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Tuesday, August 8
Wednesday, August 9
Thursday, August 10
Friday, August 11
Poster Presentations
| TUESDAY, AUGUST 8 |
7:00 AM –
7:00 PM
Congress F/G |
Registration |
8:00 AM –
12:00 PM
Congress Centre Executive Suite |
MERLOT Advisory Board Meeting |
Tuesday
9:00 AM –
5:00 PM
Capital 1/2A |
uOttawa Pre-Conference Event
Reflections on the Design and Implementation of Technology Enabled Health and Medical Science Education
If you are using technology in your teaching in medical or health sciences, this day-long workshop is for you. You will have the opportunity to discuss and learn the how and why of technology-based teaching with some of the best.
This workshop will address:
- Innovative practices and use of new and emerging technologies in teaching health sciences and medicine
- Enabling distributed education models through appropriate technologies
- Continuing professional development
- Learning Object Repositories: their place in medical and health sciences education
- Challenges faced and choices to make in the implementation of a medical or health science programs aimed at minority populations.
- Effective distance training and continuing professional development
A key element of the workshop will be a poster / demonstration event which will feature a wine and cheese reception.
This pre-conference session will be of interest to those who work in the area of health and medical sciences, particularly:
- Teaching faculty and education researchers
- Trainers and pedagogical consultants
- Instructional designers and program developers
- Curriculum administrators and program managers
Keynote speakers will include:
David Topps, Associate Professor, Director of eLearning, Northern Ontario School of Medicine, Sudbury, Ontario
Gordon Wallace, FRCPC Director of Education, The Canadian Medical Protective Association
Michael Clarke, PhD, Professor, Director, eCurriculum, Faculty of Medicine, University of Ottawa
Jean A. Roy, Directeur, Bureau des affaires francophones, Faculty of medicine, Université d’Ottawa
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Tuesday
9:00 AM –
12:00 PM |
Pre-Conference Tour
Academic Tour to University of Ottawa
Elizabeth Campbell Brown, University of Ottawa
Patti O’Brien, University of Ottawa
Donna Scalzo, University of Ottawa
First Stop: Centre for e-Learning, University of Ottawa
After a brief tour of the Centre for e-Learning there will be a presentation which will outline the mandate and key initiatives the Centre has adopted in the development and support of online teaching and learning at the University of Ottawa.
This presentation / discussion will outline some of the issues and challenges we face: varying levels of online teaching and learning expertise among faculty members and students, the challenges and the opportunities that bilingualism presents to our development of resources, selection of appropriate methods and technologies in various projects, resources and courses we develop- and address some of the strategies we have adopted to help overcome such challenges through the development of various targeted services and resources. We will also showcase some of the online resources and award-winning courses that we have developed over the last few years.
Second Stop: Medical Education and Technology, Faculty of Medicine, University of Ottawa
This workshop will present an overview of the aspects and considerations necessary to achieve a cohesive and inclusive eLearning program in undergraduate medical education. The presentation will include the rationale behind the approach, leadership necessary, project management, instructional design, and infrastructural support. The presentation will also include a demonstration of the eCurriculum from the University of Ottawa.
By the completion of this workshop, participants should be able to:
- Explain the rationale for developing an inclusive and cohesive approach to eLearning
- Describe the importance of project management in developing and implementing an eCurriculum
- Describe the critical role of supportive leadership in developing and implementing an integrated eLearning program
- Participants should understand the various competencies that are required for this kind of effort, including educational, web-based skills and technological
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Tuesday
9:00 AM –
12:00 PM
uOttawa Campus Computer Lab
|
Pre-Conference Workshop
Choosing, Using and Assessing Learning Objects in the Classroom
Liesel Knaack, University of Ontario Institute of Technology (UOIT)
This workshop will begin with effectively choosing and using learning objects for the classroom. Participants will be engaged in activities, discussion, case studies and new ideas about optimizing the use of learning objects in a variety of classroom environments and for varied learners. Participants will also gain experience in assessing learning objects as to how well they fit within the course design and expected student learning experiences. The workshop will also address how to assess the level of learning gained through learning object use. For new and experienced users of learning objects / MERLOT resources.
By the completion of this workshop, participants should be able to:
- List strategies to overcome hurdles/challenges that impede effective use of learning objects in the classroom
- Provide practical strategies and ideas for making a learning object work in a variety of classes and with a variety of learners
- Understand how to assess/critique learning objects to determine their suitability and use in the classroom
- Describe an assessment tool for determining the effectiveness a learning object had on learning
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Tuesday
9:00 AM –
12:00 PM
Capital 7A |
Pre-Conference Workshop
Turning the Faucet On: Investigating and producing podcasts for teaching and learning
Patrick Lyons, Carleton University, Educational Development Centre
Robert Burk, Carleton University, Department of Chemistry
Bengt Neathery, Integrating Solutions Inc. Podcasting is an exciting new way of distributing, sharing and communicating both audio and visual information. In its most basic form it is the distribution of audio and or video files via the Internet for playback on mobile devices (like iPods). However podcasts can be used by educators as something far more interesting: as an enabler and mechanism for change in teaching and learning.
This interactive, hands on workshop will introduce participants to the world of podcasts (both audio and video), their production, use and implications as an enabler for teaching and learning. By the end of the workshop, participants will understand: 1) what a podcast is,
2) the steps and tools available to produce a podcast, 3) how students use podcasts, and 4) how they can be used to enhance teaching and learning.
Following an introduction and overview in the production of a podcast (both video and audio), small groups will be formed. In these small groups, participants will work with the workshop facilitators to produce audio and/or video podcasts. Group members will work through an idealized podcast production process of storyboarding, scripting, video and audio production, compression, uploading and finally RSS feed generation. In this activity, participants will work with both inexpensive and commercial tools to develop skills and knowledge to take back to their home institutions.
The groups will reconvene to showcase their podcast and share their observations. The session will conclude with a discussion and showcase centered on potential new teaching and learning applications of podcasts.
By the completion of this workshop, participants should be able to:
- Develop a conceptual understanding of podcasts and podcasting (audio and video)
- Develop a personal framework for how they might use podcasts to enhance student learning
- Practice of producing a podcast (storyboarding, audio/video production, compression, uploading, RSS feed)
- Iidentify benefits and disadvantages of podcast within the context of teaching and learning
- Discover how they can use podcasts as a proxy for student learning habits
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Tuesday
9:00 AM –
12:00 PM
uOttawa Campus Comuter Lab |
Pre-Conference Workshop
Open Source and Open Access Academic Technologies in Higher Education
Jutta Treviranus,
Adaptive Technology Resource Centre, University of Toronto
Chuck Severance, Executive Director, Sakai Foundation
This workshop will present an overview of open source and open access based technologies in higher education and will include a number of case studies as examples of the application of the technology. The workshop will introduce initiatives such as the SAKAI Collaborative and Learning Environment, Uportal web portal system, the Kuali initiative, the Open Source Portfolio Initiative, Open Journal Systems, and other learning management, open access publishing, learning object repository, digital archive, web portal and courseware tools for scholary inquiry, research, teaching and learning.
