[Case Studies] [Faculty Development] [Faculty Roles] [Non-instructional] [Pedagogy] [Policies] [Tools]

The Eighth Sloan-C International Conference

Alfred Bork, University of California Irvine
Rika Yoshii, California State University SM
Sigrun Gunnarsdottir, Iceland Telecom - Research Dept
This presentation describes an uncommon approach to asynchronous distance learning, using computer-based material providing interactive individualized tutorial sessions. The goal is to provide a private tutor to each student. An example of such learning unit will be shown and its development will be discussed.

Barbara Foster, Eastern Michigan University
Students really like and benefit from having the online experience supplementing their classroom experience. Learn how the professor can use the three R's ready, reliable, and responsive to create a successful partnership between the classroom and online communication.

Barbara Smith, University of Washington
Michael Campion, University of Washington
George Wright, Georgia Institute of Technology
The hands-on nature of many electrical engineering and micro-computer subjects lends itself to experimentation with and development of hardware and/or software. For such courses offered through ALNs, a hardware/software kit can provide the basic functionality of an on-campus laboratory. Three examples of online curricula with integrated use of hardware/software kits will be discussed, showing that the approach can lead to innovative approaches to teaching and learning and can be used in a variety of distance learning formats. The results of a qualitative survey of faculty using the kits in online courses will be presented, assessing how the kits have enhanced student learning.

Barclay Hudson, Fielding Graduate Institute
This roundtable presents findings about how faculty can shift from lower- to higher- productive roles, partly by shifting many traditional "teaching" functions to students themselves. The roundtable involves debate on some of these proposed changes, involving the full audience by using a method known as Compass (Compact Policy Assessment).

Belinda Lazarus, University of Michigan-DBN
Collaboration among students in online courses enriches the learning experience, enhances the exchange of knowledge, and transforms a potentially, solitary existence into an interactive journey. The presentation will describe collaborative assignments and using discussions, instant messages, and email to link students and instructors as they work to resolve practical problems.

Brian Lindquist, University of Phoenix
BJ, University of Phoenix
The University of Phoenix introduces an innovative program that adds multimedia simulations into ten MBA Core Courses. Two of these simulations will be demonstrated in the session. Also discussed will be: 7 Training and support designed to empower faculty members 7 Creating effective teaching and learning environments 7 Testing results from initial classes

Carla R. Payne, Union Institute & University
A mentored model, rather than course-based instruction, is best practice in using IT, because it addresses learner motivation and support of the learning process. The teacher/mentor can provide scaffolding for acquisition of relevant concepts, skills, knowledge, and create a social context for learning. Current literature is reviewed and examples presented.

Carmelo V. Sapone, Niagara University
Team Learning is grounded in an epistemology that affirms integrative ways of knowing; believes meaning and connections are constructed by the learner, believes the use of "Learning Teams" are essential for deep learning; understands that relatedness and engagement are at the heart of learning and that there is a profound connection between the knower and the known.

Carmen T. Ramirez, University of Arkansas Medical Science
Alan VanBiervliet, University of Arkansas Medical Science
Claudia P. Barone, University of Arkansas Medical Science
Gary Speir, University of Arkansas Medical Science
This presentation reports the design and implementation of an online patient encounter tool (OPET) that was developed to support advanced nurse practitioners (APN) clinical practice. The tool, accessed through WebCT, describes, quantifies and classifies APNs' patient encounters for program evaluation, research and certification.

Caroline Landrum, University of Detroit Mercy
Kerry Daniel, University of Detroit Mercy
Funding for partnership graduate professions requires collaborative courses taught online. Students were disparate in computer skills, and many were not prepared for online learning. Technical staff was asked to provide orientation sessions. This presentation describes the pilot and final approaches to effective orientation over six terms.

Charlotte Young, Arkansas State University
This qualitative, phenomenological study identified student's perceptions of learning "gains" and "difficulties" related to different types of multi-media. Open-ended questionnaires were administered to a purposive sample. Three categories were identified: 1)multi-media aiding memory, 2) multi-media aiding comprehension and 3) multi-media problematic to learning.

Christopher Bundy , University of Wisconsin Madison
Tim Dugdale, University of Wisconsin Madison
Blaire Bundy, University of Wisconsin Madison
This presentation is geared towards faculty and instructional staff that are new to designing, developing and delivering audio and video instructional technology via the web. The presentation will focus on needs analysis, developing and implementing audio and video on the web for instructional purposes.

