CTLT Dialogues

The Blog of the Center for Teaching & Learning with Technology

Archive for September, 2007

Workshops – Pre-registration Schedule

Posted by ctlt on September 25, 2007

Metropolitan Campus
and College at Florham

Workshop
Session

Target
Month

Deadline
to
Pre-register

Location

Everything You Always Wanted to Know about Webcampus But Were Afraid to Ask: Beyond the Basics of Webcampus
(2 hours)

October

October 1, 2007

TBA

Everyone Says I Love Webcampus: Assessment
(2 hours)

October

October 15, 2007

TBA

What's New, Webcampus?
(1 hour)

November

October 31, 2007

TBA

Mighty Aphrodite: Enriching Your Course with Graphics
and
Radio Days: Enriching Your Course with Sound
(2 hours each)

December

November 30, 2007

TBA

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Workshops – Faculty Development

Posted by ctlt on September 25, 2007

The Center for Teaching and Learning with Technology (formerly the Office of Educational Technology) has been running Faculty Development Workshops for more than nine years. Traditionally, they are hands-on sessions (or a series of sessions). The schedule changes each semester, but the goals remain: to teach faculty relevant applications needed for their coursework, as well as to assist faculty in instructional design issues for the development and refinement of online, blended, and Web-enhanced courses and multimedia applications. Faculty Development Workshops are appropriately called “faculty development,” as they pertain to teaching excellence, rather than software training.

This year, the Teaching and Learning Center (TLC) is introducing Pre-Registration for our fall semester Faculty Development Workshops. Pre-registration enables faculty to schedule workshops at times and dates convenient to them.

Registration Instructions: Visit the registration website below and sign-up for the workshops you are interested in taking and on which campus. If you sign-up before each workshop’s registration deadline, you will be asked to list your availability for each day of the week. TLC will review all registrations and choose a date and time that accommodates as many faculty as possible. All attendees will then be notified by email at least one week prior to the scheduled date of the session. In order to keep some structure, each workshop has a target month assigned to it so that you have some idea of when you will be taking it.

Each workshop is one or two hours long and consists of a single session.

Please register online at: http://ctlt.fdu.edu/facultyworkshops.htm

Find workshop descriptions at: http://ctlt.fdu.edu/workshopsdesc.htm

In addition, the Teaching and Learning Center (TLC) offers faculty the services of our Coordinators of Instructional Design (CID). CIDs are available by appointment for individual or group instructional design consultations, from the beginner’s level to advanced. CIDs can assist you with the design process of creating or re-engineering your online or blended course. In addition, TLC will conduct custom workshops for faculty groups of five to fifteen. We are open to providing training on any topic as long as we have the expertise to teach it. Training must be scheduled in advance to ensure that lab space is available. Please contact Sandra Selick (selick@fdu.edu) to coordinate custom training for your faculty group.

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Events – Fall TNT Sparklers

Posted by ctlt on September 25, 2007

Please join us on Tuesday, October 2nd at 11am for our fall Teaching with New Technologies Sparkler. For this Metropolitan Sparkler, Jonathan Goodman (Silberman College) will talk to us about how students today have grown up with the Internet but do not understand the driving economic forces behind the rapidly changing aspects of Web 2.0. Using hands on projects throughout the semester, Jonathan’s students explored how their entrepreneurial knowledge could be applied to this industry.

During our College at Florham Sparkler on Wednesday, October 17th at 2pm, Daniel Cassino (Becton College) will present his pedagogical approaches to using Wikipedia with his students. According to Dan, no matter what we say, our students are going to use Wikipedia, so how can we put it to work for us in the classroom? During this discussion, Dan will give us ideas on how to use this ubiquitous information source as part of student assignments. Join us for this hands-on sparkler that will include lessons learned and best practices from a professor who has done it before.

For more than three years, the Teaching and Learning Center (formerly a part of the Office of Educational Technology and now under the Center for Teaching and Learning with Technology) has been running a faculty development series called “TNT Sparklers.” Our “Sparklers” are not training events. They are instead roundtable-style moderated discussions, led by other faculty members or experts in the field. The focus is primarily on thinking through the best teaching methods for your online, blended, or web-enhanced classes. When the sessions offer a hands-on component, the session will still be targeted toward the development of quality teaching rather than primarily on learning new skills. For more information about this event or any of our other teaching and learning activities, please visit http://idstudio.fdu.edu.