By the completion of this workshop, participants should be able to:
- Have a basic understanding and overview of the collaborative peer-based learning and collaborative tools as they relate to academic technology
- Place existing academic technologies in context of the larger phenomenon of open source and open access
- Understand in a general sense the available tools and applications and how they can be used in a particular research, course or other learning situation
- Be able to differentiate between consortia, corporations and working groups often cited in relation to open source and open access academic technologies
- Locate resources for further learning
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Tuesday
9:00 AM –
12:00 PM
Capital 4/5A |
Editorial Board Training
All Editorial Board Members will meet as a group to discuss and explore two topics: Pedagogy and Ad Hoc Reviewers. |
10:00 AM –
12:00 PM
Capital 8A |
MERLOT Project Director's Meeting |
12:00 PM –
1:00 PM
|
Lunch for the MERLOT Community
(Advisory Board, Project Directors, Editors, and Editorial Board Members) |
1:00 PM –
3:00 PM
Capital 4/5A |
MERLOT Address for the MERLOT Community
Gerry Hanley, MERLOT Executive Director |
Tuesday
1:00 PM –
4:00 PM
uOttawa Campus Computer Lab |
Pre-Conference Workshop
Using Games and Simulations in Higher Education
David Kaufman, Simon Fraser University
Louise Sauvé, Télé-université
This workshop will present an overview of the field of games and simulations in higher education, and will show a number of illustrative examples. The workshop presenters will address the rationale and types of games and simulations used in higher education, both on campuses and at a distance. Participants will work in small groups to discuss games and simulations that could be used to enhance students’ learning in their courses.
By the completion of this workshop, participants should be able to:
- describe a multidimensional taxonomy of games and simulations
- explain a rationale for using games and simulations in higher education
- describe various models of games and simulations
- identify potential applications of games and simulations in their own courses
- locate resources for further learning
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Tuesday
1:00 PM –
4:00 PM
uOttawa Campus Computer Lab
|
MERLOT Partner Pre-Conference Workshop
Training MERLOT Peer Reviewers
Presented by the MERLOT Discipline Editors
The MERLOT Peer Review process for online materials is essentially the same process used by scholarly journals. MERLOT online resources are considered learning materials. Each material selected for review is triaged on the basis of Content Quality, Potential Effectiveness for Classroom Instruction, and Ease of Use. Each category can be rated from one to five stars. Training MERLOT Peer Reviewers is offered as a pre-conference workshop for conference registrants in all fourteen MERLOT disciplines. Editors for each discipline board will work together as a team to train participants in how to review online materials with the intent they join the MERLOT community as peer reviewers, submit online materials to MERLOT, develop assignments, and use online materials in classroom, hybrid, and online courses.
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Tuesday
1:00 PM –
4:00 PM
Capital 7A |
MERLOT Partner Pre-Conference Workshop
Librarian Development
Gordon Smith, California State University, Long Beach
Patricia Bril, California State University, Fullerton
Librarians are often a point of contact in the student learning process, whether that be in a formal instructional setting, at the reference desk, or through librarian/faculty collaboration on assignments and course materials. The MERLOT Librarian Workshop is designed to provide training and guidance on using MERLOT for librarians with these responsibilities.
NOTE: This session open to attendees from MERLOT Partner Institutions only. |
3:00 PM –
5:00 PM
Congress Centre Executive Suite |
MERLOT Advisory Board Meeting continued |
3:00 PM –
6:00 PM
uOttawa Campus |
Editorial Board Meetings |
5:00PM – 6:00PM
Capital 3A |
MERLOT International Conference Orientation Session
Are you new to MERLOT and/or the MERLOT International Conference? This session will give you an overview of MERLOT as an organization - its activities, goals, and objectives. We will help you maneuver the “in’s and out’s” of the conference - the hotel and conference center as well as the program and the special events going on during the conference. |
7:00 PM –
9:00 PM
Westin Confederation
(4th Floor) |
MERLOT International Conference (MIC)
Welcome Reception |
|
| WEDNESDAY, AUGUST 9 |
7:00 AM –
5:30 PM
Congress F/G |
Registration Open |
7:00 AM –
8:00 AM
Westin |
MERLOT Community Breakfast |
7:30 AM –
8:00 AM
Congress Foyer |
Coffee and Conversation |
Wednesday
8:00 AM –
9:30 AM
Congress A/E |
 |
GENERAL SESSION
Working with and Learning From Pedagogical Expertise (Presentation video) and PowerPoint Presentation
Diana Laurillard, Chair of Learning with Digital Technologies, London Knowledge Lab
Faculty who want to re-use shared digital resources for innovative learning and teaching are often working in an |
environment with limited pedagogical support. They need practical assistance in understanding how best to use such resources in activities for their learners, given the intended outcomes defined in terms of the curriculum skills, knowledge, and expected progression; the student body defined in terms of learners’ needs, prior experience, expectations, skills and competences; and the learning environment, defined in terms of human, physical and digital resources, tools and services. MERLOT Peer Reviews have been a key source of pedagogical knowledge to support re-use of shared digital resources, and the MERLOT community is now exploring how best to enhance the space of pedagogical expertise for instructors to complement resources for learners.
In this presentation, we will explore the ‘learning design’ approach, and the tools and objects it is generating, as one way to capture and share such knowledge. This approach derives from a computationally robust and rational analysis of instructional design: it is logically valid, but may not be psychologically valid in terms of how instructors will want to apply shared pedagogical knowledge. This session will look at ways of bridging the gap between a technical learning design specification and the reality of the teaching context. |
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Wednesday
9:30 AM –
10:00 AM
Congress F/G |
Refreshment Break in the Connections Room
We encourage you to make Connections! The Connections Room will be open throughout the conference so that you can visit with Poster Session Conveners, corporate representatives, and theEditorial Boards.
|
Wednesday
9:30 AM –
10:00 AM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
Come and Join MERLOT
Phillip Leal, MERLOT Web Developer
Michal Kasza, MERLOT Software Developer
Have you been putting off becoming a member of MERLOT? Now's the perfect time, we'll help you through the process. |
Wednesday
10:00 AM –
12:30 PM
uOttawa Computer Lab
Workshop |
Pachyderm: A Rich Media Authoring Application
Kathleen Willbanks, California State University Office of the Chancellor
Jason Skinner, California State University Office of the Chancellor
Pachyderm is an exciting open source, web-based authoring application for creating template Flash-based multimedia presentations. Get hands-on with this new tool, and discuss the pedagogical benefits of using Pachyderm. |
Wednesday
10:00 AM –
11:00 AM
Capital 1A
Concurrent Session
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Rapid Learning Object Development: Reusability of Templates & Code
Liesel Knaack, University of Ontario Institute of Technology
Robin Kay, University of Ontario Institute of Technology
Bill Muirhead, University of Ontario Institute of Technology Brad Carson, University of Ontario Institute of Technology
Erin Banit, University of Ontario Institute of Technology
This session will describe a new development model for creating learning objects reusing code from an existing learning object, as well as another model variation using a PowerPoint and a Flash template. This rapid prototyping method of learning object development provided content experts and designers with lessons learned and future directions.
