Faculty Showcase - March 23, 2007
Delta Dental Educational Conference Center, Oral Health Pavilion of the UMDNJ-New Jersey Dental School, Newark Campus

Time
Track 1
Health Science
(Room B963)
Track 2
New Literacies
(Room B961)
Track 3
Online Learning
(Room B965)
Track 4
Administrative/Assessment
(Room D986)
Track 5
Rich Media
(Room D987)
10:30 - 11:45 AM Virtual surgery
-Jeffrey Catrambone
Virtual microscope
-Richard Feinberg
Cell phone
-Patricia Kahn
Wiki
-Bruce Byrne
Online tutorial - rock and mineral
-Donna Potacco
Online workshop for faculty
-Mary Jane Clerkin
Technology: assessment
-Barbara Messina
e-portfolio
-Brian Richards
Digital stories
-Dina Rosen
Media production in teacher ed
-Melda Yildiz
12:45 - 2:00 PM Online phlebotomy
-Nadine Fydryszewski
Online Anatomy
-Marc LaBella
Podcasting
-Christopher Shamburg
Podcasting
-Mark Somers
Various technologies to improve skills for distant learners
-Mary Slavin
Moodle
-Kenneth Ronkowitz
Focus group: assessment
-Sandra Miller
Course outcomes: administrative
-Dominic Duggan
University channel
-Donna Liu
Language learning via video clips
-Dongdong Chen
2:15 - 3:30 PM Problem based online learning
-Frances Ward
Biopharm Ed Initiative
-Barbara Gladson
Robotics
-Amy Eguchi
Virtual world
-Danielle Mirliss
Distant learning high school to college
-Heidi Trotta
Moodle
-Julian Scher
Computer supported team based assessment
-Elizabeth Avery Gomez
IT course-specific software
-Charles McNerney
Game show
-Melanie Morris
Online math course
-Katarzyna Potocka



Jeffrey Catrambone, Assistant Professor, Neurological Surgery, UMDNJ
Title: Virtual Reality in the management of neurological surgical patients

Presentation Abstract: "Dextroscope" is an advanced virtual reality imaging center which allows for real-time volumetric and 3D rendering of human tissue. It allows for the importation of DICOM data and other sources images including but not limited to MRI, iMRI, CT, CT-Angiography (CTA). This allows to perform operative cases in virtual reality before performing the actual surgery and subsequently to form a preoperative planning. With such preoperative planning, important neural anatomy can be taught and assessed preoperatively to test proposed surgical plans and the likelihood of proposed surgical plans to avoid complications. We presented our experience in forming preoperative planning with "Dextroscope".

Technology: PPT, Web Interface
Delivery Method: Asynchronous distance learning via internet

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Richard Feinberg, Director of Educational Resources, Ophthalmology, New Jersey Medical School
Title: Making Virtual Microscopy a Reality at New Jersey Medical School

Presentation Abstract: On January 5, 2007 a new era began in the teaching of histology to freshman medical students at New Jersey Medical School (NJMS). The students entered laboratories devoid of microscopes and glass slides. Instead they hooked up their laptop computers to hardwired connections and examined histological specimens on their computer screens through the use of Virtual Microscopy (VM). All VM images originate from glass slides that were scanned into a computer. The early feedback from students and faculty confirms that VM is an effective way to teach microscopic anatomy without compromising the quality of the learning environment.

Technology: Virtual Microscopy is a computer based software replacement for microscopes.
Delivery Method: Virtual Microscopy is used in the supervised laboratory sessions on campus, but is also available 24/7 via the internet and intranet.

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Nadine Fydryszewski, Associate Professor, Clinical Laboratory Sciences, UMDNJ-SHRP
Title: Phlebotomy on-line: using technology to enhance outreach and the learning experience

Presentation Abstract: This presentation will discuss how the clinical practice component of a traditional phlebotomy program was converted to on-line augmentation enabling delivery and monitoring of clinical practice throughout the country. The program focuses on the needs of the underserved population who may consider phlebotomy as an entry level career opportunity. The instructional design of the course also provides strategies for delivery modifications to meet educational needs of specific health professionals who may need phlebotomy as an enhance skill in practice.