You can register for these exciting sparklers by visiting this link:
http://ctlt.fdu.edu/tntsparkler.htm

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NACOL Distance Learning Standards

Posted by Cathy Kelley on September 14, 2007

The North American Council for Online Learning is an organization that supports and studies the use of distance learning in the K-12 environment. Distance learning is a growing trend in the schools, and 38 states have now instituted state-led online learning programs. There are many reasons for this. In some cases, it is the only way to offer advanced placement, advanced science and math classes, and gifted education to students in small rural or poor school districts. Online education also serves students who are homebound due to illness or physical disability, elite athletes and performers, students who are incarcerated, and many others who might otherwise have limited access to appropriate education (NACOL, 2007).

The NACOL just released its National Standards of Quality for Online Learning, available as a free download from their website. While the standards apply to K-12 education, these standards are equally applicable to higher education and are almost identical to the Quality Assurance guidelines that we have included in our Guide to Quality Assurance in Online or Blended Classes. Where the NACOL standards differ, it is because they have raised the bar even higher. For example their standards require online classes to include multiple paths to learning outcomes and addressing a variety of student special needs.

I urge all faculty members engaged in distance or blended teaching to download a copy of the NACOL standards and consider whether their course materials meet these rigorous standards.

I also highly recommend “A National Primer on K12 Online Learning,” also published by NACOL and available for free online. This document outlines common misconceptions about online learning and describes issues important to online or blended learning in higher education. For example, appropriate teacher preparation for teaching online is discussed.

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Online conference – engineering /CS education

Posted by Cathy Kelley on September 10, 2007

Some of you may be interested in The Third International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning (EIAE 2007). According to the conference’s promotional materials,

“EIAE 2007 is one of the sub-conferences in the CISSE series of international joint e-conferences. CISSE is the World’s first Engineering / Computing and Systems Research E-Conference. CISSE 2005 was the first high-caliber Research Conference in the world to be completely conducted online in real-time via the internet. CISSE 2005 received 255 research paper submissions and the final program included 140 accepted papers, from more than 45 countries. CISSE 2006 received 691 research paper submissions and the final program included 390 accepted papers, from more than 70 countries.”

For more information, visit the conference’s web page at http://www.cisse2007.org/eiae.aspx.

Thanks to FDU faculty member Robert Shaw for bringing this event to my attention.

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Authentic Learning

Posted by Cathy Kelley on September 7, 2007

The white paper linked below was released earlier this year by the Educause Learning Initiative. This white paper discusses how “Authentic Learning” can be used in higher education. Briefly stated, authentic learning is learning by doing. Good authentic learning activities include 10 elements, including real-world relevance, an ill-defined problem, sustained investigation, multiple sources and perspectives, collaboration, reflection or metacognition, interdisciplinary perspective, integrated assessment, polished products, and multiple interpretations and outcomes.

These elements are not self-explanatory, but are described and explained in the article. The paper also describes how authentic learning might be applied in a variety of disciplines, why it works, and why it is important.

This is an excellent introduction to the concept of authentic learning and I highly recommend a thorough read.

Lombardi, M.I. (2007). Authentic Learning for the 21st Century: An Overview. Available at http://www.educause.edu/ir/library/pdf/ELI3009.pdf.

Do you use authentic learning in your courses? If so, do you have any insights? If not, do you think that this idea could be applied to your teaching?

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Student expectations of technology use

Posted by Cathy Kelley on September 4, 2007

I had an interesting phone conversation with a graduate student in one of our business programs this morning. This student had called the President’s Office to express his dissatisfaction (though in a very polite way) with the lack of technology resources in most of his classes here at FDU, and they had passed the call on to me. Coincidentally, I was reading this article when I got the call:

Moore, P. & Diaz, V. Wikis and podcasts and blogs, Oh My! What is a faculty member supposed to do? Educause Review, 42(5), 28-40.

Moore & Diaz’s article discusses the use of technology as a pedagogical aid, a way to help our students learn more and better. This article discusses how faculty experience with technology tends to be radically different from that of our students, and how this mismatch is beginning to affect our students’ experiences of our universities.

The student with whom I spoke, however, is an adult working in a professional environment and his concern was more basic. He wanted course materials to be made available electronically as a basic expectation of service, in order to help him manage his work more effectively. He felt that it should be a requirement for our faculty to put important information such as the course syllabus onto our Blackboard system so that the students will always have this information at their fingertips. He argued that this level of service is expected of businesses in the early 2000s. A business that fails to provide important, timely information to customers will soon be OUT of business.

What do you think? Should there be an expectation that course instructors will post syllabi and other important information online prior to the start of a semester?

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