Learning Objects or Learning Frameworks: Reusing the Design of a Multimedia Anthropology Resource
Pia Marks, University of Waterloo
Steve Bond, London School of Economics
Considering the high costs associated with developing learning objects, the ongoing problem of reuse reported by repositories such as CLOE needs to be addressed. This presentation proposes a “framework” design approach as a way to address the problem and describes how such an approach was implemented in a project undertaken jointly by the London School of Economics in the UK and the University of Waterloo in Canada.
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Wednesday
10:00 AM –
11:00 AM
Capital 2A
Concurrent Session |
The Language of Teaching Well with Learning Objects
Carla Meskill, SUNY Albany
Natasha Anthony, Hudson Valley Community College
Providing access to learning objects is one thing: how we as educators then converse with our learners about them – how we teach using them – is quite another. This presentation discusses the many ways instructional conversations around learning objects can be powerful and powerfully different from how we teach with traditional media.
724: Enabling the Scholarship of Teaching through eLearning
Michael Clarke, University of Ottawa
Tim Willett, University of Ottawa
Although Ernest Boyer’s call for redefining academic scholarship has been with us now for 15 years, there has been considerable debate over how to practically implement its tenets in a university setting. This presentation will describe how the implementation of a campus-wide eLearning program represents a real opportunity to realize Boyer’s call. |
Wednesday
10:00 AM –
11:00 AM
Capital 4A
Panel Session
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Providing Connections Through ePortfolios
Katherine Lithgow, University of Waterloo
Jane Holbrook, University of Waterloo
Bob Sproule, University of Waterloo
Tracy Penny Light, University of Waterloo
At the University of Waterloo ePortfolios have been used to help students make connections between their learning experiences in different contexts (academic, workplace, and community) and to document their development of competencies considered critical to UW graduates. In this panel, we will discuss how we have integrated ePortfolios into courses and programs to document learning in different contexts. This integration has not only helped students develop a more holistic approach to learning and a deeper level of understanding, but has also facilitated discussion among instructors around course and curriculum design.
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Wednesday
10:00 AM –
11:00 AM
Capital 5A
Concurrent Sessions |
A Light-Weighted Visualization Tool for Facilitating Students' Learning of Sorting Algorithms
Sen Zhang, SUNY Oneonta
Hanfu Mi, SUNY Oneonta
In this work, we report a light-weighted visualization toolbox which helps students visualize various sorting algorithms. The toolbox also allows students to interact with the sorting algorithms by feeding new data, responding to prompts step by step, and even tracing the execution of the algorithms in running time.
Technology and The Art of Communiqué
Kurt Hochenauer, University of Central Oklahoma
Online students should be challenged to master several Content Management Systems (CMS) and software and Internet applications. This mastery models the virtual real-world, giving students practice in communicating through CMS, web pages, blogs, videos and screen videos, and podcasts. |
Wednesday
10:00 AM –
11:00 AM
Capital 6A
Concurrent Session |
Award Winner Presentation - Chemistry
Animated Chemistry Tutorials and Models
Patrick Wegner and Andrew Montana, California State University Fullerton
This site provides users with comprehensive and interactive tutorials (containing shockwave animations) on molecule representation and modeling including Lewis Dot representation of organic and inorganic compounds, atomic orbital and hybridization, VSEPR and molecular orbital theory. The animations cover fundamental concepts and are done in a way that the students can use them to learn at their level of understanding in general, organic, and/or physical chemistry. The site is extremely versatile in that it can be used as a reinforcement for lecture and laboratory for a variety of classes. It also offers unique pedagogy support in that it is possible for instructors to use a course management system to organize, assign, and grade the tutorials and assignments.
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Wednesday
10:00 AM –
11:00 AM
Capital 7A
Concurrent Sessions
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Valuing E-Portfolios: Formative and Summative Assessment
Jane Moore, National-Louis University
David Wicks, Seattle Pacific University
E-Portfolios have become the norm in teacher education programs. How can we make them meaningful, integrated and valuable to both students and faculty members? Initial response to a requirement for electronic portfolios can be overwhelming. Both students and faculty members often need to be convinced of the value of this time-consuming and reflective process. This session gives a practical framework for developing a successful electronic portfolio practice.
Creating Nursing Learning Objects in a Team Environment
Glen Collins, Memorial University of Newfoundland
Lisa St Croix, Memorial University of Newfoundland
In this session we will share our experiences with creating learning objects for applied psychomotor nursing skills in a multi-disciplinary team environment. The triumphs, challenges, solutions, and lessons learned will be discussed. |
Wednesday
10:00 AM –
11:00 AM
Capital 8/9A
Sponsor Session |
Overview and Demonstration of Brand New Teaching and Learning Tools
Stephan Meyer, Desire2Learn
Learn about Desire2Learn’s suite of learning technology/software designed to enhance the online learning environment. The focus will be on Learning Environment, new competencies and more. Discover how this technology helps faculty engage students, and improves the process of online delivery. Other topic areas include rubrics and blogging. www.desire2learn.com |
Wednesday
10:00 AM –
11:00 AM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
Workforce Development
Cathy Swift, MERLOT Editorial Board Coordinator
MERLOT Partners are developing a digital collection to support workforce development program and the MERLOT community portals in workforce development to provide faculty, staff, and professionals guidelines and recommendations for the effective use and sharing of online resources in teaching their programs. Learn about MERLOT's strategy and how you can participate in this initiative. |
11:00 AM –
11:30 AM
Congress F/G |
Refreshment Break in the Connections Room |
Wednesday
11:00 AM –
11:30 AM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
The Wonderful Wizard of MERLOT
Andy Worthington, MERLOT Software Engineer
Alyssa Lalanne, MERLOT Software Engineer
Looking at the new wizards in MERLOT. |
Wednesday
11:30 PM –
12:30 PM
Capital 1A
Concurrent Sessions |
Moving eTools Online
Peter Tittenberger, University of Manitoba
This presentation will showcase eTools Online, an innovative online tutorial developed to meet the challenge of providing first year students with the skills, attitudes, and habits needed to succeed in university. Through a real-time demonstration of eTools Online and discussions of the rationale behind the development and the instructional design of the program and its 25 embedded learning objects, the presenter will provide the audience with opportunities to explore issues in the design and collaborative development of effective online course components for first year students
Using Technology and Learning Objects to Significantly Improve Student Outcomes
Jim Formosa, Nashville State Technical Community College
This presentation reviews several tools that are (a) relatively inexpensive or free and that (b) can be used to easily implement best practices in instructional design with an emphasis on cognitive psychology. During the presentation actual learning objects created with the various tools are described and demonstrated.