Technology: Web-CT
Delivery Method: asynchronous distance learning via internet & hybrid with live clinical practicum

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Marc LaBella, Professor, Dept. of Science, Ocean County College
Title: Brave New World: Teaching Anatomy and Physiology Totally Oline

Presentation Abstract: Ocean County College (OCC) is one of the first community colleges in the United States to develop Anatomy and Physiology totally online with both content and laboratory being directed via distance learning. OCC has teamed up with McGraw-Hill Publishing and At Home Science, Inc. to pioneer an innovative online delivery mode which utilizes WebCT and an "at home," safe, cost-effective, and environmentally-friendly A&P laboratory kit. This cornerstone course in the pre-nursing curriculum will now be accessible to individuals who are limited by time, distance and outside responsibilities.

Technology: WebCT
Delivery Method: Ocean County College has created one of the nation's first Anatomy and Physiology (A&P) courses that is delivered totally online. Students access the didactic portion of the course through WebCT, and a laboratory kit including a microscope is delivered to them for use as a home laboratory experience. This helps to eliminate a major barrier to students seeking to enter the nursing program.

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Frances Ward, Professor, MSN Program - School of Nursing, UMDNJ
Title: Applied Clinical Sciences: Consultative Problem-Based Online Learning

Presentation Abstract: Asynchronous online instruction in core science courses has proved successful in inculcating diagnostic reasoning skills via interactive problem-based case analyses among students in the Master of Science in Nursing Program offered by the University of Medicine and Dentistry of New Jersey School of Nursing. As gatekeepers in primary care delivery, advanced practice nurses must diagnose and manage illness as well as consult with colleagues, referring patients to specialists as needed. Through strategies designed to foster mentor-student and student-student consultant interactions, students progress to clinical courses with the skill sets required. Institutional commitment to small online sections supported this pedagogical methodology.

Technology: WebCT
Delivery Method: Asynchronous distance learning via internet

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Barbara Gladson , Associate Professor, Dept. of Developmental and Rehabilitation Sciences, UMDNJ.
Title: Development of an Online Academic-Industry Partnership for the Pharmaceutical Industry

Presentation Abstract: This presentation summarizes development of an academic-industry partnership to design education programs to meet the needs of the pharmaceutical employee. We will review how job descriptions for employees involved in drug trials were transformed into educational and technologic competencies and how they were implemented into online education. The mentoring process for faculty and industry will also be reviewed. Blending of technology from an administrative, research and curricular aspect is imperative when globalizing an educational program. The development process and the customization of learning tools to address certain curricular and professional competencies can serve as a model for any academic institution.

Technology: WebCT, PPT
Delivery Method: In class presentation with asynchronous distance learning via internet

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Patricia Kahn, Manager, Information Technology, Montclair State University
Title: Digital Natives Speak Out on the Use of Cell Phones as a Teaching and Learning Supplement at Montclair State University

Presentation Abstract: Today's new specie of learner is fully adapted to pervasive computing and digital technologies. Educators struggle to develop innovative teaching strategies to meet the expectations of these digital natives. Results of a program to video cast course content using cell phones, students' preferred communications tool, will be presented.

Technology: Blackboard Learning Management System Lecture 123 Recording Narration Software Tablet PC Technology Cell Phones with video capability PowerPoint Wireless Mike
Delivery Method: Class presentations were in class; however, course content was supplemented with the use of cell phones whereby students can see videos of recorded content.

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Bruce Byrne, Assoc. Director, Informatics Institute, UMDNJ
Title: Collaborative Learning by Wiki

Presentation Abstract: We are in the second semester of testing the utility of building a Wiki as one teaching and learning tool in an introductory graduate course in Bioinformatics. The software engine behind the most famous Wiki, Wikipedia, provides students and their faculty with easy tools to edit topics of interest, discuss the articles they build, and track contributions and changes.

Technology: Collaborative Learning Environment
Delivery Method: Asynchronous internet

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Christopher Shamburg, Asst. Professor, Educational Technology, NJCU/ NJ eSchool.
Title: Podcourse: Podcasting as the Content in a High School English Class

Presentation Abstract: This presentation describes an online high school English class focused on podcasting and audio editing. The course is Podcasting and Creative Audio taught at New Jersey eSchool. Podcasts are not an addition but the main source of texts and student projects. This presentation will demonstrate the projects, skills, assessments, and rationales involved in this course.

