these enhanced technologies can increase the effectiveness of online learning.
We will focus on instructional strategies that can be used to enhance the effectiveness of online instruction. These universal design strategies address course design, interaction and collaboration, assessment, and learner support. By utilizing these best practices for online learning, the instructor can create a course that is easily accessed by all students.
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Asynchronous presentation and discussion:
Using international faculty development experiences to globalize pedagogies
Track: Instructional Design and Pedagogy
Presenters: Naomi Hall, Anna Lee, Michele Lewis
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Related Material: Chile and the U.S.A.: A Case for Virtual Study Abroad, UNCTLHall2009.ppt, Using internation faculty development
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Asynchronous Presentations
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One UNC Tomorrow Commission recommendation is to promote an increased partnership between its own campuses and international universities and enhance the global awareness of its faculty and students. To truly impact the educational and life trajectory of students, their perspectives must be expanded beyond the walls of the classroom. This session will present information from two international faculty development experiences and discuss their pedagogical integration. The benefits/outcomes for the audience include: 1) engagement in critical dialogue about the significance of international experience for personal/professional development; 2) presentation of strategies to increase students’ understanding of the need for global preparedness in order to be competitive in the global workforce; and 3) pedagogical methods for making use of technology in partnership with international universities. Teaching Towards Tomorrow is an integral part of this presentation via the emphasis on teaching from a comprehensive perspective including contemporary social issues reflective of the global community.
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Asynchronous presentation and discussion:
Who Writes This Stuff Anyway?: The Effects of Author Presence on Learning, Interaction and Social Presence
Track: Instructional Design and Pedagogy
Presenters: Joel Galbraith
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Asynchronous Presentations
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Guided by the age-old adage “the students won't care how much you know, till they know how much you care”, this presentation reports the findings of a study (n=416) on the effects of Authorial Presence on learning, interaction and perceptions of social presence in online, self-paced, instructional settings.
Authorial Presence (a “visible” author, writing in 1st person, directly addressing the reader) was not found to directly influence student learning, but did affect interaction and social presence which in turn influenced learning.
I discuss the implications and value of authorial presence for self-paced, largely solitary instruction and some study limitations which suggest that significantly different results might be found with different subject matter.
The findings should be relevant to instructional designers and developers of distance learning and online training materials.
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Asynchronous presentation and discussion:
WoW TLT!
Track: Instructional Design and Pedagogy
Presenters: Laura Rogers, Laura Christopherson
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Asynchronous Presentations
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This presentation examines teaching and learning within the virtual reality game, World of Warcraft. Examples of teaching and learning with the technology available to WoW gamers are examined from the perspective of facilitating learning in a responsive environment. Throughout the conference week, please click the link above this paragraph to join the discussion.
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Asynchronous presentation and discussion:
“Remember the pregnant man!” Helping Students Think about Sources
Track: Instructional Design and Pedagogy
Presenters: Rebecca Wall
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Related Material: Clickable List of Works Cited, Remember the Pregnant Man!
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Asynchronous Presentations
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The most important 21st-century literacy skill, according to a recent survey by the National Council of Teachers of English, is the “ability to seek information and make critical judgments about the veracity of sources” (Council-Grams, Sept. 2008). Evaluating sources has always been an important part of research, but the availability of the World Wide Web has multiplied the number of good and bad sources available, making it more important than ever to pay attention to reliability when seeking information. This presentation will show how teachers can use online resources—good and bad—to create lab exercises that guide students as they practice evaluating sources and thinking critically about reliability.
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Asynchronous presentation and discussion:
How Can We Foster Collaboration between K-20 Teachers?
Track: K-20 Collaboration
Presenters: Donna Bailey
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Related Material: K–20 Partnerships: Literature Review and Recommendations for Research, K–20 Partnerships: Literature Review and Recommendations for Research
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Asynchronous Presentations
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Is collaboration possible between a history teacher in middle school, a community college professor and a university professor? Do we really teach different materials and processes in our disciplinary areas? This roundtable is proposed to initiate a conversation to examine whether this type of collaboration would be beneficial and how these teachers might leverage a common understanding of learning outcomes at each level to foster development of lifelong learners. Possible ideas for collaboration include common repositories of subject material that can be adapted; topic portfolios developed to span the complexity of key issues and problems; service learning platforms that support varying levels of learning objectives, etc.
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Asynchronous presentation and discussion:
International Connections: Experiences with TLT in Physics and Astronomy Education in Chile
Track: K-20 Collaboration
Presenters: Judy Beck
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Asynchronous Presentations
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The use of technology in teaching and learning is a topic of vital interest in many countries around the globe today. During 2008, I worked at the Universidad de La Serena, a public university in La Serena, Chile. My colleagues in the physics department were very interested in exploring TLT issues and we collaborated on several pedagogical projects for university physics and physics education classes. In this presentation I will share the results of our collaborations during my year in Chile as well as give an overview of some of the current efforts in Chile in incorporating technology in teaching and learning. In addition, our plans for using technology to help continue our collaborations and enhance cross-cultural experiences among faculty and students from different countries will be discussed.
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Asynchronous presentation and discussion:
University and Public School Collaboration & Professional Development: Technology Integration Model for High School Gra
Track: K-20 Collaboration
Presenters: Prince Bull, Deborah Eaton, James Osler
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Related Material: University and Public School Collaboration and Professional Development PowerPoing
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Asynchronous Presentations
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This presentation is designed for University and K-20 faculty and administrators revealing the collaborative process and Technology Professional Development Plan (TPDP) developed in partnership between the School of Education at North Carolina Central University and Hillside High School in Durham, North Carolina. This partnership was developed in conjunction with a grant in the School of Education which provided funds and equipment for partnership and TPDP activities with public schools. The expected outcome of the partnership is to prepare students with necessary skills and tools for technologically enhanced high school graduation projects. Faculty members and administrators developed a TPDP for teachers and students at Hillside High School working to fulfill the requirements of the North Carolina High School Graduation Project for high school seniors in 2010. The TPDP activities include instruction in the development of web pages, podcasts, enhanced PowerPoint presentations, Microsoft Producer and the use of multimedia authoring tools.
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Asynchronous presentation and discussion:
Integrating Technology into the Reluctant Field of Counselor Education: Lessons from Distance Learning
Track: Other
Presenters: Caroline Booth
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Related Material: Integrating Technology in.ppt
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Asynchronous Presentations
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While many fields have seamlessly integrated technology into both education and practice, the field of counseling has been slower to do so. Primary reasons for this include the belief that counseling, and the teaching of it, must be a face to face endeavor. However, despite the reservations of the field at large, advances are being made and technology can no longer be ignored. This presentation will focus on how counselor educators can integrate technology into their craft. Ideas for using online platforms, podcasts, social networking sites, and other tools will be discussed. In addition, some of the potential barriers to using technology with counseling, such as ethical and copyright issues, will be explored. Participants will emerge with a better idea of how to integrate technology to enhance teaching and learning in human services fields.
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