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Wednesday
11:30 PM –
12:30 PM
Capital 2A
Concurrent Sessions |
Is MERLOT Really That Good?
Martin Zahn, Thomas Nelson Community College
Alan Wolf, University of Wisconsin-Madison
To be effective, MERLOT should be more accurate and efficient in finding high quality materials than using other browsers on the Internet. We obtained the fifty most used search terms for the MERLOT Biology collection between January 2003 and July 2005. We compared the result of using each search term in both Google and MERLOT. MERLOT consistently provides educationally useable sites.
E-learning as a Scholarly Activity
Connie Jones, Middle Tennessee State University
James Calder, Middle Tennessee State University
This session will identify the process of creating a scholarly paper and the processes of developing an online course. Ernest Boyer’s theme proposing abandoning the old paradigm of research versus teaching will be used to illustrate the comparison. These qualitative standards put forth by Glassick et. al. will be used to consider the scholarly activity of both. Revealing that online education is indeed worthy of faculty recognition. |
Wednesday
11:30 PM –
12:30 PM
Capital 3A
Concurrent Sessions |
A Shift of Focus from e-Learning to e-Teaching
Koichi Nakajima, Tezukayama University
Masumi Hori, Tezukayama University
Although e-Learning is aimed at improving learner performance and self-motivation, it is more important at first to provide an e-Teaching environment where a teacher can use it without fear and pain. In this session, we like to share our experiences and know-how about a teacher relationship management to supplement e-Learning.
Hitchhikers Guide to Course Development
Joanne Gonzalez-Major, University of the Sciences in Philadelphia
Amanda Albright, Immaculata University
Many institutes of higher education are facing an increased need to train faculty to design, develop, and execute online courses. Providing online resources like the Hitchhikers Guide to Course Development is one way institutions can provide the training necessary to transform classroom instructors to online course practitioners. |
Wednesday
11:30 PM –
12:30 PM
Capital 4A
Concurrent Sessions |
The Influence of Generation M on Learning Object Development
Denise Stockley, Queen’s University, Charlotte
Joy Mighty, Queen’s University, Charlotte
Within the literature, seven characteristics of Millennials or Generation M (born post 1982) have been identified, including that they are: (1) special, (2) achieving, (3) sheltered, (4) confident, (5) team-oriented, (6) conventional, and (7) pressured. This generation has unique learning preferences and as such, learning objects are an ideal medium for this population. We will discuss the characteristics of Generation M, their ideal learning environment, and recommendations for learning object development in this session.
Engagement and Efficiencies Using a Learning Management System (LMS) in Large Courses
Bob Sproule, University of Waterloo
Cheryl Steele, ANGEL Learning, Inc.
Taking a student-centred approach to learning is an effective pedagogy in any course. In order to utilize such an approach in large, multi-section courses, you need a LMS that is easy-to-use, yet functionally powerful. ANGEL easily facilitated the creation of over 250 teams in an introductory capstone course in Management. Multiple discussion boards were set-up for each of these teams, providing an opportunity to engage every student in on-line discussions. With the ANGEL system, teaching assistants can efficiently provide feedback while evaluating the quality of participation of each student. |
Wednesday
11:30 PM –
12:30 PM
Capital 5A
Concurrent Sessions |
(D)evaluating Pedagogic Interactivity: The Case of ELSE
Jennifer Jenson, York University
Nicholas Taylor, York University
Dawn Mercer, Seneca College
This presentation describes the development of a robust tutorial website, “Ethical and Legal Studies in Education” (ELSE), which is meant to instruct its users in the legal aspects of teaching and learning in the province of Ontario, Canada. We discuss key design decisions meant to enact in ELSE a degree of “pedagogic interactivity” and document how our design decisions have made possible a different level of engagement than is most typically seen in websites like it.
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Wednesday
11:30AM – 12:30PM
Capital 6A
Concurrent Sessions |
Award Winner Presentation - Teaching and Technology
FAST (Free Assessment Summary Tool)
Bruce Ravelli and
Zvjezdan Patz, Mount Royal College
FAST is an anonymous online survey tool that automatically summarizes students’ impressions of a course and/or instructor and supplies the data directly to the instructor. The assessment tool allows a faculty member to create easily an online survey to provide feedback from students on a teaching activity, a section of a course, a clinical experience, a laboratory experiment, etc. The user can create his own questions, or choose from a pool of 374 questions. The assessment or survey tool is web-based, password-protected, anonymous, and instantaneously updated. The FAST initiative provides professional, technical and academic advice to faculty who wish to become more informed about the teaching and learning process through the application of faculty-administered, anonymous online student feedback.
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Wednesday
11:30AM – 12:30PM
Capital 7A
Concurrent Sessions |
Podcasting: A New Approach to Teaching Anatomy
Alireza Jalali, University of Ottawa
Rong Sun, University of Ottawa
Akef Obeidat, University of Ottawa
Maxwell Hincke, University of Ottawa
John Leddy, University of Ottawa
The use of Podcasting as an innovative, cost-effective and user-friendly educational resource has been adopted to supplement anatomy lectures in the French language stream of our 1st year medical curriculum at the University of Ottawa. Statistical analysis of usage and a student survey will be conducted.