Dale Lick, Florida State University
David LebowHyLighting is a new, computer-supported mode of distributed teaching and learning that allows readers to annotate electronic reading material in ways similar to paper and share annotations with people over a network. This presentation includes a demonstration of the method and summary of field-trials in local and distance learning classes.

Darla Runyon, Northwest Missouri State University
Roger Von Holzen, Northwest Missouri State University
Online teaching has sparked new teaching strategies for faculty to incorporate whether in campus-based, web-augmented, or online courses. One of the most effective and significant of these new techniques is the integration of instructional concepts. This presentation will discuss the process, tools and techniques used to design and develop instructional concepts.

Deborah Snyder, The University of Michigan-Flint
One of the common objections to asynchronous delivery of academic courses via the Internet is the loss of connectedness between the student and the instructor that ordinarily occurs in the "traditional" classroom. This perceived loss is often suggested as a reason not to deliver courses online. This claim is challenged and several techniques are offered to ensure meaningful communication in the virtual classroom environment.

Dennis P. Prisk, Marshall University
One of the core courses often found in a doctoral program in higher education is administration and organization. For the most part, the course is taught in a traditional format: weekly chalk and talk lectures in a classroom setting with the instructor enriching the course by sharing his/her experience as a higher education administrator. To broaden the knowledge and ability of graduate students in such areas as teamwork, conflict resolution, problem-solving, decision-making, and critical thinking involved the creation of an archetypical course in higher education administration. This included computer-mediated simulation, case study, expert lecture series, and groups projects. WebCT was utilized as the course platform for delivery.

Donald F. Dement, Ph.D., Florida Institute of Technology /SCT
Dee Dee Pannell, Florida Institute of Technology / SCT
The presentation focuses on Microsoft Producer, a recently released enhancement to Microsoft PowerPoint 2002. Microsoft Producer makes it easy to capture and synchronize, audio, video, slides, and images creating engaging rich-media presentations. Guidelines for developing your own Producer files will be distributed.

Dr. Donald A. MacCuish, Air Command and Staff College
Last year I discussed preliminary results of our Electronic Essay Grader research project. This year I want to share what we have learned, and the direction we are now headed. Although not for everyone, this technology will help us improve our distance learning program and add rigor to it.

Dr. Thomas S. Ingebritsen, Iowa State University
Dr. John M. Pleasants, Iowa State University
Streaming media is a developing new technology that can be used to quickly and efficiently deliver rich multimedia educational content via the Internet. This session will present an overview and evaluation of the Iowa State University experience with using this technology in on-line courses through a program called Project BIO.

Elaine Gardner, University of Arkansas for Medical Sciences College of Nursing
Patricia Edwards Schafer, University of Arkansas for Medical Sciences College of Nursing
The presentation describes the development of a tool that focused on five indicators to assess best practice online. Those indicators are online connected communication, course organization, shared learning, quality discussion appraisal, and intervention as student support. Two raters evaluated 24 students discussions and facilitators responses and found high inter-rater reliability on all five indicators.

Ellen W. Wiley, Valdosta State University
Jane Zahner, Valdosta State University
Providing feedback for student work in online courses presents a challenge. How faculty members in one department have met this challenge will be presented. We will discuss feedback formats; faculty and student roles in the feedback process; and student comments on each feedback technique.

Frank Slaby, GWUMC
Susan McCune, CNMC
Interactive lectures in histology with animated illustrations have been prepared using Macromedia's Flash and Director programs. The lectures show how tissues are constructed from their constituent cells and how the functions of the cells account for tissue physiology.

Gregory Kich, Horry-Georgetown Technical College
Transform your standard whiteboard into a powerful collaboration and communication tool. Participants will be shown how to create ink and audio files for online lectures, email communications, and archived for on demand viewing. Using mimio. to stream live lectures over the internet and its smart board implications will be addressed.

Henry van Zyl, Thomas Edison State College
Some categories of online distance students, like eArmyU students and overseas students enrolled in a college in the US, cannot be online all the time. This presentation examines how an online distance student can study online without being online.

Jacqueline C. Hagerott, Franklin University
Antonio R. Emanuel, Franklin University
Betty K. Young, Franklin University
One of the biggest challenges to on-line asynchronous faculty is the need to keep everyone current and on track. Methods to accomplish this while creating effective teaching and learning environments through ALN will be explored as well as several other elements that make this delivery platform so dynamic.

Jia, University of California Irvine
Lawrence Ragan, Penn State University
Steven Boldt, University of Wisconsin Learning Innovations
To encourage students learning and persistence, institutions with a constructivist approach to pedagogy are interested in supporting styles of asynchronous interaction that directly and indirectly shape students perception of being part of a peer group of learners. This 3-university panel will present practical techniques and strategies for engaging the learner at a distance as well as build such a "learning community."

