Faculty Showcase - March 13, 2009
Annunciation Center, College of Saint Elizabeth
Faculty Sessions

Track 1
Online Learning
Track 2
Social Software Web 2.0
Track 3
Track 4
10:30 AM - 11:30 AM Reaching Diverse Learners Through Universal Design
- Durso-Finley, Gianna
Integrating Web2.0 into Your Online Course
-Qaissaunee, Michael
Promoting Interaction and Establishing a Sense of Community in an Asynchronous Speech Course
- Clerkin, Mary Jane
Google Earth Assisted Learning for General Studies Courses at Stockton
- Manson, Russell
Embracing Moodle: How NJIT implemented an open source LMS solution
- Haggerty, Blake
Using Moodle/Itunes/CUBE Software to create a flexibile teaching Environment
- Lubliner, David
Journeying Through Digital Storytelling
- Zedeck, Mary
Simulation Technology: A Bridge to Reality
- Proctor, Teresita
11:30 AM - 12:15 PM

Poster Sessions

1:30 PM - 2:30PM Facebook Matters: How to Use Social Networking in the College Classroom
- Munoz, Caroline
Using Student Blogs as Reflective Practice
-Ronkowitz, Ken
Learning through Digital Storytelling: Interdisciplinary Findings
- Burkholder, Pete
Previsualization to accelerate anatomy dissection in classroom
- Lee, Jeung Woon
Interactive Fiction, Texting and English Composition
- Ellen, Feig
Engaging Students' Brains When Introducing New Units
- Jackson, Joyce
International Group Projects using Google Groups
- Ranjan, Sheetal
Online multicultural field experiences: Possibilities, Pitfalls, and Potential Solutions
- Wilder, Hilary
2:45 PM - 3:45 PM The Hybrid Tutoring Experience: The Path to Better Writers
- Nesius, Elizabeth
Did you know....?
- Cook, Joan
Maps, Math, & Media in Multicultural Education: Chat and Click in the College Curriculum
- Yildiz, Melda
Delivering eLearning Assets in PDF Format
- Friedlander, Brian
A New Tool for the Shed: Google Sketchup
- Trotta, Heidi
Teaching Writing and Speaking with Classroom Capture
- Jewell, Thomas
Enron Unraveled
- Cleaves, Gerard
Electronic Portfolios: Documenting Learning Outcomes
- Hadley, Amy

Durso-Finley, Gianna, Professor of Sociology, Social Science, Mercer County Community College
Title: Reaching Diverse Learners Through Universal Design

Presentation Abstract: This approach to Universal Learning Design, which could be applied to all disciplines, incorporates a "Teacher within the Text linking teachers and students together in a dynamic, digital learning environment. These innovative textbooks transform reading into an interactive, multisensory experience - vital for todays technology-savvy learners. Initial findings in Sociology (across three community colleges) indicate improved student learning outcomes and an enhanced focus on higher-order, critical thinking. This pedagogic experiment continues through Spring 2009 and beyond, with an ongoing emphasis on: Using technology in unprecedented ways to be a step ahead Making education relevant to our diverse community Providing students the tools to take charge of their education

Technology: Text-to-speech software to create a "Teacher within a Text".
Delivery Method: In class

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Qaissaunee, Michael, Associate Professor, Engineering and Technology, Brookdale Community College
Title: Integrating Web2.0 into Your Online Course

Presentation Abstract: Web 2.0 tools such as podcasts, blogs, wikis, and online video have exploded in popularity. Students often use YouTube, Wikipedia and their favorite blogs and podcasts as their primary sources of information. These Web 2.0-driven technologies are quickly making mainstream media and traditional sources of information less relevant. An administrator and faculty member working in online education will describe how to transform online education from a static one-way model into to a dynamic interactive model for online education that engages and empowers students and faculty to create and share content. The presentation will begin with a brief overview of Web 2.0 technologies, followed by a demonstration of these technologies and how they have been integrated into distance education at Brookdale Community College.