Bringing Life to a Dead Subject: Innovation in Teaching the Anatomical Sciences to Medical Students
Akef Obeidat, University of Ottawa
Shannon Goodwin, University of Ottawa
Maxwell Hincke, University of Ottawa
Aliereza Jalali, University of Ottawa
The aim of our projects was to complement the Gross Anatomy laboratories with learning resources developed from digital photographs of high quality anatomic dissections, a digital collection of x rays, and other online material that has been enriched with excellent images, animations and interactive tools “virtual lab specimens. |
Wednesday
11:30AM – 12:30PM
Capital 8/9A
Sponsor Session |
Sponsor Presentation - eInstuction
Darren Ward, VP Business Development
Universities are adopting student response systems, or clickers, at a very fast rate. Clickers are used to foster class discussion, gauge student comprehension, take attendance, and administer quizzes. Best practices using clickers are being promoted throughout higher education as these devices have taken hold. eInstruction is the global leader in student response pads, and this session will focus on uses of clickers in formative and summative assessment, peer review sessions, and data analysis scenarios. |
Wednesday
11:30AM – 12:30PM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
MERLOT 101 - The New MERLOT Website
Alyssa Lalanne, MERLOT Software Engineer
Barbra Bied Sperling, MERLOT Webmaster/Technical Support
Members of the MERLOT development team will provide an introduction to the new MERLOT Website that will include a description of new functionality including the collection of materials, what are peer reviewed materials in MERLOT and browsing and searching the collection. An overview of how to contribute materials, comments and assignments will be explained.
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12:30 PM –
1:30 PM
Congress A/E |
Awards Luncheon |
1:30 PM –
2:30 PM
Congress F/G |
Dessert and Activities in the Connections Room
Poster presentations, corporate display and demonstrations, displays by MERLOT’s Editorial Boards and disciplines, and more will be on hand for participants to explore while enjoying a little something sweet. |
Wednesday
1:30 PM –
2:30 PM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
MERLOT Technologies for Teaching and Learning
Cathy Swift and members of Editorial Boards
MERLOT Editors will explain new MERLOT innovations for searching the site and finding and collecting new materials. It is recommended that attendees have some general knowledge of MERLOT, although "newbies" are welcome. |
Wednesday
2:30 PM –
5:00 PM
uOttawa Computer Lab
Workshop |
Developing and Using Learning Objects - The Wisc-Online Story
Kay Chitwood, Fox Valley Technical College
David Bunnow, Fox Valley Technical College
The Wisc-Online Resource Center is a repository of over 2,000 learning objects which is accessed and used by teachers and students around the world. Attend a workshop to learn more on how to search, find, and use these learning objects in the teaching and learning environment. Learn the process faculty authors go through in order to create engaging, interactive learning objects that are disseminated worldwide. |
Wednesday
2:30 PM –
5:00 PM
uOttawa Computer Lab
Workshop |
Adapting MERLOT Materials to Meet your Pedagogical Needs Using SERC
Scott Cooper, University of Wisconsin-La Crosse
Cathryn Manduca, Carleton College
William Bruihler, Carleton College
SERC is partnering with MERLOT to help faculty find materials and integrate them into their courses using proven pedagogical techniques. In this workshop we will create examples that show how MERLOT resources can be used with a specific teaching method in your discipline.
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Wednesday
2:30 PM –
3:30 PM
Capital 1A
Concurrent Sessions |
Designing and Implementing Virtual Courseware to Promote Inquiry-based Learning
Mel Limson, California State University, Los Angeles
Robert Desharnais, California State University, Los Angeles
Dave Mayo, California State University, Los Angeles
Mate fruit flies, measure geologic time, or experiment with evolution online! The interactive simulations at ScienceCourseware.org engage students with new opportunities for inquiry-based learning. Instructors are provided with on-line tools for student assessment. See how Virtual Courseware material is designed, created, utilized, and evaluated as online teaching and learning objects.
Visualizing Science Using Learning Objects Created with Mathematica
Andy Anderson, Amherst College
Many scientific concepts involve complex relationships in space and time. Classroom representations are typically sketchy and difficult to reproduce by students, and even textbook illustrations can be inadequate, especially where temporal change is pivotal. Mathematica is a useful tool to create basic 2D and 3D images and animations that aid student visualization and understanding. A number of such learning objects will be demonstrated. The pros and cons of using Mathematica will also be discussed. |
Wednesday
2:30 PM –
3:30 PM
Capital 2A
Panel Session |
Global Learning Objects Exchange (GLOBE): Will it make a difference for education?
Erik Duval,
Katholieke Universiteit Leuven, Belgium & ARIADNE Foundation
Gilbert Paquette,
Télé-Université, Canada & LORnet
Tsuneo Yamada,
National Institute of Multimedia Education, Japan
Garry Putland,
Education Network Australia
Gerry Hanley,
California State University, USA and MERLOT
In this panel presentation and discussion, we will present the goals, current status and plans for the future for GLOBE, our global alliance that aims to share online learning resources for educators and students around the world. The panelists will work this participants in defining the benefits faculty, students, and institituions that might be derived by such a global alliance and the challenges to delivering these benefits. |
Wednesday
2:30 PM –
3:30 PM
Capital 3A
Concurrent Sessions |
South Dakota K-20 MERLOT Triads: One Object - Three Different Applications
Sandy Schamber, South Dakota Board of Regents
Lesta Turchen, South Dakota board of Regents
Randy Sprung, South Dakota Board of Regents
The SD K-20 MERLOT Triads include public, private, and tribal university content and methods faculty in collaboration with K-12 teachers. Each triad within a discipline selects one MERLOT learning object, implements it in three different classrooms, and gathers student evaluations. The triad presentations explain and compare the classroom applications.
Raising the Bar: How Online Student Expectations Are Changing
Deborah Snyder, Capella University
The first online students were very forgiving and appreciative of the convenience that Internet access afforded them toward obtaining their education. Today, it is quite different. Students are much more demanding but are institutions and instructors prepared to meet this demand? This session will discuss the issue of rising expectations among online students and instructors for ideal technology, ease of communication, and for some, a replication of the traditional classroom experience. |
Wednesday
2:30 PM –
3:30 PM
Capital 4A
Concurrent Sessions |
Online Communities for Programs: Fad or Necessity?
Deborah Bartlette, Simon Fraser University, Burnaby
Barb Edwards, Other
Attendees will see an online community from conception to genesis to beta evaluation to full launch, including a discussion of what we would do differently next time. A toolkit will be provided to participants which may serve as a starting point for building their own program community.
Building Community Through “Communities of Practice” and “Learning Communities”
Jeffrey Samuels, Goucher College
Chadia Abras, Goucher College
Robert Coyle, Goucher College
At Goucher College, communities supported by educational technologies include Learning Communities and Communities of Practice. Each will be defined, and the technology and multimedia resources that facilitate their implementation will be demonstrated. Stated goals and efforts at building community will be delineated. Rubrics and methodology will be presented as well. |
Wednesday
2:30 PM –
3:30 PM
Capital 5A
Concurrent Sessions |
Case Study: Using Videogames to Teach Complex Concepts
Robert Brown, University of North Carolina Greensboro
Videogames are highly effective for teaching complex concepts and keeping students engaged. Our presentation will profile a 3D online game for college credit now under development at The University of North Carolina at Greensboro. Called ECON201, the game teaches the principles of microeconomics while incorporating interdisciplinary content, decision making tools, and built-in assessment to evaluate learning. Some session participants will have the chance to try the game first-hand.