Joan M. Whitworth, Morehead State University
This session will present various activities using strategies to promote active student involvement in two Internet science courses, an undergraduate general education course and a graduate level course for teachers. Activities include collecting and analyzing data, virtual field trips, a simulation software package, and cooperative learning strategies.

Joe Habraken, University of New England
Jabber is a powerful open source instant messaging platform that can provide an excellent online discussion environment for distance education courses. The Jabber protocols are written in the Extensible Markup Language (XML) and both server and client software have already been developed for the Jabber messaging environment.

Jonathan Colton, Georgia Tech
The development of a distance learning graduate course in manufacturing processes and systems is presented. The experience with teaching this web-based, CD-delivered ALN course and the lessons learned are discussed.

Jose (Pepe) Longoria, FIU
In the ALN environment effective interactive teaching/learning methods can only be attained using andragogy as the fundamental teaching philosophy. Andragogic methods include the definition of abilities and the recognition of competencies for all the activities in asynchronous courses. My experience in teaching asynchronous earth science courses for the past eight years has proven andragogy to be more effective than pedagogy.

Kathleen Charters, PhD, RN, University of Maryland, Baltimore
Rachel Smith, PhD, RN, CNA, University of Maryland, Baltimore
Mary Tilbury, EdD, RN, University of Maryland, Baltimore
Three paradigms for teaching culture, group participation, and leadership using Blackboard are introduced. These paradigms have been successful in advancing professional nursing education, practice, administration, and research.

Kitty Hernlen, Medical College of Georgia
Clare Billman, Medical College of Georgia
The creation of an interdisciplinary, interactive ethics course was achieved as the teacher and the instructional designer collaborated from start to finish to create activities such as student-facilitated chats, quandaries, discussion boards and WebQuest assignments. These activities allowed the students to use higher order thinking skills, branching logic and affective learning.

Kobayashi, Victor, University of Hawaii
An exploration of one of the unique opportunities provided by ALN for liberal learning: the development of "metalogs"--a style of dialogue that also feeds back into the framing of the dialogue itself among participants in a virtual learning community. Although this self referential style is rarely practiced and achieved in live in-person on-site discussions, a new possibility is uniquely made available through ALN, and is an approach that invites a revival of "liberal Learning"--a style that is at the heart of the liberal arts and that provides a learning group to new aesthetic and educational possibilities regardless of specific content: it also may "mainstream" liberal arts so it is incorporated in courses regardless of academic field.

Lawrence A. Tomei, Duquesne University
The newest classification system for preparing technology-based lessons is the Taxonomy for the Technology Domain. Patterned after the groundbreaking work of Benjamin Bloom, this taxonomy for technology educators introduces literacy, collaboration, decision-making, discrimination, integration, and technology. Research is presented while participants consider how their own students are challenged with state-of-the-art technologies.

Linda M. Hennig, University of Central Florida
Janice Z. Peterson, University of Central Florida
Glenn Hagerstrom, University of Central Florida
The experiences of faculty members who have been involved in developing and teaching courses for a baccalaureate completion program for registered nurses taught via the Internet will be used to illustrate key issues in designing and facilitating on-line discussion. Principles of teaching and learning will be discussed in relation to on-line discussion that successfully promotes "connectedness" among students and thus facilitates communities of learning.

Margaret Hill Martin, SUNY Oswego
This session will explore the management of student problems within the context of asynchronous learning. Comparisons will be made between student-centered problems as experienced in a traditional classroom setting and those encountered in the cyber-classroom. Participants will develop tools, techniques, and strategies needed to identify, manage, and resolve student-centered problems online.

Margie Martyn, Baldwin-Wallace College
Technology is changing the way people learn, work, and live. The challenge is to help adult students leverage the new technologies of the Internet to achieve the skills necessary to stay competitive in an increasingly digital job market. View the results of a pilot study, which investigates the impact of threaded discussion boards to student perceptions and learning outcomes.

Marilyn D. Moore, Morehead State University
This session includes an introduction to the undergraduate core computer course and demonstration of the online course site. This course is our student's first course, both in computing and in online learning. The session focuses on the effects of faculty development and ongoing Distance Learning consulting upon the faculty experience.

Michael Malachowski, City College of San Francisco
A matrix of tools and techniques are available to the educator to facilitate a group learning experience. There are needs to: train the facilitators and participants in their use, utilize Instructional Design (ID) principals, understand learner styles and faculty needs, and develop team strategies for collaboration and Grid Learning.