Technology: LMS - Angel, PPT, Web 2.0 (audio, video, wikis, blogs, etc)
Delivery Method: All of the above
Second Presenter: Norah Kerr-McCurry Director, Teaching & Learning Center, Brookdale Community College Lincroft, NJ 07738 732-224-2628, nkerr-mccurry@brookdalecc.edu

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Clerkin, Mary Jane, Associate Professor, Engineering and Technology, Brookdale Community College
Title: Promoting Interaction and Establishing a Sense of Community in an Asynchronous Speech Course.

Presentation Abstract: How do educators promote the same type of interaction the same give and take and interest in an online speech course that is offered asynchronously Can a sense of community be achieved in such a course. What tools and innovative methods can be developed Adobe Visual Communicator, a simple web cam, Wimba Voice Discussions, the Pronto Instant Messaging talk feature can allow this to be successful. Despite the barrier of time and distance an asynchrouns speech course can be as effective online as onsite. Using a simple Logitech Webcam can allow students to practice their speeches until they are ready to post them for peer review in small group discussion boards. Following a rubric and engaging in helpful dialogstudents peer review each others s speeches in order to help each other improve them before before posting them to the professor for grading. An asynchronous speech course permits a very heterogeneous group of students from different areas throughout the world to come together in a course that encourages, even stimulates active participation. When students post short and long informative, persuasive, and special occasion speeches using their web cams on subjects chosen by them, they open up new vistas of ideas and share their life experiences. Using the web cam they can not only speak to each other, but provide enhancements such as objects, maps, and pictures as well. What is more, students have the ability to view themselves as they video themselves, and have the ability to practice and improve before submitting the final speech to their peers. Debates can be open and vociferous using the Wimba Voice Discussion Boards. The asynchronous feature of the course allows student to think carefully before responding in debate. More thoughtful and more comprehensive dialog can be promoted. Using the Voice Discussion Boards online students can practice diction exercises and listen to themselves and their peers as they attempt difficult exercises that promote good enunciation. Poetry readings that encourage the use of inflection and tone can also be practiced and contests may be held in the spirit of friendly competition Students can post their PowerPoints in their small groups and the larger discussion boards as well. They can use Pronto talk feature to communicate. All in all, an online asynchronous speech course is a very viable option for online students.

Technology: BB
Delivery Method: Asynchronous distance learning via Internet

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Manson, Russell, Associate Professor, Natural Sciences and Mathematics, Richard Stockton College of New Jersey
Title: Google Earth Assisted Learning for General Studies Courses at Stockton

Presentation Abstract: This presentation will discuss the use of a relatively new software technology called Google Earth in both a freshman level seminar course and in an upper level seminar course. The software will be described along with a brief history of its genesis. The software capabilities will be briefly demonstrated and some simple classroom activities for educators will be presented by way of introducing the software. The mission and format of the Stockton freshman and senior general studies seminars will then be outlined and reasoning behind incorporating the software into the classroom will be outlined. Some examples of student projects will be presented and their pedagogical value discussed. Both intended and unintended effects of incorporating the software into the classroom will be discussed which include: miniature web page creation using KML; introduction to simple geographical information system concepts; geographical awareness assessment and student-faculty relationship building.

Technology: Google Earth: geographically referenced browser and KML document interpreter.
Delivery Method: In class

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Haggerty, Blake, Assistant Director Instructional Design, ITMS, New Jersey Institute of Technology
Title: Embracing Moodle: How NJIT implemented an open source LMS solution

Presentation Abstract: With the increasing costs, complexities and concerns associated with many of todays commercial learning management systems (LMS) many schools are beginning to explore open source alternatives. In doing this, two questions that many schools struggle with is whether open source products are mature enough for mission critical applications as well as how to introduce and move hundreds of instructors and thousands of students to a new system. The New Jersey Institute of Technology introduced Moodle as part of a pilot program two years ago and currently has hundreds of courses that have been migrated from WebCT 4 to Moodle. This session will explore how NJIT initially established a Moodle pilot program, made the decision to implement a supported version of Moodle (Moodle Rooms)and have been supporting faculty and students during the transition. In addition to outlining the migration process we will also explore some of the challenges that we have faced. With hundreds of courses currently being offered this spring, NJIT would like to demonstrate that it is possible to utilize open source software in a way that adds value for faculty and students.

