Schedule & Abstracts
Wednesday, May 28
Thursday, May 29
Friday, May 30
Saturday, May 31
Baker, Steve: Confronting the Challenge of Information Literacy
Confronting the challenges to any academic institution posed by the revolution in information resources since the appearance of the Internet can be a daunting task. Providing the financial and human resources required to provide reliable and secure access can alone be a major hurdle. The specialized equipment needed to effectively incorporate the new resources into student learning environments present an additional burden. The need to collaboratively manage the systems and adapt staffing patterns to the new resources can challenge the skills of the best administrators. The patterns of information seeking behavior exhibited by students in today’s richly diverse information environment can frustrate the assumptions that both faculty and librarian have long held about the research process. For those colleges who have made significant strides in addressing these challenges the last one may be the most important from a pedagogical perspective.
Digital Media Studies is a growing field of study in academia, and the CCCU is leading the trend in private colleges. The CCCU currently has a number of colleges and universities offering various digital media degree programs. While a program in digital media can take a number of forms – some in Communication departments, some in Art departments, some are independent programs, some are interdisciplinary programs - all of the programs face similar technological and curriculum challenges. Digital Media Studies programs often require the most powerful computers, outrageous amounts of storage, and a wide variety of specialized software applications to effectively instruct in their classes. This panel seeks to identify the opportunities and challenges a Digital Media Studies program presents for the technology community in the CCCU.
Bobeldyk, Rob; Zylstra, Nancy: Fluency in Research Information Technology: Calvin College’s Approach
RIT was created as part of Calvin College's core curriculum. Every incoming freshman must take the RIT course. There are over 20 faculty members, from 12 different disciplines teaching sections of the RIT course. This one-credit semester-long course not only educates students on the different technologies they may encounter, but also focuses on some of the major technology issues facing our culture today.
Chastain, Ruth; Webb, Jill: Personal Digital Assistant (PDA) Pilot Project
This talk reports on an ongoing pilot project to evaluate the effectiveness of using handheld/PDA devices for nursing faculty and students in the clinical lab experience at Union University School of Nursing. Three nursing faculty will use PDAs in actual clinical lab experiences and report qualitatively the advantages and disadvantages of using this technology. The faculty will use the PDA in a medical/surgical nursing setting, a skills practicum setting, and a psychiatric nursing setting. They will meet at least monthly to compare experiences and student feedback. At the end of the semester, a recommendation will be made to the Dean of the School of Nursing regarding the desirability of investing in this technology for faculty and recommending or requiring student purchase of handheld/PDA devices.
Conrad, Jon. Navigating the Obstacle Course of Technology
While many universities are instituting or have instituted centers to instruct faculty in the use of technology, there is a pressing need to identify the obstacles that prevent many faculty from getting on board. Why do some faculty resist technology; specifically, computer-related technology? What are some common obstacles that hinder the acceptance of new methods? In order to successfully introduce faculty to the use of technology, we must first identify these obstacles. Only then can we hope to develop strategies to navigate these obstacles. It is my goal to identify the major obstacles, and then propose ways of dealing with them.
Dvorak, Jim: Using Technology to Create and Enhance Collaborative Learning
Oklahoma Christian University has implemented a ubiquitous computing program where every student and faculty member are equipped with IBM ThinkPad laptops that connected to a wireless network. The technological enhancements provided by this program helped to create an environment where collaboration between students and faculty could be increased. During the first full year of implementation, one course typically taught in a lecture-based format was re-designed to foster more collaboration and active learning. The instructor enhanced the course with collaborative technology, delivered most of the first exposure to the materials online, and created collaborative assignments to be done during the classroom time. A survey and several interviews were conducted to glean student feedback. Students found the course challenging and they rose to meet that challenge.
Franzkowiak, Steven: Managing all that Web Content on Campus
Managing the mass amount of web content submitted across campus can be a daunting task for even the best of webmasters. Keeping campus information current and your web site dynamic, equally as challenging. This session addresses those issues and the ACS Technologies solution for effective content management, and web site publication on your campus.