Michael Schmidt, The University of Memphis Art Dept.
I wish to discuss my design for a course that will enable students from a variety of purviews to create a virtual arts lab environment where they can discover the breadth, differentiation, and integration of a University's disciplines. It is my contention that the I2 can be used to make the work of related and non-related disciplines more comprehensible to students, thus exploiting the new paradigms for multimedia education that the very existence of the I2 implies. While the I2 holds terrific potential for distance learning , it may also establish a new paradigm for interdepartmental collaboration and learning within the University and among previously separate and distinct entities outside academia. Areas that suspect shared interests can now better understand and see why and how they should exploit their purview commonalities and differences.

Moses N. Ikiugu, University of Scranton
Thomas Ciucci, University of Scranton
This presentation will illustrate how blackboard (Bb), a web based integration course management system, was used to enhance out of classroom learning in two course at the University of Scranton using quizzes, discussion questions, and the discussion board. The courses were in both the undergraduate and graduate occupational therapy programs.

Ngozi Oriaku, Elizabeth City State University
The purpose of this presentation is to show how web-based teaching and learning can be greatly enhanced through successful usage of Blackboard and Tegrity platform. The presentation will share step-by-step techniques to increase students motivation in learning and assessing their performance.

Rebecca H. Rutherfoord, Southern Polytechnic State University
Faculty need to become aware of many of the new laws pertaining to copyright, especially the new laws of the Digital Millennium Copyright Act, and the new Teach Act. Faculty also need to know the laws pertaining to multi-media presentations. This is particular important for distance learning and web presentations.

Rika Yoshii, California State University
Alastair Milne, California State University SM
Tools written in Java for creating conversational tutoring systems are presented. The CSUSM Script Editor-Interpreter pair allows teachers and designers with no programming experience to create conversational tutors that use high-quality frequent interactions to provide adaptive learning with individualized pacing.

Rika Yoshii, California State University
Alastair Milne, California State University SM
We present a Web-delivered tutoring system for students in beginning programming courses. The system provides conversational tutoring centered around a visual model of a running program. The system is a Java applet, and has been used at California State University San Marcos in the introductory computer science course.

Roger K. Gilpin, Wright State University
Joseph G. Solch, Wright State University
Daniel J. Wagel, Wright State University
The movement to distance learning web-based instruction is making it difficult for colleges to provide a meaningful alternative to the traditional laboratory experience for students in the physical and biological sciences. This presentation will address the need for hands-on experiments by evaluating the use of a new approach that employs simple computer-interfaced kits and interactive software to emulate selected freshman chemistry laboratory experiments.

Roger Von Holzen, Northwest Missouri State University
Darla Runyon, Northwest Missouri State University
It is often heard that online courses need to be as good as on-campus courses. This presentation will provide some provocative thoughts about the nature of this debate, covering such topics as course design and development, faculty support, course development costs, and the need for innovation in courses.

Ronald Lodewyck, California State University, Stanislaus
Learn how to create streaming video synchronized with your presentation slides without significant additional advance preparation or staff support. Post the streaming media to your class web site for asynchronous student viewing. All you need is a notebook computer and an inexpensive PC CAM.

Ronald Lodewyck, California State University, Stanislaus
Learn how to create a narrated screen capture movie and post it as streaming media for student viewing over the web. The software is free, you don't need a video camera and the process does not require staff support.

Ronald Lodewyck, California State University, Stanislaus
Streaming media can enhance asynchronous learning via web based course delivery. Lessons learned from an experiment to determine the efficacy of streaming media in asynchronous learning are reported. The streaming media includes narrated screen capture movies as well as video, audio, and quizzes which were synchronized with slide presentations.

Ronnie Ellen Kramer, New York Institute of Technology
The purpose of this presentation is to provide participants with actual tools for enhancing interpersonal communication effectiveness in the ALN environment. It addresses the impact of the "faculty voice" via written communication and the effect it has on creating and maintaining a learning community.

Saifur Rahman, Alexandria Institute--Virginia Tech
Yonael Teklu, Alexandria Institute, Virginia Tech
Peter Wiesner, IEEE Educational Activities
This is a proposal for a demonstration of the DLNET site that permits the online submission and peer review of "learning objects" in engineering and related areas. Funded by the National Science Foundation, the DLNET project led to the development of a specialized collection of engineering and technology-related learning objects targeted at the practicing engineer and technologist so as to facilitate "lifelong learning", i.e., education beyond the classroom using digital libraries. Developed at the Alexandria Institute at Virginia Tech with participation by IEEE, ASEE, and Iowa State, DLNET is to provide an easy and efficient way to collect, review, package, and deliver information from the knowledge developer to the end user. This collection will greatly aid e-course developers as well as learners through the discovery of online peer-reviewed content.