Technology: Learning Management System - Moodle
Delivery Method: For online and face-to-face courses

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Lubliner, David, Professor, PhD, Computer Technology, New Jersey Institute of Technology
Title: Using Moodle/Itunes/CUBE Software to create a flexibile teaching Environment

Presentation Abstract: Importance: The combination of Moodle / Itunes /CUBE software (developed at NJIT) provides an extremely flexible teaching environment where students can participate in the class in either convention face-to-face, hybrid or entirely E-Learning. Separate sections for different modes may no longer be necessary. In addition students using the CUBE software can traverse knowledge threads spanning multiple courses providing enhanced understanding of the entire discipline. How the technology is innovative: Two reasons; first students can attend the class in any combination of learning modes depending on their changing personal/work schedules. Second the CUBE knowledge repository software allows students to access notes from multiples courses with an integrated knowledge map that integrates course concepts spanning a discipline. The first two year of this system, several published articles, indicate an avg. 25 point increase in test score on exams spanning a discipline than those students taking conventional teaching methods. What are the intended or unintended effects This new paradigm may revolutionize four year colleges methods of teaching courses. How will this be used in the Future The Moodle/itunes/CUBE Knowledge repository combination will offer courses in a discipline as unified whole rather than individual disjoint courses the approach currently used today..

Technology: Moodle Itunes CUBE knowledge repository (developed at NJIT)
Delivery Method: In class, Hybrid and E-Learning

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Zedeck, Mary, Instructional Designer, Teaching, Learning and Technology, Seton Hall University
Title: Journeying Through Digital Storytelling

Presentation Abstract: Digital storytelling can be a powerful tool for improving teaching and learning regardless of the subject matter or discipline. While providing students with a forum in which to tell their stories whether these are about personal struggles and achievements, a specific text or concept, or a combination of these digital storytelling also enables students to make the abstract concrete, to make the complex more readily understood, and to do so while enhancing their skills in rhetoric, literacy, and critical thinking. This presentation will provide an overview of two projects that are part of Seton Hall Universitys digital storytelling initiative. Both projects highlight the ways digital stories can be used to help students enter into conversations with and understand complex texts and ideas. Examples of digital stories created by students from both projects will be shared, and an overview of the processes involved will be provided.

Technology: Blackboard, digital editing software, digital audio recorder
Delivery Method: In Class
Second Presenter: Dr. Mary Balkun Professor, English Department Chair, Seton Hall University, balkunma@shu.edu, 973-761-9387 & Dr. Marian Glenn Professor, Biology Seton Hall University glennmar@shu.edu 973-761-9052
Third Presenter: Heidi Trotta, Instructional Designer, Teaching Learning and Technology, Seton Hall University, heidi.trotta@shu.edu 973-275-2882

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Proctor, Teresita, Assistant Dean , Nursing, Trinitas School of Nursing/Union County College
Title: Simulation Technology: A Bridge to Reality

Presentation Abstract: The use of simulation and the technology that supports it is becoming a signature pedagogical innovation in healthcare professions education. It bridges the gap between education and clinical practice in the real world. The use of simulation was recommended by the Institute of Medicine after it came out with a substantive report, To Err is Human, which revealed that as many as 45,000-98,000 hospitalized patients die each year from the errors made by the very people who take care of them. The use of simulation can improve the quality of care and patient safety as research in the field is starting to show. The availability of computerized manikins that can breath, talk, and physiologically respond to medical/nursing interventions has revolutionized health professions education.