Friesen, Gary: Technology Making a Difference in the Taylor University Learning Environment
Is technology just an expensive add-on or does it really improve a campus learning environment? At Taylor University the instructional benefits from technology are rapidly picking up momentum. Faculty are becoming believers. Students are appreciating new means of access. Ten successful technology initiatives will be shared in this session: 1) Electronic Portfolios Using Blackboard Level 1; 2) Extending the Classroom Through Campus Cable; 3) Freshman Library Orientation Using Blackboard; 4) "Over the Top" PC Workshop for Faculty; 5) Holy Land DVD Fly-over; 6) Online Blackboard Testing Using Respondus; 7) Personal Network Storage for all Students and Faculty; 8) Student Wireless Laptop Initiative; 9) Online Support for faculty; 10) Campus-wide Discussions Using Blackboard.
Hogan, Mark. Building communities of learning: Differences in community building strategies delivered by technology assisted instruction at the undergraduate and graduate level.
Ihrke, Barbara: Educational Technology Use by Nursing Faculty
The purpose of this study was to examine the use of educational technologies for instructional purposes by nurse educators in generic baccalaureate nursing programs in Indiana. Accrediting organizations expect that information and healthcare technology will be included in nursing curricula because professional nurses are expected to use technology in the workplace. However, many nurse educators have not adopted and integrated computer-based technology into the teaching/learning process for a variety of reasons.
The theoretical framework for this study was based on the Diffusion of Innovations theory (Rogers, 1995) which suggests that individuals adopt innovations at various rates. Previous research has demonstrated that perceived relative advantage of an innovation influences adoption and integration rates, and face-to-face communication can promote the diffusion of innovations. One hundred thirteen baccalaureate nurse educators participated in the study (a 51% return rate).
The results of this study demonstrated strong positive relationships among nurse educators’ personal knowledge about technology, personal/professional use of technology, and classroom use of technology. Nurse educators’ stages of adoption of innovation and educational levels were also related to those variables. The factors most related to use of educational technology in the teaching/learning process were equipment availability (respondents’ classrooms were less equipped with technology than were faculty offices), perceived student learning, ease of use, and relative advantage of the innovation.
Most nurse educators considered themselves to be at the early adopter or early majority stages of adoption of innovation. They gained knowledge and expertise to move from knowing about educational technology to integrating it in the classroom through self-education, from other people, via faculty development opportunities, and from formal classes.
Results suggest greater access to computer technologies is needed in classrooms. Planned faculty development opportunities could help nurse educators integrate technologies into the teaching/learning process. Understanding the advantages of technology innovations could assist educators to integrate them more readily. Nurse educators should be encouraged to obtain graduate degrees, because more advanced degrees correlated with better knowledge and use of technology. Computer literacy skills should be expected of both nurse educators and nursing students.
Ihrke, Barbara: High Tech: Mandatory Curriculum Component in Nursing Education
Professional nurses are making use of technology everyday in their places of employment thus they need to acquire technology skills in their undergraduate programs. Programs of nursing education in the United States have begun to incorporate information skills and computer skills into their curricula. An organized plan is needed so that at the time of graduation, each graduating nurse is capable of using technology and understanding information management.
At Indiana Wesleyan University, nursing students are required to take a two-credit nursing informatics course. The placement in the curriculum is during the first semester of their sophomore year. The course is designed to provide nursing students with an opportunity to acquire and apply knowledge and skills from information systems and computer technology. The focus is on using computers in nursing practice, nursing administration, nursing education, and nursing research.
The course has various components. A major component is the use of Microsoft Office: Word, Excel, PowerPoint, and Publisher. Each student prepares a health-related presentation and creates a brochure/handout associated to the topic. The presentation grade is part of final exam. One documented outcome had been the increased used of PowerPoint and Publisher in other courses – both nursing and non-nursing courses. Faculty members from other disciplines have noticed nursing students using technology more frequently.