Technology: Blackboard, podcasting, Audacity audio editing software
Delivery Method: Online

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Mark Somers , Professor of Management, NJIT
Title: Using Podcasts to Clarify Assignments and Set Expectations in Distance Learning Courses

Presentation Abstract: Setting expectations and clarifying assignments can be cumbersome in asynchronous, distance delivered courses because there is limited face-to-face interaction with students and because asynchronous modes of communication are text based and inefficient. Thus, it is not uncommon for instructors to receive numerous, repeated requests for clarification of assignments that foster high level learning in areas such as critical thinking. Podcasting is effective in defining, discussing and framing such assignments in ways that text cannot, and in the process greatly reduces the number of requests from students about the nature, purpose, and expectations of their assignments and projects.

Technology: WebCT is the learning management system used to deliver podcasts. Podcasts are played on iTunes software and produced using GarageBand or ProCast application software.
Delivery Method: Asynchronous distance learning via Internet

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Danielle Mirliss , Adjunct Professor, Psychology, Seton Hall University
Title: Experiencing Teamwork Through Virtual Worlds

Presentation Abstract: This presentation will focus on the use of a virtual world (Second Life) in an undergraduate Industrial/Organizational Psychology classroom to foster virtual team building and collaboration skills. The presenters will provide background information on the activity including specific objectives of the exercise, activity structure, and scaffolding needed to support this unique learning environment. Offered as an example of best practice, the discussion will include the use of virtual worlds in the classroom from the instructional design perspective, faculty standpoint and student view.

Technology: Second Life is the virtual world that was used to complete the activity but Blackboard and the Learning Objects wiki (housed within) Blackboard also supported the project.
Delivery Method: The delivery of the activity was synchronous due to the nature of virtual worlds.

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Amy Eguchi, Assistant professor, Bloomfield College
Title: Educational Robotics in Classrooms

Presentation Abstract: Mindstorms kits (RCX and NXT versions) and the RoboLab Programming environment and present how to use educational robotics in classrooms. In addition, this presentation focuses on what students learn from the hands-on experience using educational robotics. Sample learning outcomes that will be presented include several studies on educational robotics with students from 2nd grade through college. The goal of the presentation is to encourage the audience to start brainstorming on how they can use educational robotics in their classrooms.

Technology: Educational Robotics
Delivery Method: In class

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Clerkin Mary Jane, Coordinator of Online Faculty Support, Academic Support, Berkeley College NY/NJ.
Title: The Totally Asynchronous Beginning Online Faculty Workshop- Featuring Trainers, Experienced Online Faculty; Library and Help Desk Staff, and Suggestions from Students

Presentation Abstract: Onsite day-long, weekend, summer retreat workshops tie online faculty to time, travel, and often inflexible scheduling. Whereas, a totally online faculty workshop enhanced by a superlative text; the videos of trainers and experienced online faculty who transmit their knowledge of online pedagogy and technology; the advice of the online library and Help Desk staff, comments by online students, as well as the ability to use hands-on practice is a viable option.

Technology: Blackboard 7.1
Delivery Method: Asynchronous distance learning via the internet

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Dr. Mary Slavin , Chair, Liberal Arts, Berkeley College.
Title: Opening Windows of Communication through Collaboration

Presentation Abstract: Collaborating with colleagues and implementing the use of various technologies to improve information literacy, written communication and independent research skills is critical to student success. Utilization of a Course Management System such as Blackboard facilitates this endeavor in hybrid and online settings. The Berkeley College model of collaboration involves structured flexibility and uses technology such as Visual Communicator, Camtasia, and Narrated PowerPoint presentations. Participation of a librarian in asynchronous discussion boards provides the link for solutions to research problems. It also serves to alleviate library anxiety. This model also has served to reduce instances of plagiarism.