Technology: Technology using high-fidelity human patient simulators (computerized manikins)
Delivery Method: In the laboratory but with the use of a video system the simulation can be observed in any classroom with internet connection.

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Munoz, Caroline , Assistant Professor of Marketing , Marketing and Entrepreneurship, Fairleigh Dickinson University
Title: Facebook Matters: How to Use Social Networking in the College Classroom

Presentation Abstract: The social network site Facebook has quickly become an integral part of the college social experience. However, should Facebook be interwoven within the classroom experience as well. The purpose of this presentation is to propose the idea of using Facebook and demonstrate its use within the college classroom. The presentation posits that Facebook can allow students to take additional ownership in their course, create an online classroom community, and increase teacher-student and student interaction. In addition to discussing Facebooks technological and pedagogical advantages, a demonstration of how to use Facebook in the college classroom is provided. Specifically, the different levels of potential Facebook course integration and ethical best practice policies are discussed.

Technology: Facebook
Delivery Method: Hybrid

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Ronkowitz, Ken, Director , Writing Initiative, Passaic County Community College
Title: Using Student Blogs as Reflective Practice

Presentation Abstract: The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.

Technology: Web blogging platforms
Delivery Method: Asynchronous distance learning via internet

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Burkholder, Pete, Assistant Professor , History, Fairleigh Dickinson University
Title: Learning through Digital Storytelling: Interdisciplinary Findings

Presentation Abstract: Learning is most effective when students can insert unfamiliar material into a known frame of reference. Telling digital stories does this by injecting students' popular culture into the classroom, and by allowing them to use their laptops, music and images in a new and exciting way. Working in different fields, the investigators have gathered data showing that digital storytelling is both effective and affective pedagogy with implications in virtually any classroom. Drawing on their recently co-published article, the investigators will present collected data and examples of students? work to illustrate the merits and pitfalls of this pedagogy. HOW INNOVATIVE: Digital storytelling utilizes a variety of software packages, and it can take many forms. The investigators have experimented with narrated digital stories and music videos in their history, sociology and criminal justice courses. Although not yet a standard pedagogy, digital storytelling is growing in popularity. The novelty of the investigators presentation is (1) the quantitative and qualitative data they have gathered, and (2) their ability to place it into the broader context of more traditional teaching techniques. INTENDED/UNINTENDED EFFECTS: Digital storytelling definitely "works" from a student engagement standpoint. But is engagement enough Through surveys, interviews, and comparisons with more traditional pedagogies, the investigators have determined that digital storytelling is much more than fun-time with technology. In addition, they have called into question the efficacy of assignments that are viewed as vital in their fields of expertise. FUTURE USES: As video-making software becomes more powerful and user-friendly, there is greater potential to utilize digital storytelling as a learning technique. The investigators hope that other instructors will consider the benefits of the pedagogy, and question whether digital storytelling might meet learning goals as well as, or even better than, more traditional methods.

Technology: PowerPoint, i-Movie, MovieMaker, Keynote
Delivery Method: In class
Second Presenter: Anne Cross Assoc. Professor & Chair Dept. of Criminal Justice Metropolitan State University 1450 Energy Park Drive St. Paul, MN 55108, 651-999-5886, anne.cross@metrostate.edu

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Lee, Jeung Woon, Assistant Professor, Biology, William Paterson University
Title: Previsualization to accelerate anatomy dissection in classroom

Presentation Abstract: Animal dissection is a hands-on training that teaches students not only the identification of structures in vertebral animals but also the fine motor skills of cadaver dissection. Majority of students, however, lack sufficient training to perform such task and learn materials in one or two laboratory sessions. Careful dissection is critical to follow along the lab materials, but in the hands of inexperienced students such task is laborious and consumes most of lab time. Use of still imagery has been tried by many institutions, but lacks the continuity of dissection sequence making difficult to follow along. I present here, use of pre-recorded video dissection, edited in time to show students critical sequences involved in an ideal animal dissection. In addition, still frame imageries were incorporated into the video producing an interactive DVD content that allow quick fast forwarding or replaying a particular video segment. Use of such system has been successfully tested previously making student experience enjoyable (less frustration) and significantly cutting down the amount of time needed for student dissection.