Another component of the course is the use of APA (American Psychological Association) for referencing. Students are intimidated by the required referencing format so the course includes the general reference format (used by all nursing faculty) for assigned papers. Each student creates a template (title page, header, margins, font, spacing, etc.) to be used for all assignments. They also practice referencing journals and books using the correct APA format.
Internet researching, library searches, and database use are also included in the hands-on laboratory part of the course. While some students have more advanced computer skills, most students have learned to use computers more efficiently. Even the advanced students have learned new skills.
The final component of the course covers information management. Topics include decision-making and the need for the right information to make the correct decisions, human factors (ergonomics), securing information, information for managing health, and the electronic health record. Telehealth, healthcare research, and the information system cycle are also discussed. Discussions, lectures, videos, and case studies are used to make the material pertinent to students.
A virtual ‘white board’ on the university web site is used for discussion. Each nursing course has an assigned ‘white board’ that is password protected thus limiting only students registered for a particular course to access the ‘course white board’. After attendance at a gerontologic nursing conference, students posted on the ‘white board’ ideas and concepts they learned. Posting require responses by all students, not just the verbal student. Another exercise required students to read and respond to two postings by other students about a case study posted on the ‘white board’. Some faculty have posted class notes or messages on the ‘white board’. Students are required to regularly check the ‘white board’ for messages and general information. Another faculty uses ‘Blackboard’ for posting grades, general information, and course materials.
Laird, Philip: Flexible Design Development and Delivery: Using the E-Course Manual to Simplify Faculty Transitions to Online Education
In the Fall of 2001, Trinity Western University’s Global Mediated Learning Center embarked on the development of an online education program. After consultation with numerous institutions regarding best practices in transitioning faculty to the delivery of online education, a strategic initiative to develop an online learning template to structure each e-Course was implemented. The upshot of this strategic initiative was to create a framework within which faculty could assemble their face-to-face course materials for delivery and dissemination online. This system would free faculty of the technological barriers and constraints in their initial excursions into online education. In February of 2002, the TWU’s e-Course manual was completed. Relying extensively on current learning theories, especially constructivism in Piagetian and Vygotskian frameworks, the eCourse manual provides step-by-step instructions for faculty concerning the re-construction of their existing course materials for online dissemination. After extensive consultation with our online learning team, faculty submit their materials to the Global Mediated Learning Center ready for online construction. The assembled content is then submitted to the Global Mediated Learning Center where the staff of the GMLC construct the online course. The resultant process is smooth, easy to coordinate around prescribed development markers, and expertise-specific [faculty are the content experts and GMLC staff are the technical/service/support specialists] The presentation will involve an elucidation of the e-Course manual structure as well as the advantages and disadvantages of it’s usage. In addition, the presentation will detail various measures of success in utilizing the e-Course manual for faculty transitioning to the online educational environment.
Laird, Philip: Service and Support for Online Learners: How to Maximize Learner Satisfaction and Completion Rates
Student completion and satisfaction data regarding online education programs to date has been poor. A key strategic goal of TWU’s online learning initiative was to create a learning system and support structure to maximize learner satisfaction and completion rates in online courses. In order to accomplish this task, online learning was considered in a two main ways. With regard to course construction, prescriptive pedagogical and structural elements needed to be included in the construction of each online course; strategic learner motivational and interaction strategies need to be detailed by each instructor; and flexible learner options need to be included to allow the course to adapt to learner schedules. With regard to course delivery, learner support and service must be extensive. Learners in our community begin by completing a personal learning profile which provides the necessary background information and learner goals to match services to needs. Learning facilitators are available by phone or email in the days and evenings Guaranteed responses to learner concerns in less than 24 hours is assured. Learning facilitators track learner progress, motivate learners to complete projects on time, and communicate with faculty and learners when learning breaks down. The combination of learner-centered construction of online courses as well as extensive learner support has proven highly successful. This presentation will outline TWU’s online learning support and service strategy as well as provide data on the relative successes and failures with the strategy.