Technology: Course Management System: Blackboard. Effective use of technologies as Camtasia, Visual Communicator, and Narrated PowerPoint presentations
Delivery Method: Spans, in class, hybrid, and asynchronous

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Kenneth Ronkowitz, Manager of Media &Instructional Technology, University Web Services, NJIT
Title: Moodle: A Free Learning Management System (Free - like free kittens)

Presentation Abstract: Like other universities, NJIT feels that it is in our best interest to explore some of the available open source course management systems that are alternatives to commercial products such as WebCT. The instructional technology team at NJIT first began to look at Moodle during the fall 2005 semester and looked at pilot programs at other schools. Seventeen NJIT faculty ran test courses during the spring and summer of 2006. A formal pilot program using Moodle was instituted this past fall with 24 courses. Participants included current users of WebCT and faculty who were new to using any type of learning management system and for online courses and face-to-face or hybrid courses.

Technology: Moodle - open source LMS/CMS software
Delivery Method: eLearning for DL, F2F or hybrid

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Heidi Trotta,Instructional Designer, Teaching, Learning and Technology Center, Seton Hall University.
Title: Bridging the Gap: The High School - College Connection

Presentation Abstract: Using emerging technologies, it is possible to expand the local school community to become part of a larger collaborative educational system. Seton Hall University and Bernards Township Public Schools have worked together to create authentic problem based modules that are delivered using Lecture123 software. Students at the high school are given the opportunity to work with university level experts in an asynchronous environment in an effort to prepare them with skills necessary for college success, while bringing more rigor and relevance to the high school classroom.

Technology: Web Interface, Lecture123 software
Delivery Method: Asynchronous distance learning via internet

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Julian Scher, Associate Professor of Information Systems, Dept. of Information Systems, CCS, NJIT
Title: Open Source Learning Management Systems - A Case Study of Functionality

Presentation Abstract: We will present our experiences and avaluation of the functionality of Moodle, an open source Learning Management System, based upon its usage in two E-Learning courses in the Computing Sciences. Comparisons of functionality will be made to other Learning Management Systems, and the benefits, and limitations, of Moodle will be presented. Moodle empowers the prudent instructor to augment his/her pedagogy with numerous capabilities, which will create for the student a more exciting and novel learning experience. Insights and tips for using Moodle will be highlighted with specific examples in an on-line classroom setting.

Technology: Learning Management System
Delivery Method: Asynchronous Distance Learning via Internet

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Barbara Messina, Faculty, English Department, Berkeley College
Title: Creative Technology-Based Assessment in the Traditional Classroom

Presentation Abstract: Tired of the mundane, mediocre, multiple-choice madness? Learn how to craft dynamic, technology-driven projects and assessments applicable to any subject area, enabling students to develop a creative, interdisciplinary course deliverable. The presenters demonstrate creative technology-driven projects and assessments that allow students to integrate technology and traditional research to deliver distinctive, creative projects, exams, and reports.

Technology: Internet, Microsoft Office
Delivery Method: In class via Internet

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Brian Richards, Director, Instructional Design & Media Services, Learning Resources, Middlesex County College.
Title: An ePortfolio Pilot Project

Presentation Abstract: The presentation will detail how the ePortfolio pilot was established, the development of the ePortfolio system and the support for a pilot group of faculty enabling them to integrate ePortfolio assignments into their coursework. This will be followed by a demonstration of the ePortfolio editing and management system developed at Middlesex County College along with examples of student ePortfolios.

Technology: An innovative ePortfolio template editing and management system developed in-house based on Cold Fusion technology.
Delivery Method: In class & web based ePortfolio

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Sandra Miller, Director, Instruction and Research Technology, William Paterson University
Title: Focus Groups as Formative Assessment for Instructional Technology

Presentation Abstract: Instruction and Research Technology (IRT) at William Paterson University held five focus groups on faculty's perceptions about and experiences in, integrating technology into their curricula. Although faculty substantiated some common beliefs, further discussion revealed deeper issues. Other findings revealed more surprises indicating that focus groups are an excellent source of formative assessment for institutions willing to act upon results.

Technology:
Delivery Method:

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Dominic Duggan, Faculty Computer Science, Stevens Institute of Technology
Title: Building an assessment infrastructure in a (long) weekend

Presentation Abstract: My department needed a way for faculty to collaborate on developing courses outcomes, for outcomes-based assessment of our educational programs. We also wanted to be able to present these outcomes to students on our web pages, so they could see what a course had to offer in terms of its learning outcomes. It appeared that we were going to need to completely redevelop our web site, introducing a CMS to manage the effort of having faculty enter and correct outcomes for about seventy courses. A web site revision of this magnitude typically takes about six months to roll out. In the end, I managed to get the machinery up and running over a weekend, using Google Documents. If I have time, I will talk about other aspects of the department web site that also benefited from Google tools, including department calendars, a RSS feed for department news, and even a search engine for the department web site.