Building an Online Storyboard Activity: The Case of Teaching Lego-mation
Nicholas Taylor, York University
Jennifer Jenson, York University
Dawn Mercer, Seneca College
For small-scale e-Learning projects, early, sustained collaboration with teachers and students can be a rich source of innovation. This case story illustrates the role such collaborations played in developing an online storyboarding tool innovative in its extensive customizability and its mobilization of digital and visual, as well as textual “literacies.” |
Wednesday
2:30 PM –
3:30 PM
Capital 6A
Concurrent Sessions |
Award Winner Presentation - Biology
Evolution
Anne Zeiser, Jason J. Hunke & Karen Cariani, WGBH – Boston
"Evolution” is the companion site to the eight-part PBS documentary on Evolution. The site contains multimedia previews of each of the shows in the series as well as interactive tutorials/exercises related to the theme of each show. The eight themes are Darwin’s Dangerous Idea, Great Transformations, Extinction!, The Evolutionary Arms Race, Why Sex, The Mind’s Big Bang, and What About God? In addition, the site contains an “Evolution Library” containing many different types of web-based materials that support the exploration of this topic. Three different paths can be followed: one on the scientific process, one on evolutionary theory and one on human evolution. This site was also reviewed by the Teacher Education Editorial Board and received the highest ratings possible.
UW-ACE Instructional Repository: A System for Supporting Evidence Based Instructional Design
Liwana Bringelson, University of Waterloo
David Bean, University of Waterloo
Dawn Buzza, University of Waterloo
Pia Marks, University of Waterloo
Alan Kirker, University of Waterloo
Megan Jack, University of Waterloo
Jan Willwerth, University of Waterloo
The UW-ACE Instructional Repository has been designed to integrate the sharing and reuse of learning activity within a campus-wide course management system. Documentation is stored with each activity, which can include relevant tips sheets, as well as research articles on the use of the activity. This system provides accessible resources to encourage faculty members to consider the scholarship of teaching and learning as they integrate reusable activities into their online material. |
Wednesday
2:30 PM –
3:30 PM
Capital 7A
Concurrent Sessions |
Reviving the Narrative to Explore a Patient’s Suffering
Tim Willett, University of Ottawa
Pippa Hall, University of Ottawa
Michael Clarke, University of Ottawa
While developing an interprofessional learning module on suffering and palliative care, our group sought to use the age-old technique of the narrative to allow students to thoroughly explore a virtual patient’s life history and current medical, emotional social, and spiritual issues. To achieve this, we developed a novel online interface in which students can “meet” the patient and explore his story in a non-linear fashion.
QBanq: a National Repository of Peer-Reviewed Medical Examination Questions
Michael Clarke, University of Ottawa
Anthony Levinson, McMaster University
David Topps, Northern Ontario School of Medicine
Linda Peterson, University of Ottawa
Lawrence Spero, University of Toronto
Brad Genereaux, Winchester Memorial District Hospital
Patti O’Brien, University of Ottawa
This presentation will describe the history, development, structure and function of qBanq - a customizable web repository of examination questions for medical education. The qBanq project is a collaborative initiative of the Association of Faculties of Medicine of Canada and supported by the Medical Council of Canada. We will present the architecture of the application, including the integrated workflow management features. The application will be released as open source once full testing has been completed.
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Wednesday
2:30 PM –
3:30 PM
Capital 8/9A
Sponsor Session
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UNICON, Inc. and LiveText, Inc.
LiveText and Unicon Present Strategies for Tenure, Accreditation and Collaboration
Robert Budnik, Co-Founder, LiveText, Inc.
Mike Zackrison , VP of Product Management, Unicon, Inc.
Robert Budnik, Co-Founder of LiveText, Inc. will present how to demonstrate learning objects in an integrated tenure portfolio using LiveText's easy-to-use web tools. And Jim Layne, Unicon Vice President of Marketing, will deliver an update on the community-source Sakai Collaboration and Learning Environment and provide a strategy for getting started. |
Wednesday
2:30 PM –
3:30 PM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
Becoming a Corporate MERLOT Partner
Regan Caruthers, Director of Business Development
Sorel Reisman, MERLOT Managing Director
When private sector organizations' goals overlap MERLOT's mission, customized MERLOT Corporate Partnerships can produce results that benefit both the partner and the academic community. |
3:30 PM –
4:00 PM
Congress F/G |
Refreshment Break in the Connections Room |
3:30 PM –
4:00 PM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
Know Thy Self
Philip Leal, MERLOT Web Developer
Michal Kasza, MERLOT Software Developer
How to use the new profile builder and how to make it work for you. |
Wednesday
4:00 PM –
5:00 PM
Capital 1A
Concurrent Sessions |
Developing a Pedagogical Model for Evaluating Learning Objects
Robin Kay, University of Ontario Institute of Technology
Liesel Knaack, University of Ontario Institute of Technology
This session will present pedagogically guided model for evaluating learning objects. Formative and summative evaluations of five learning objects used by 221 students were analyzed. The model proved to be reliable, valid, and useful in providing detailed information for educators, designers, and researchers about the impact of learning objects.
Quality Assurance Strategies for High Quality Learning Objects
Karin Lundgren , Teluq-uqam
Suzanne Lapointe, Teluq-uqam
Gilbert Paquette,Teluq-uqam
The amount of available learning object repositories are exponentially increasing monthly, bringing with it questions about how to choose which resources to include, while maintaining a high degree of quality in terms of pedagogical, technical and ergonomic soundness to increase reuse. This presentation provides an overview of innovative strategies and implementation examples. |
Wednesday
4:00 PM –
5:00 PM
Capital 2A
Concurrent Sessions |
What Faculty Seek in Digital Libraries and What Stops Them?
Glenda Morgan, California State University Office of the Chancellor
Alan Wolf, University of Wisconsin-Madison
This session provides attendees with the results of a national study to understand what faculty need from digital libraries to better meet their work-practice. Presenters will share data collected from focus groups of faculty in science, math and engineering. And, they will discuss the needs and barriers the faculty identified. These data have guided the creation of a survey to generate an overall picture of collection use, and preliminary observations will be presented.