Martin, Chris: Providing Essential Communication Services via Wireless Technologies: Northwest College Case Study
Northwest College was provided an opportunity to purchase a 35,000 square foot building approximately ¾ of a mile from the main campus and Information Services was tasked with the rapid deployment of essential communication technologies for a move in 30 days. In an effort to keep ongoing costs at a minimum we implemented a comprehensive Mitel VoIP, a Non-Line-of-Sight Point-to-Point 5.8Ghz Redline communications backhaul, and 2.4Ghz wireless connectivity for 8 new classrooms in the Professional and Graduate Studies Building. This presentation will review the strategies and discuss the effectiveness of this move and the applications for new classroom build-out, as well as applications for existing infrastructure.
Mrazek, John: Keeping & Motivating Your Next Generation Technical Staff
Retaining and motivating highly skilled and sought after technical staff is fast becoming mission critical to the future success of every Higher Education Institution. What do you do when the old techniques no longer apply to the new generations? Learn a new set of tried and true techniques for keeping your increasingly younger team intact, focused, and ready to keep your institution moving forward at a velocity equal to the newest technologies.
Myatt, Dottie; Clifford, Anna: Using Higher Order Thinking and Problem-Solving through Learning Webs
Effective instruction is organized around the solution of meaningful problems; provides scaffolds for achieving meaningful learning; provides opportunity for feedback, revision, and reflection; and promotes collaboration and distributed expertise. These four principles can be utilized in the creation of learning webs in which teachers guide students to specific websites to gather information related to a relevant problem, then organize the information into a presentable format. This process involves student use of thinking skills above the knowledge level. An overview of creating learning webs that support the four principles of effective instruction will be presented. Participants will receive written instructions for creating a learning web.
Naylor, David; Hambrick, Patricia: Improving Learning in Higher Education: An Overview of Charleston Southern University’s Title III Grant
In the Spring of 2001, faculty and staff of Charleston Southern University developed a comprehensive five-year plan to improve its retention and graduation rates by strengthening academic programs through technology. This plan was developed as a U.S. Department of Education Title III, Part A grant application. The university was one of thirty-seven institutions nation-wide to receive a grant in FY 2001 through the “Strengthening Institutions Program.” While the amount of each grant varied, CSU was awarded $1.75 million dollars over five years to implement this program starting in the Fall, 2002. The key components of Charleston Southern University’s plan are to selectively purchase a variety of high impact technologies, identify and train a small cadre of faculty peer trainers to train and mentor the rest of the faculty in the use of these technologies, apply these new skills and resources throughout our academic programs, and evaluate the effectiveness of these efforts overall, and specifically, in increasing retention and reducing the failure rates of at-risk students. While the grant period is limited in time, the university’s commitment to this program is permanent and on-going.
The presentation will accomplish the following objectives:
1) describe our overall strategy for infusing new technologies throughout the university’s curriculum;
2) review the process involved in developing the plan and winning the grant;
3) summarize what we have learned in the sixteen months of implementing the program.
Pearson, Terri; Gray, Jeff: ONITY---More Than
Just A Lock Company… We're Partners In Education!
Perry, Barbara: Virtual University- A Higher Education Administration Simulation and Learning Tool
Remember all of the times you considered, if I were a member of the President’s Cabinet or even President of this university, I could turn this place around? Now, you have your chance. Virtual University challenges the student, as a player, to be the president of a college or university. This first simulation of higher education administration provides graduate students an instructional tool which enables learner-centered teaching (Weimer, 2002), develops intrinsic motivation to learn (Wlodkowski, 1999) and serves as a valuable, practical, deep learning (Weigel, 2002) experience. The presentation will provide a look at the simulation, a discussion of how it has been utilized in graduate education, and consider VU’s potential for professional development of college and university administrators.