Technology: Anatomy, dissection, previsualization, digital video
Delivery Method: Class, Multimedia Learning
Second Presenter: Jaehyun Kim, Instructional Technologist, William Paterson University, 300 Pompton RD, Wayne, NJ, 07470, 973-720-2937, kimj@wpunj.edu

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Feig, Ellen, Adjunct Professor, English, Berkeley College
Title: Interactive Fiction, Texting and English Composition

Presentation Abstract: As our students spend more time on the Internet and less time with actual physical texts, it becomes essential for educators to adopt new tools to teach the pedagogy of English composition and writing skills. Using the history of interactive fiction (from its inception to its current state with high concept games such as Grand Theft Auto) and the growing arena of "text" based language (i.e. the new language of texting), students learn how they write each and every day, how they are constantly creating stories and determining thesis, and how they are drafting the new dictionary of the future. The notion that video gaming (interactive fiction) and texting must be acknowledged by educators as a real tool for disseminating information will be showcased via actual demonstration using these tools (as used in the actual classroom).

Technology: Internet based learning, hypertext, interactive fiction, email and texting, Powerpoint, web interface
Delivery Method: In class and online

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Jackson, Joyce, Lecturer (Ph.D.), School of Education, Fairleigh Dickinson Unversity
Title: Engaging Students' Brains When Introducing New Units

Presentation Abstract: All students benefit from instruction that uses technology to keep their attention and enhance memory and recall by providing novelty and providing evidence of sense and meaning. It is particularly important for pre-service teachers to be taught using best practices and strategies that are based on current brain and learning research so they can mimic them in their own classrooms. This presentation will model the use of music and visuals in Powerpoint presentations that provide introductions to lessons and are designed to razzle-dazzle the audience. PowerPoint, iTunes, iPhoto, and visuals from internet sites are used to create a receptive emotional state, trigger endorphin release through humor, set the stage for new knowledge with an agenda-like outline for the lesson and provide a link to an area of interest of the audience. Additionally students see that the lesson material is important and socially responsive. Elements of this technology have been used in middle school, undergraduate and graduate instruction and all students have been very receptive and engaged. Additionally, these presentations were recalled in great detail in student journals as being very memorable and meaningful. Participants will come away with practical advice for creating their own uses of this technology-based strategy.

Technology: -
Delivery Method: I have used this in class but plan to utilize it in distance learning courses as well.

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Ranjan, Sheetal, Assistant Professor, Sociology, William Paterson University
Title: International Group Projects using Google Groups

Presentation Abstract: The Web offers unique opportunity for students from around the world to establish communicative relationships with each other. Two academics from Australia and the United States decided to explore its potential for learning and created collaborative online groups with their Australian and United States criminology students to supplement their conventional teaching programs. A free service from Google (Google groups) was used to create discussions about criminological topics. About six United States and six Australian students were assigned to work together on a group project of criminological interest. The pedagogical goal of this trial was to simultaneously engage the two student cohorts in active learning through a critical and reflective discourse. The topics for the group projects were stimulating criminal justice issues, relevant to the course content, which promoted high-order thinking leading to critical reflection by the students. Therefore, the aim was for the students to broaden their knowledge base and deepen their criminological understanding as they constructed knowledge through the shared experiences brought to the collaborative effort. From a combined class strength of n=120, ten groups were created on Google groups. The students had ongoing discussions and shared information over the web using documents, images and media as part of the assigned group project. At the end of about six weeks of collaborative work, the students created web pages relevant to their group topic right inside the Google group account. In order to assess the value of these online groups, both student cohorts filled out a questionnaire about their expectations prior to the collaborative process as well as their experiences post the group project. This paper provides a report of these findings.

