566: Using MERLOT as a Resource Tool for new e-Learning Instructors
Tennessee State University
Tennessee State University
Tennessee State University
This presentation showcases how MERLOT Educational Learning and Reference Objects can be used as primary/supplementary reference objects for mentoring new e-learning instructors in understanding information related to health, nutrition, cognitive development, social-emotional, psychological, physical, federal guidelines and mandates, and support services for certain types of education needs.
580: Discussion Board: Lessons Learned
Hari Garbharran, Middle Tennessee State University
The discussion board is the 'electronic playground' for my students. It is the most vibrant and electric portion of my online or hybrid/blended classes. The poster highlights lessons learned of the discussion board and the author uses Geoscience course case studies to demonstrate his viewpoints.
597: Complex Care Nursing: Enhancing Technology In Nursing Education
Nancy Bittner, Regis College
This is a hybrid course development project in nursing of the process and outcome of technology enhanced courses including the expansion of technology enhanced course offerings available to students, increasing use and application of technology in nursing education and modeling for additional faculty members who are interested in developing technology enhanced courses. Following the success of this pioneering hybrid course, several other nursing courses quickly adapted to this method of delivery similar success.
610: A Professional User-Friendly Web-Casting System for Distance-Learning
Richard Hodges, Binghamton University
Binghamton University’s web-casting system significantly enhances the on-line learning experience for its distance-learning students. This system simplifies the capture and the Internet delivery of graduate engineering course lectures. This presentation will explain and demonstrate how the system operates and explore the web-casting software developed by Xstreamsoftware.
625: Use of elearning for 3rd year Family Medicine Clerkship
University of Medicine and Dentistry of New Jersey - School of Osteopathic Medicine
A 2003 UMDNJ-SOM initiative was the impetus for developing an elearning course for the 3rd year Family Medicine students. The use of an e-learning system enabled instructors to customize the structure and delivery of informational material to a mobile student population.
640: Using MERLOT Resources to Develop Online Course Strategies for Beginning Faculty
Agnes Bellel,Jackson State Community College
Beginning faculty/instructors of elearning courses can build in many opportunities to assess how students are learning and then use this information to redesign the instruction. When faculty/instructors understand the progress of the student and where they are having trouble, they can use this information to make necessary instructional adjustments, such as re-teaching, trying alternative instructional approaches, or offering more opportunities for practice. These activities can lead to improved student success. It may be possible that e-learning allows faulty to create new learning objects using MERLOT. Faculty members new to developing and/or teaching eLearning courses need to understand e-Learning strategies that would lead to a more interactive courses with student involvement.
645: Learning Objects in 9 weeks!
Robert Lee, University of Ontario Institute of Technology
Barb Murphy, University of Ontario Institute of Technology
Andrea Fiebig, University of Ontario Institute of Technology
Amanda Crawford, University of Ontario Institute of Technology
Brett Clayton, University of Ontario Institute of Technology
Matt Osborn, University of Ontario Institute of Technology
Stacey Willis, University of Ontario Institute of Technology
Liesel Knaack, University of Ontario Institute of Technology
A poster showcase of learning objects developed with instructional design principles in a Flash environment by university students in 9 weeks. Students will demonstrate their learning objects and also describe the process and learning they had through the project.
656: Development of Web-based Resources to Support a Distributed Clinical Clerkship
Weikai Huang, The University of Western Ontario
Cynthia Kenyon, The University of Western Ontario
In order to join the best features of in-class learning with the best features of online learning, we have been developing a comprehensive clerkship website with WebCT Vista for use by third year students and faculty in London, Ontario and at distance sites.
662: EnACT: Ensuring Access through Collaboration and Technology
Brett Christie, Sonoma State University
EnACT supports students with disabilities in the California State University toward attaining their postsecondary degrees. Recognizing that faculty play a pivotal role in the success of all students, EnACT is designed to provide faculty within the CSU system the skills, support and training necessary to ensure that students with disabilities are provided a high quality postsecondary education. CSU faculty will be developing 40 Accessible Instructional Media, utilizing with students, and submitting to MERLOT’s Accessibility collection.
666: Use of On-Line Power Point Tutorials for Inorganic Nomenclature
Prem Sattsangi, The Pensylvannia State University
An On-line Tutorial, Inorganic Nomenclature Made Easy, has been developed as a teaching/learning aid suitable for freshmen general chemistry class. An otherwise large tutorial has been made easy by subdividing it in to six smaller sections. Each section consists of only 2-6 slides. Students have found it useful. Results, of its use in classroom instruction and, subsequently, as an on-line tutorial material, will be shared.
686: The Emotionally Intelligent Educator
Michael Rock, Saint Paul University
Bonita Slunder, Saint Paul University
Amanda Rappak, Saint Paul University
Emotional Intelligence has made a significant impact in the world over the past ten years. Dr. Michael Rock, a seasoned adult educator and licensed EQ coach and facilitator, will present his research on the emotionally intelligent educator, plus introduce his colleagues who will present Psychoandragogy™ and Enviroandragogy, two practical and significant contributions to being an emotionally intelligent educator. These approaches are based on a simple model named I-C-A: Insight-Courage-Action. A very dynamic and interactive presentation.
687: Barriers on ESL CALL programs in South Texas
Shao-Chieh Lu, Texas A&M University
This poster proposes a methodology to discover the barriers that influence English as second language (ESL) teachers in the use of computers in their classrooms. The results can help educators to better understand the impact of CALL and to anticipate the barriers of CALL program they may face.
696: ePortfolios: Understanding Your Goals
California State University Office of the Chancellor
This easy to view poster visually communicates the various definitions of an ePortfolio, and helps viewers determine what features they should look for in a product.
Classroom E-Teaching Using Mobile Phones in Japan
Senri Kinran University
This proposal presents an experience of classroom teaching practices in Japanese undergraduate classrooms using Web enabled cell phones. Presently, most Japanese students come to campus with their own Web enabled cell phones. Their packet fees are not expensive. Under these circumstances, it is feasible to do e-teaching by using various kinds of mobile Web contents developed by free CGI (Common Gateway Interface) scripts. These contents consist of both teaching tools and supplementary teaching tools.
750: Dialogue and Collaboration for Transforming PerspectivesAamong Addictions Researchers: Can Technologies Help?
Health researchers are inadequately prepared to conduct transdisciplinary research fostering innovative knowledge development and exchange in women and gender-specific treatment strategies in addictions research, practice and policy. We explore how communities of practice and technologies may enhance gendered transdisciplinary learning and research in women’s addictions.
Building Computer-based Laboratory Practices into Psychology Research Method Courses
Myra Fernandes, University of Waterloo
Development of hands-on activities to translate descriptions of research and theories provided in textbooks into tangible reality is needed. Currently, psychology students have the opportunity to learn about research methods through in-class demonstrations, and paper & pencil tasks. Often these “lab” activities consist of doing walkthroughs of demonstrations of experiments in which the experimental design is altered or compromised to accommodate restrictions in how information can be delivered in a classroom setting. Yet, research has shown that students develop a better understanding of how science is conducted by actually engaging in experiments rather than seeing demonstrations (Lehrer,et al., 2000). The current work describes a laboratory component that can be integrated into courses for upper year undergraduates. Labs are designed to allow students to develop an understanding of how behaviour is measured using computer software, to learn how to program their own simple experiments, and explore ways of modifying current psychological experiments. Integrating such a component can help students to better understand how behaviour is measured in mainstream psychological research, and to pinpoint limitations in measurement. Familiarity with software used in psychological testing, and implementation of experimental design, are also job skills that students can carry with them in future endeavors.