Scott L. Schneberger, Georgia State University
Nicole Haggerty, University of Western Ontario
Peter Carr, Athabasca University
This research compared asynchronous online, synchronous video-conferenced, and synchronous face-to-face learning environments in terms of collaborative learning theory and media richness theory. Results support asynchronous learning for allowing time to reflect in apparent conflict with media richness theory.

Sharon Main, Carroll Community College
Students often possess excellent fact-based skills, but have difficulty transitioning them to the fast-paced clinical setting. This forum will present successful strategies to support the learning of critical thinking and judgment skills through an on-line learning community.

Sharon Tettegah, University of Illinois, Urbana Champaign
This presentation provides a window where voices are liberated through faculty facilitation. While many studies on computer mediated communication focus on communities of practice, little has focused on what an instructor does to engage students in continuous liberation and collaboration of voices.

Susan Belgrad, Roosevelt University
Examination of the perceived constraints and opportunities of online learning from the perspective of engaged learning practices. Samples of survey and applied knowledge course offerings with analysis of success in promoting evidence of authentic student learning and achievement. Discussion of factors that promote successful course design and effective performance assessment.

Susan McCune, CNMC
Frank Slaby, GWUMC
Mary Ottolini, CNMC
The Virtual Nursery is an Authorware program designed to teach medical students about common newborn pediatric problems. The programs are case-based, interactive and asynchronous. They teach content as well as medical decision-making skills in a non-judgmental format. The template is easily modified for allied health professionals, residents, fellows and CME.

Susan Oaks, SUNY Empire State College
Carol Carnevale, SUNY Empire State College
Linda Frank, SUNY Empire State College
As courses and instructors have multiplied in number at SUNY Empire State College, and as everyone has become more comfortable with the online environment, we've been able to get more creative in terms of course design and student preparation. This group presentation is intended to discuss some creative approaches to learning and bringing students into the learning environment that have been possible in the second generation of online courses at ESC.

Susan W. Alman, University of Pittsburgh
Christinger Tomer, University of Pittsburgh
The presentation identifies trends in the information processing environment that are likely to lead to the widespread use of active documents, focusing in particular on how those anticipated changes may effect the role and use of digital documents in asynchronous learning environments and the various issues -- intellectual property and rights management issues, security, etc. -- that are likely to be raised in the process.

Terry Dennis, Ph.D., Dakota State University
Tom Farrell, Dakota State University
This presentation focuses on the simultaneous use of multiple formats such as interactive video, web sites, bulletin-boards, and e-mail to reach students at a distance. It gives particular attention to the use of a WebBoard and streaming video.

Theodore A. Feitshans, N.C. State University
Brandon King, N.C. State University
Elliott Fisher, N.C. State University
University undergraduate teaching and Extension and engagement functions can be integrated in an online environment using open-access course materials in a modularized course. This demonstration is of an open self-testing tool based upon PHP. The course under discussion is an undergraduate course in environmental law and economic policy.

Trisha Swanson, University of Minnesota
This session will highlight three creative ways to encourage your students to fully participate in the online classroom. Drawing from her own experiences in developing and teaching web based courses, Trisha will explain partner discussion exercises, highlight in-class final project presentations and provide an overview of a problem solving case simulation.

Ulrich Bernath, Carl von Ossietzky University of Oldenburg
Thomas Huelsmann, Carl von Ossietzky University of Oldenburg
Bernath and Helmsman offer a debate an the notion that "asynchronous seminar discussions can be as good or better than traditional classroom seminars."

Yoonil Auh, Central Michigan University
This presentation demonstrates the designing and developing an Interdisciplinary Learning Environment that can be of particular value in addressing the control of cognitive overload for learners in during the complex and inter-related knowledge acquisition in their learning domain. It is believed that a failure to control complexity can lead to cognitive overload and therefore, failure to learn. The core of design is rooted in using the multi-modal presentation capabilities of the Web to deliver cultural resources and mentorship to allow students to confront the human experience through a vast range of materials that are interconnected with their studies.

Zoe Salloom, Georgia State University
Using learning objects as part of an online course has been shown to be an effective use of technology, however the thought of creating learning objects that are specific to different topic areas can daunting. This presentation will discuss how to create learning objects that are reusable and easy for course designers and faculty to utilize.

[Case Studies] [Faculty Development] [Faculty Roles] [Non-instructional] [Pedagogy] [Policies] [Tools]