Technology: Google Groups
Delivery Method: Asynchronous distance learning via internet/hybrid
Second Presenter: Marietta Martinovic RMIT University Australia

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Wilder, Hilary, Associate Prof/Dr., Educational Leadership and Professional Studies, William Paterson University
Title: Online multicultural field experiences: Possibilities, Pitfalls, and Potential Solutions

Presentation Abstract: Teacher educators are required by accreditation standards to provide field experiences for their students in diverse settings in order to prepare them for the realities of todays K-12 schools. This presents a challenge however for masters students who are working fulltime jobs or cannot easily commute outside of certain geographic areas. As a solution in our Learning Technologies masters program, we used online distant learning technologies for our students to mentor teachers in Namibia and develop a WebQuest for use in their classrooms. Our expectation was to use the Blackboard system and have NJ-Namibian partners communicate via discussion forums and to use a wiki for the actual WebQuest development. Shortly after beginning however, this became unworkable and an alternative solution, using email to exchange tech-integrated lesson plans (as word documents), was adopted. By the end of the semester, NJ students were clearly aware of the digital divide and the need to be flexible when delivering online instruction, but were all success in helping their Namibian partners become more familiar with ways of using technologies in education. In this presentation we will discuss our original plan, what went wrong, how we worked around it, and how others can do something similar.

Technology: Blackboard, wiki, email, WebQuest, Word
Delivery Method: Online, asychronous distance learning/collaboration

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Nesius, Elizabeth, Writing Center Coordinator, Writing Initiative, Passaic County Community College
Title: The Hybrid Tutoring Experience: The Path to Better Writers

Presentation Abstract: This presentation is intended for instructors of any discipline who plan to assign writing in a course. Many colleges have a writing center where students can receive tutoring on writing assignments, and some colleges offer writing tutoring online. Too often, colleges view online and face-to-face tutoring as completely separate and even in opposition to each other. This presentation will discuss using online tutoring in conjunction with face-to-face tutoring as two halves of a complete tutoring experience. PCCC uses eTutoring.org to provide online writing (and other) tutoring to its students. Benefits of eTutoring will be discussed (including 24/7 access, fast turnaround). The PCCC Writing Center is distinct in that it combines the use of eTutoring with face-to-face tutoring to help students improve not only individual papers, but also their writing in general. The intention is that students will improve their writing faster and more dramatically using the hybrid system. The project has in fact rapidly spread beyond the pilot group and been embraced by various faculty, staff and students. One of the unintended benefits of this project is that it has informed and improved training of on-the-ground tutors, so that their feedback is more meaningful for students. This hybrid tutoring experience will help both students and tutors continue to diversify their learning experiences.

Technology: Access Database, online scheduling interface, online tutoring program
Delivery Method: Asynchronous online, Synchronous face-to-face, hybrid

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Cook, Joan, Director, Center for Teaching Excellence, County College of Morris
Title: Did you know....?

Presentation Abstract: Learn about several FREE, easy-to-use Web 2.0 tools for use by both faculty and students to enhance your teaching and engage your students in learning. A range of applications will be covered including: - creating demos/tutorials - e-portfolios - concept mapping/brainstorming - video/audio e-mail (can be linked or embedded) - collaborative documents/surveys - web conferencing

Technology: A variety of Web 2.0 tools that can be used independently or in combination with a LMS: Jing (create demos/tutorials) Epsilen (personal e-portfolios) Bubbl (concept mapping/brainstorming) Tokbox (video/audio e-mail) Google Docs (collaboration and surveys) DimDim (web conferencing) iSpring (convert PPT to Flash for the Web)
Delivery Method: All of the above.