Rhoadarmer, Michael: Struggling with Technology in the Classroom
Wheaton College, like many others schools, is struggling with the best way to incorporate new technology into the classroom. Issues such as functionality, ease of use, and costs can, at times, be hard to reconcile. This presentation will explore how Wheaton College balances these and other issues to come up with our current classroom standards for technology enhanced rooms. (aka Smart Classrooms)
Rotman, David: uPortal meets Colleague
This session will describe how Cedarville University has implemented uPortal and how uPortal channels provide access to custom Colleague transactions. uPortal is a freely-available portal developed by JA-SIG. Cedarville uses uPortal to access its Colleague host and provide transactions for:
Saxena, Peter: Creating Value from Technology - Providing High Levels of Technology on a limited Budget
The challenge for Technology Leaders is that the demand for technology continues to rise exponentially year over year. At the institutional level, the economics have stayed either the same or have gone down over the last two years. As a result; the resources and budget allocations for technology either remain the same or see a minor rate of increase and it becomes very difficult to match the rate of funding with the rate of demands.
At Roberts Wesleyan College, we face the same challenge of flat lined budgets but we continue to provide high levels of technology and faculty support through an institution wide discipline to comprehensively manage all aspects of technology and its impact. This strategy creates:
1) Technology strategies that the senior administration, faculty leaders and IT leaders can help define and therefore support.
2) A technology Financial plan that funds the Technology Plan and produces predictable and flat lined budgets, year over year.
3) A technology Plan that implements the desired strategies but works within the desired budget and still supports very high levels of technology in the classroom and offices, appropriate support resources and technology regeneration strategies as well as transitionary integration of new and emerging technologies.
4) A strong focus on creating value through relationships with the campus faculty, staff and student constituencies.
5) A strong focus on Faculty development through training, hand holding and high levels of “high touch” support.
I will present how we work through these strategic and planning stages and create value for the institution on their technology investment. We have been successfully using this process for over 5 years with some very good results.
Torrey, Jennelle: A Course Management System with Low Cost and Endless Flexibility
Roberts Wesleyan College has been using Outlook Web Access in conjunction with our Course Management Methodology with very good results. It gives a more Open Systems approach to Course Management and significant flexibility in meeting faculty specific needs. It is also much more cost effective than the other options. This session will present this methodology and explore its advantages and drawbacks with implied comparisons to proprietary Course Management Systems.
Three years ago Roberts decided against using Blackboard or WebCT and instead choose to use an open ended, cost efficient approach to course management. We decided on integrating Microsoft Exchange and Microsoft Outlook as the core Course Management Engine, coupled with a faculty driven Course Management Methodology. We have found this to be very valuable in meeting the course management needs of our diverse faculty members across multiple disciplines. This system is being used successfully for undergraduate, on-line and master degree classes.
We have been able to take the Outlook Public Folder system that exists in Microsoft Outlook and customize it into a flexible and stable Course Management System. The Course Management System has been designed in such a way that there is a standard set of folders that can be used by all faculty. This system is also fully integrated with Roberts Wesleyan College’s Registration Database and the college’s intranet.
Trietsch, Jim & Massingill, K.B.: Implementing A Formalized Programming Prioritization Process
The demand for custom programming or integration with administrative systems usually far exceeds our programming staff’s ability to provide it. If programming priorities are not made at the highest levels of the university, choices may be made that fail to take into account enterprise-wide funding strategies, life cycle planning, support issues and integration opportunities. Yet in order to get the university’s highest officials to take part in such a process it must be consistent, succinct, and eventually beneficial to all concerned. Consistent in that it is predictable and regular, succinct in that it avoids involving decision makers at too low a level, and beneficial in that each participant feels that his or her interests are being considered. One way to deal with these issues is to formalize the programming prioritization process. In this session we will demonstrate the difficulties of implementing such a process, and the benefits to doing so. We will provide templates for project submissions, calendars and communication approaches to be successful. This session should be particularly beneficial to small or medium size universities with a limited number of campuses.
Bobeldyk, Rob; Zylstra, Nancy: Tools of the Trade: Best Practices using Blackboard’s Advanced Features
Explore best practices using Blackboards course management system and community portal. Participants will not only explore best practices but walk away with the skills needed to implement best practices in their own course.
Date Last Updated: July 08, 2003