Technology: Google Documents.
Delivery Method: Asynchronous collaboration via Web.

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Elizabeth Avery Gomez, PhD Candidate, Information Systems, NJIT
Title: Behavioral and Learning Outcomes From Computer-Supported Team-Based Learning

Presentation Abstract: This presentation introduces the results of a computer-supported team-based learning (TBL) implementation in both traditional and on-line classrooms across two semesters. Team-based learning uses an active learning approach and was adapted to an on-line learning environment focusing on computer-mediated team communication management. The results show computer-supported TBL impact on motivation, enjoyment and group contributions on learning outcomes. Findings indicate perceptions of team interactions influence learners' motivation. Motivation mediates the relationship between team interactions and learning outcomes. Enjoyment is related to motivation and perceptions of team members' value. The presentation extends the TBL approach on-line and documents behavioral and learning outcomes.

Technology: A Web-based learning management system was used to manage team learning activities. The Web-supported team-based learning approach was deployed in regular face-to-face classes (as an on-line supplemental tool to manage and organize team tasks) as well as in distance learning courses (as a key repository of team interaction documents).
Delivery Method: Asynchronous distance learning via the Internet is the delivery method for both the face-to-face and distance learning classes.

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Dr. Charles McNerney, Business, Bergen Community College
Title: Using IT course-specific software to help transform passive students into responsible, active learners

Presentation Abstract: This presentation will demonstrate how I have been able to transform what would be passive students into active classroom learners who have learned not only "how to learn" but have also learned to take primary responsibility for earning their own grades. These primarily freshman students are taking our information technology foundation course: INF-101. The publisher-supplied, course-specific software, delivered through WebCT, has enabled this transformation. Class meetings have now become student-oriented, interesting, multi-media learning experiences. Each student, regardless of academic background and computer competence can now learn more during class than with the use of the more traditional lecture-oriented approach.

Technology: Publisher/textbook author-created course-specific software delivered through WebCT
Delivery Method: Both in face-to-face and online classes.

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Donna Liu, Executive Director, University Channel, Woodrow Wilson School of Public and International Affairs, Princeton University.
Title: The University Channel

Presentation Abstract: The explosive growth of online video over the past two years is both a challenge and an opportunity for universities. New technologies make it easier to showcase the intellectual activity on campus, yet it is getting harder to find quality content in the tidal wave of user-generated videos. The University Channel has curated a space in the new public media environment, where people can find lectures that meet the standards of university-level research: peer-reviewed, well-researched, full-length presentations. It helps member institutions find an audience for their public events, but it is more than just a public relations exercise for them. It is a public service.

Technology: Content Management System - Joomla; Video encoding and Delivery - Princeton Server Group; distributed cacheing - PlanetLab
Delivery Method: Publicly available video and audio streaming and downloading via Internet. Delivery of high-resolution TV programming also via Internet, but through a password-protected channel.

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Dongdong Chen, Assistant Professor, Asian Studies, Seton Hall University,
Title: Producing Videos and Learning Chinese

Presentation Abstract: This presentation reports a video-production project which enables learners of Chinese to learn and practice the language by creating video clips in Chinese. The project has two phrases. The first one involves only learners, who developed scripts themselves and were taped by media staffs. The second phrase involves both learners and natives, who acted situational dialogues from a textbook, and were video taped by the same media crews. As part of task-based language learning, the video production was an enduring Chinese language learning experience for the learners, whose final products serve as interesting, meaningful and effective teaching materials.

Technology: Producing language-learning video clips
Delivery Method: The completed video production was placed on the streaming server, linked to a Web-based Chinese-learning Program, and placed in Blackboard.