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Yildiz, Melda, Assistant Professor, Secondary and Middle School Ed, William Paterson University
Title: Maps, Math, & Media in Multicultural Education: Chat and Click in the College Curriculum

Presentation Abstract: Today new generation use variety of mediums to communicate and form communities of interest outside the classroom. There is an obvious disconnect between current educational practices and what the students are exposed to in their daily lives. New technologies provides new a ways of connecting to people all around the world with text, photos, audio and video. This interactive and participatory presentation is based on a cluster course which integrated social software (i.e.blogs, wikis, instant messaging) and Personal Response System to foster connectivity among the students, faculty and three different course objectives. The course focused on the role of multiliteracies (i.e. numerical, information, geographical and media literacy) through the lens of multiculturalism; addressed academic excellence and equity by integrating new literacies and interactive technologies; and explored the power of educational media and technologies in improving literacy and research skills. This session will provide creative strategies and possibilities integrating new technologies; describe students' reactions, discoveries, and experiences; and showcase their multilingual and multicultural online projects and digital stories. We will outline wide range of meanings students associated with social interaction technologies; impact of online activities in the curriculum; the ways in which students integrated new media and technologies into their projects; and how they gained alternative points of view on educational media and renewed interest and commitment to new media literacies.

Technology: 1) Interactive classroom activities with TurningPoint Technologies 2) digital editing software (imovie or movie maker) for editing their digital story. 3) youtube.com for showcasing their video, 4) wikispaces.com, blogsport.com, and sites.google.com to post their webpage/e-portfolio, 5) social software such as voicethread, and wikis for online collaborations 6) webcams- for online tutoring and mentoring and Communication Software (AOL, MSN, Skype chat) 7) skype.com for online chat and collaborations among each other and with the instructor 8)BB- for course content, discussion board, content management-eportfolios, 9)They also use word processing, presentation slides, internet search skills.
Delivery Method: This course provided Hybrid activities- in class TurningPoint Technologies for interactive lesson presentations. also students used clikers to conduct their own research. - online students interacted with faculty and students using social software

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Friedlander, Brian, Assistant Professor of Education, Graduate Education, College of St. Elizabeth
Title: Delivering eLearning Assets in PDF Format

Presentation Abstract: As faculty begin to develop more and more digital assets for their courses it is important to consider how they will deliver them. Using the ubiquitous PDF format it is now easier then ever to deliver your digital assets in a PDF format. In this presentation you will learn how to create PDF Portfolio's that can contain Word documents, graphics, Excel spreadsheets,and video and deliver your final document in one PDF file. You will also learn how you can use Adobe Acrobat Extended Pro with Adobe Presenter to create eLearning materials from your PowerPoint slides that you can publish as a PDF. Using these technologies it is now possible to incorporate rich media into your courses and deliver then as a PDF for your students to view with the free Adobe Acrobat Reader 9.

Technology: Rapid elearning tools Adobe Acrobat
Delivery Method: Asynchronous distance learning via internet hybrid

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Trotta, Heidi, Instructional Designer, Teaching, Learning and Technology, Seton Hall University
Title: A New Tool for the Shed: Google Sketchup

Presentation Abstract: Using a combination of technology and situated learning, students can develop skills, knowledge and ways of thinking necessary for becoming effective leaders in organizations and communities. Strategic Management and Governance is a graduate course in the Masters of Public Administration (MPA) program at Seton Hall University that stresses the development of managerial and analytical skills as well as the ethical and professional values necessary to take on leadership roles in our civil society. One goal of this course is to show how different social actors within a political system approach problems differently based on the needs of their organization and the complex social processes in the community. After attending training sessions in Google Sketchup, student teams were given a case study involving a vacant and unused parcel of land along with a description of the organization they were representing. Working in teams, students created a detailed development plan that represented not only the needs and interests of the role they were playing, but community concerns as well. Students presented their final proposals, substantiating their arguments and designs with actual facts and data gained from research. This session will cover the design, assessment and support strategies used to ensure the resulting successful learning outcomes.