Information and Communication Technology and Teacher Education Programs in Nigeria
Prince Ololube Nwachukwu, University of Helsinki
The relationship between the development of ICT use in teacher education programs and its penetration into the program in Faculties of Education and Schools of Education is dependent upon governmental policies. The author presents a relatively all-embracing review of this survey research conducted on the impact and uses of ICT and the issues that underlie the integration of ICTs in teacher education programs in Nigeria. |
Wednesday
4:00 PM –
5:00 PM
Capital 3A
Concurrent Sessions |
Internet2 Performing Arts Forum
Michael Rothkopf, North Carolina School of the Arts
Internet2 is a high speed, next generation Internet, allowing high quality real-time audio-visual interaction between people at any location in the world. Reserved for collaboration and research, the high bandwidth makes possible live, interactive, musical collaboration, coaching and teaching. This session will report on the current efforts at the North Carolina School of the Arts to create a performing arts forum. The session will focus on successful collaborations possible with this technology, the new content that arises from these collaboration as well as an update on the technology available.
MERLOT 101 Online: A Faculty Development Course
Laura Franklin, Northern Virginia Community College
Cathy Simpson, Northern Virginia Community College
Many faculty do not become proficient and persistent users of MERLOT mainly because they have not had the time to devote to a careful look at all of MERLOT's features. In this course, participants join MERLOT and engage in online discussions about MERLOT search, federated search, portals,and personal collections after using all of the above. The presenters will demonstrate the components of the course and discuss its participant satisfaction. The evidence of persistence in MERLOT will also be demonstrated. |
Wednesday
4:00 PM –
5:00 PM
Capital 5A
Concurrent Sessions |
Facilitating Japanese Language Learning Through Collaboratively Developed Innovative Online Activities
Kazue Masuyama, California State University, Sacramento
Andrea Shea, California State University, Sacramento
This presentation showcases a variety of interactive online activities such as online portfolios and learning games developed and implemented collaboratively by an instructor and a technology specialist in Japanese language courses for the last three years. The effectiveness of these online activities on learning is examined by interviews and surveys.
Using Learning Objects to Design Self-Paced Online Language Courses
Delphine Renié, Institut Canadian du Service
In response to a growing demand from employees of our department (Foreign Affairs and International Trade - Canada), we have decided to design a series of beginner-level self-paced online language courses. We will describe here the approach we took to design the courses in the most effective way, using the knowledge available from communities of users such as those created by learning object repositories (MERLOT) and open-source environments (Moodle). We will present a work in progress and give concrete examples illustrating our design principles. |
Wednesday
4:00 PM –
5:00 PM
Capital 6A
Concurrent Session |
Award Winner Presentation - Engineering
MecMovies
Timothy Philpott, University of Missouri-Rolla
This learning tool, with impressive graphics and animations, provides extensive examples, some theory, and engaging activities, such as games to assist instructors and learners in “Mechanics of Materials,” a basic course in civil and mechanical engineering. Its major strengths are the impressive visualizations and animations included in the examples. Students can improve their skills by engaging in interactive exercises and games. Whether it is used in the classroom or on a student's personal computer, this "courseware" package introduces difficult concepts with excellent graphics and thorough explanations. MecMovies also received the 2004 Premier Award from NEEDS, the National Engineering Education Delivery System, an honor bestowed upon only one or two software packages each year.
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Wednesday
4:00 PM –
5:00 PM
Capital 7A
Concurrent Sessions |
Community Health, Community Learning
Sarah Castricum, Boston College
The session will introduce a website developed collaboratively for community health courses at the Connell School of Nursing at Boston College, and the Visiting Nurse Association of Boston. The site, housed in WebCT, has revolutionized pedagogy and information sharing in both settings.
e-Charts: A Simulated Patient Record
Dawn Mercer, Seneca College
Julie Jeffries, Seneca College
Hyacinth Jackson, Seneca College
Caius Grozav, Seneca College
This session will describe a simulated patient record system, initially designed as an easily customizable ‘learning object’ to support clinical case study scenarios in nursing education. Both teachers and students are provided with a familiar interface that emulates clinical charts. We will show how this is being integrated into SimMan (Leardal) lab simulations and discuss potential applications in other Health disciplines. The session will end with a brief discussion of the Flash interface and data-base back end.
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Wednesday
4:00 PM –
5:00 PM
Capital 8/9A
Sponsor Session |
Sponsor Presentation - Thomson Learning Labs
Student Response Systems in High Enrollment Classes
Patricia Sabosik,VP and General Manager
In this session you will have the opportunity to hear the research findings from the Thomson Learning “clicker” project. |
Wednesday
4:00 PM –
5:00 PM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
Q&A with YOUR Devlopment Team
The MERLOT Development Team |
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| THURSDAY, AUGUST 10 |
7:00 AM –
6:00 PM
Congress E/G |
Registration Open |
7:00 AM –
8:00 AM
Westin |
MERLOT Community Breakfast |
7:30 AM –
8:00 AM
Congress Foyer |
Coffee and Conversation |
Thursday
8:00 AM –
9:00 AM
Congress A/E |
 |
GENERAL SESSION
Visual Routes to Knowledge and Action
Melvyn A. Goodale, Canada Research Professor in Visual Neuroscience, University of Western Ontario
Why do we need vision? As it turns out, there are two answers to this question. On the one hand, we need |
| vision to give us detailed knowledge of the world beyond ourselves – knowledge that allows us to recognize things from minute to minute and day to day. On the other hand, we also need vision to guide our actions in that world at the very moment they occur. These are two quite different job descriptions, and nature seems to have given us two different visual systems to carry them out. One system, vision-for-perception, allows us to recognize objects and events, and to build up a ‘database’ about the world. This is the system we are more familiar with, the one that gives us our conscious visual experience – and allows us to incorporate new vision-based knowledge, and make decisions based on visual information. The other, much less studied and understood system, vision-for-action, provides the visual control we need to move about and interact with objects in the world. This system does not have to be conscious, but does have to be quick and accurate. Converging lines of evidence suggest that these dual functions of vision – perception and action – are mediated by separate visual pathways in the human cerebral cortex. Nevertheless, there is a complex but seamless interaction between the two systems in the production of adaptive behaviour; both streams are engaged when we interact with our visual world and learn new visually-guided skills. |
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9:00 AM –
10:00 AM
Congress F/G
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Refreshment Break in Connections Room
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9:00 AM –
10:00 AM
Congress F/G |
MERLOT Booth - Vintage Presentation in the Connections Room
MERLOT 101 - The New MERLOT Website
Alyssa Lalanne, MERLOT Software Engineer
Barbra Bied Sperling, MERLOT Webmaster/Technical Support
MERLOT Webmaster will provide an introduction to the new MERLOT Website that will include a description of new functionality including the collection of materials, what are peer reviewed materials in MERLOT and browsing and searching the collection. An overview of how to contribute materials, comments and assignments will be explained.