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Melda Yildiz, Assistant Professor, Secondary and Middle School Education, William Paterson University
Title: Liberating the Curriculum through Media Education: From Awareness to Action in Teacher Education

Presentation Abstract: This participatory interactive session presents the research based on an online interdisciplinary course called, "Literacy, Technology and Instruction." This presentation outlines the challenges and advantages of media production in teacher education; discusses strategies for integrating media education into the K12 curriculum, offers suggestions and online resources for producing video in the classroom with minimal resources and equipment, describes teacher candidates' experiences with documentary storytelling, mentoring and tutoring using telecommunication tools, and showcases candidates' media projects.

Technology: They use: 1) BB- for course content, discussion board, content management-eportfolios, 2) digital editing software (imovie or movie maker) for editing their digital story. 3) youtube.com for showcasing their video, 4) google pages to post their webpage/e-portfolio, 5) webcams- for online tutoring and mentoring to K12 students, first year students at WPU 6) skype.com for online chat and collaborations among each other and with the instructor They also use word processing, presentation slides, internet search skills.
Delivery Method: Online class with a synchronous and asynchronous components. Teacher candidates communicate with the instructor through various telecommunication tools.

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Dina Rosen, Assistant Professor, Early Childhood and Family Studies, Kean University
Title: Young Children, Digital Stories: Benefits and Challenges

Presentation Abstract: While many early childhood teachers use song, story and music independently, how many think of putting them together? Digital stories allow teachers and children to combine song, story and music in new, meaningful ways. This session explores the use of digital storytelling as a tool for developing young children's early literacy skills. Benefits and challenges as well as implications for teacher education will be discussed. Technology used in making digital stories (I-movie, I-pod, digital camera, and sound editing software) and instructional methodologies will be considered.

Technology: Digtal Stories
Delivery Method: In class

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Melanie Morris , Asst. Professor/Business Law, Business & Public Service, Raritan Valley Community College
Title: Is that Your Final Answer?: Using the Game Show to Reinforce Learning in the Classroom.

Presentation Abstract: Technology can be used to create classroom experiences that are memorable, and in turn, memorable experiences help students to retain learning. This presentation will focus on the use of the program PowerPoint, to simulate game shows familiar to students - such as Jeopardy! - to reinforce course content. The user friendly nature of PowerPoint makes creating a simple game board fairly easy. With the instructor driving the content, a game show can be used as a tool for review, to prepare students for a lesson, or even to deliver the core content of the course.

Technology: Microsoft Office PowerPoint
Delivery Method: Live delivery will be discussed. The presentation is also applicable to the synchronous and asynchronous distance learning environments.

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Donna Potacco, Director, Science Enrichment Center, William Paterson University
Title: Rocks and Minerals Online Tutorial

Presentation Abstract: ROCKS AND MINERALS ONLINE TUTORIAL We have developed a series of On-line tutorials designed to teach students rock and mineral identification using interactive modules of increasing complexity and using multiple learning strategies. As part of this strategy, the student is provided with a progressive introduction of information interspersed with a series of challenging quizzes for self-assessment and learning reinforcement. One of the learning outcomes of a General Geology course is demonstrated competence in the identification and description of common rocks and minerals and the roles they play in the Earth's formation. This program provides our professors with a supplemental mechanism of teaching the information they expect their students to learn in their Geology laboratory and can also be used as an ancillary learning tool for a blended course. The approach taken here is generally applicable as reinforcement for in-class, hands-on instruction.

Technology: Presentation in PowerPoint; project done using Dreamweaver - will need projection capability.
Delivery Method: Presentation will be in PowerPoint; program is online.

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Katarzyna Potocka, Assistant Professor of Mathematics, Ramapo College of New Jersey
Title: Creating an online course in developmental mathematics using CourseCompass.com and its outcomes

Presentation Abstract: The authors developed a self-paced Introductory Algebra pilot course taught online at www.coursecompass.com using MyMathLab. The online section of the course was taught parallel to the in-class sections of the same course, all having a common syllabus. The content of the online section was entirely web-based. An assessment of the course will be presented, including the set up, the software performance, and the performance of the students in the online section vs. traditional sections. MyMathLab is mainly made to enhance in-class courses with additional homework, but the authors have pioneered a way to create an online course using this software.

Technology: www.coursecompass.com with the use of MyMathLab produced by Prentice Hall.
Delivery Method: Online learning from a computer software, self-paced, with chapter tests proctored in a computer lab

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