Technology: Google Sketchup
Delivery Method: In class
Second Presenter: Matt Hale Professor, Public Administration, Seton Hall University, 400 South Orange Avenue South Orange, NJ 07079 halematt@shu.edu 973-275-2882

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Jewell, Thomas, Associate Professor, Communication, Bergen Community College
Title: Teaching Writing and Speaking with Classroom Capture

Presentation Abstract: Classroom capture technology, typically designed to make faculty-lead classroom activities and instruction available to students for later review, can be repurposed to create interactive self-evaluative learning activities for writing and speaking. In writing and public speaking courses, student presentations were captured using the Echo 360 classroom capture system, which creates a video in one window showing the student(s) speaking, and displays whatever is projected from a connected computer in the other. The Echo 360 automatically inserts the captured presentations into the classroom management system, making them readily available to students. This interface makes it easy to give students an opportunity to evaluate their own speaking and writing for a dynamic and immediate interactive learning experience. In the future, we will continue to improve the self-evaluation instruments to take better advantage of the richness of the classroom capture system output.

Technology: WebCT, Echo360
Delivery Method: Web Enhanced and Hybrid
Second Presenter: Prof. Caroline Kelley Lecturer, English Department Bergen Community College 400 Paramus Road, Paramus, NJ 07652 201-493-3665 ckelley@bergen.edu
Third Presenter: Amarjit Kaur Instructional Designer Bergen Community College 400 Paramus Road, Paramus, NJ 07652 201-493-5002

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Cleaves, Gerard, Clinical Assistant Professor, Management, Fairleigh Dickinson University
Title: Enron Unraveled

Presentation Abstract: On the surface, Enron conjures up Churchill's description of the Soviet Union "a riddle wrapped in a mystery inside and enigma." Initially my freshmen Business Ethics students believe they will never figure out what is going on - afterall most of America was fooled - but I think I have found a way using technology to get through to them. When they read from our text, which begins with a few paragraphs on Enron, I tell them to "wander around and take detours" when they find something intriguing. Using Webcampus, and electronic libraries, I point them to electronic documents and hard copies I have collected on Enron over the last few years. Each student is assigned one reading and we review them all and see if we can start to piece the complex story together. I'll also read from "The Smartest Guys in the Room: The Amazing Rise and Scandalous Fall of Enron" by Bethany McLean and Peter Elkind (and/or show them the trailer from the movie by the same name on Youtube) and a PowerPoint presenation based on a case study entitled "The Collapse of Enron" by Anne T. Lawrence. We are then able to take on Sarbanes-Oxley with heightened confidence

Technology: Blackboard Internet Youtube PowerPoint
Delivery Method: In class or asynchronous distance learning via Internet.

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Hadley, Amy, Assistant Professor, Health Sciences, Richard Stockton College of NJ
Title: Electronic Portfolios: Documenting Learning Outcomes

Presentation Abstract: Academic and professional standards require documentation of learning outcomes. For students in Communication Disorders programs, specific documentation of the knowledge and skill requirements of the American Speech-Language Hearing Association (ASHA) must be maintained by students and reviewed by their advisors. This presentation will demonstrate a method for merging curriculum goals, course outcomes, and professional association standards using course management software (Blackboard CE6). In addition, the creation of electronic student portfolios organized according to professional standards will be demonstrated using Blackboard. This session will be of interest to any faculty member working with accreditation standards or professional licensure requirements. It will also demonstrate how to document student achievement of learning outcomes described in a course syllabus. Electronic portfolio documentation is a useful tool for students applying to graduate school or seeking licensure/certification as is common in the health professions. Electronic portfolios are also useful in documenting learning outcomes for program evaluation.

Technology: Blackboard
Delivery Method: In class as well as asynchronous distance learning via internet.

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