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Thursday
10:00 AM –
12:30 PM
uOttawa Computer Lab
Workshop |
VIROLAB: a Flash simulated laboratory based on XML scenario
Pierre J. Lehmann, University of Geneva
Daniel Scherly, University of Geneva
Frederic Geoffroy, University of Geneva
VIROLAB is a simulated laboratory especially designed for the learning of virology concepts. The interactive Flash GUI enables guided discovery based learning. The XML structured data facilitate the administration of learning scenario and the upgrading of simulation. |
Thursday
10:00 AM –
11:00 AM
Capital 1A
Concurrent Sessions |
Designing Learning Objects: School – University Partnerships in Development
Liesel Knaack, University of Ontario Institute of Technology
Robin Kay, University of Ontario Institute of Technology
Brad Carson, University of Ontario Institute of Technology
This session will highlight a new development model for creating learning objects with university students (developers) and secondary school teachers (subject experts) in a Bachelor of Education program. The learning objects, created over 6 months, will be demonstrated along with sharing the new model of development.
Learning Objects in 9 Weeks! – Instructional Design Course Model
Robert Lee, University of Ontario Institute of Technology
Liesel Knaack, University of Ontario Institute of Technology
University students (teacher candidates) plan, design, and develop many learning objects in 9 weeks through a course on instructional design. From learner analysis activities, flowcharting, and storyboarding components to the production and application Flash programming, 38 learning objects were created by science and math students. |
Thursday
10:00 AM –
11:00 AM
Capital 2A
Panel Session |
Perspectives on the MERLOT Journal of Online Learning and Teaching
Edward Perry, University of Memphis
Tracy Penny Light, University of Waterloo
Michelle Pilati, Rio Hondo College
Maureen Hannay, Troy University
A panel will discuss the MERLOT Journal of Online Learning and Teaching from the perspectives of an editor, a peer reviewer, and an author. The session is intended for potential authors who wish to gain a better understanding of the purpose and operation of the journal. |
Thursday
10:00 AM –
11:00 AM
Capital 3A
Concurrent Sessions |
EnACT: Ensuring Access through Collaboration and Technology
Brett Christie, Sonoma State University
EnACT supports students with disabilities in attaining their postsecondary educational goals. Recognizing that faculty plays a pivotal role in student success, EnACT provides faculty with the skills, support and training necessary to ensure that students with disabilities are provided a high quality education. The California State University system has a strong commitment to accessibility, recently implementing an Accessible Technology Initiative and Director. Come hear and discuss our system-wide efforts in this critical area.
MERLOT How-to Session: Primer on How to Effectively Use MERLOT
James Rutledge, St. Petersburg College
Learn how to join MERLOT, create a personal profile, use the advanced search tools to locate learning materials and more, create personal collections of materials, contribute materials and assignments to MERLOT, join and make use of the Virtual Speakers Bureau, explore the community portals and become a peer reviewer. |
Thursday
10:00 AM –
11:00 AM
Capital 4A
Concurrent Sessions |
Creating Learning Designs for Reuse: Outcomes of the IDLD Project
Olga Marino, University of Quebec, Montreal
Gilbert Paquette, University of Quebec, Montreal
Karin Lundgren-Cayrol, University of Quebec, Montreal
Michel Léonard, University of Quebec, Montreal
Ileana De La Teja, University of Quebec, Montreal
The release of the IMS-LD specification in 2002 opened the door to a new family of reusable learning resources, the learning scenarios. In this session we present one main outcome of the IDLD project: a well tooled implementation process for describing, metatagging, storing and retrieving IMS-LD compliant units of learning.
Comparison of European and MERLOT Reviews of Physics Multimedia Learning Materials
Bruce Mason, University of Oklahoma
MERLOT Physics Editorial Board
A European Physical Society working group and the MERLOT/Physics Editorial Board are collaborating on the review of physics multimedia learning materials. Although the groups use independent rubrics and reviews, we find a great deal of agreement in the recognition of the highest quality learning objects. We will explore the review processes, the highest quality resources, and the implications of the comparisons between the results of the two groups. |
Thursday
10:00 AM –
11:00 AM
Capital 5A
Concurrent Sessions |
MusicPath – Connecting Remote Pianos Over Networks
Karen Wilder, Acadia University
The MusicPath software, developed at Acadia University, enables pianos to be connected over networks. A pianist in one location can cause the keys and pedals of up to eight additional pianos to move milliseconds later. This demonstration will showcase Jazz pianists playing long distance duets. Audience participation is invited. |
Thursday
10:00 AM –
11:00 AM
Capital 6A
Concurrent Sessions |
Giving Patients a PEPTalk: Designing a Patient Educational Prescription Process
Robert Luke, University of Toronto
Lynda Atack, Centennial College
Interprofessional healthcare teams are delivering patient centered care in the form of personalized Patient Educational Prescriptions. Evaluating information tailoring processes, cultural sensitivity and the effectiveness of education materials prescribed to patients is the main goal of the PEPTalk project. We are developing online patient education materials and an “educational prescription” process that uses a clinical learning object repository and an accessible web services interface to deliver clinically relevant and reliable patient education for chronic diseases.
SAMI-Persévérance : une piste à suivre pour favoriser la persévérance aux études postsecondaires
Louise Sauvé, TÉLUQ, l’université à distance de l’UQAM
Alan Wright, Université du Québec à Rimouski, Campus de Lévis
Godelieve Debeurme, Université de Sherbrooke
Venez découvrir l’architecture novatrice et les composantes d’un Système d’Aide Multimédia Interactif à la Persévérance (S@MI-Persévérance) qui offre un cheminement personnalisé de soutien et d’aide aux étudiants qui risquent d’abandonner leurs études postsecondaires tout en fournissant aux enseignants un répertoire virtuel d’outils d’aide et de soutien à la persévérance (http://savie.qc.ca/perseverance)
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Thursday
10:00 AM –
11:00 AM
Capital 7A
Concurrent Session |
Building Locally - Linking Globally: Critical Role of Institutional Context and Community
Gerry Hanley, Executive Director of MERLOT
Both disciplinary and institutional contexts for planning, developing, and delivering services that enable faculty to improve their use of online resources is critical for success. Using Adobe Contribute, MERLOT (www.merlot.org) has developed easy to use tools for faculty to create customized and self-managed, “teaching commons”. that blends both disciplinary and institutional contexts. These teaching commons enable faculty leaders and community members to easily publish and share on the web authoritative guidance for teaching and learning success within their discipline. Attendees will actively participate in demonstrating and planning on how to develop their own teaching commons and communities.
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Thursday
10:00 AM –
11:00 AM
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