The 6th Annual Faculty Best Practices Showcase

The Educational Activities Task Force Presents:


The 6th Annual Faculty Best Practices Showcase

Faculty-to-Faculty Effective Practices: Integrating Technology into Teaching and Learning


Organized by NJEDge.Net Hosted by

Friday, March 18, 2005



Breakouts
1. Eric Addeo

Professor, Telecommunications/Electronics
DeVry University

 

‘Collaborative Learning With Real-Time Desk-Top Video and Audio’
Presentation Abstract

A collaborative learning pilot was introduced at DeVry University in North Brunswick to determine the appeal of a rich Web-based collaboration tool and how this tool could be used to reinforce collaborative learning in faculty-student sessions and in student peer-group sessions, where participants are not constrained by geographical boundaries. In order to make substantive comparisons between users and non-users of the system, the research subjects were split into two groups: test subjects and members of a control group. The test subjects were measured on a variety of metrics and the experiment yielded interesting, and some surprising data, with strong internal validity.

Technology:
IP-PBX: A Web Enabled Multipoint Collaboration Server

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2. Dorothy Baldwin

Assistant Professor, School of Education
Fairleigh Dickinson University

Presentation Slides (ppt)

‘Enhancing Education with E-Portfolios’
Presentation Abstract
Enhancing Education with E-Portfolios explores the implementation of the electronic portfolio as a means to integrate technology into the curriculum and assess learning outcomes of the pre-service teacher to support the New Jersey Standards for Professional Assessment on the Metropolitan Campus of Fairleigh Dickinson University.
Technology:
Web Based Portfolio

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3. Joseph Barone
Associate Professor in Surgery, Urology and Pediatrics
UMDNJ-Robert Wood Johnson Medical School
Second Presenter
Gail Reiken Tuzman, Ed.D.

Manager, Instructional Technology

 

‘UMDNJ Challenge Game Engine’
Presentation Abstract
Since 2000 UMDNJ-Robert Wood Johnson Medical School has used a Jeopardy-like game in PowerPoint for the urology lecture to the third year medical students on their surgery clerkship. The game format facilitated active learning and was favored by most students over didactic lecture. In 2003, we received a UMDNJ-Educational Technology Development Grant to create a web-based game creation tool. In partnership with UMDNJ’s Digital Media Services, we developed the UMDNJ Challenge Game Engine, which creates games that score students for accuracy of response and re-create the active learning classroom experience.
Technology:
Web-based Challenge Game Engine
Delivery Method:
In class or CD-ROM or Internet/synchronous or asynchronous

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4. Deborah Bennett

Professor, Mathematics and Elementary & Secondary Education
New Jersey City University

Presentation Slides 1 (ppt)
Presentation Slides 2 (ppt)

‘Applying the visual, verbal and kinesthetic modes of perception to interpretation of graphs through the calculator-based laboratory and graphing calculator technology’

Presentation Abstract:

CBL (Calculator-Based Laboratory) and CBR (Calculator-Based Ranger) technology incorporate real-time data collection with graphical representation to enhance student understanding of function and rates of change. Applicable to mathematics, nursing, physical science, and mathematics/science methods classes, these strategies combine the visual, verbal, and movement channels of perception through multiple representations of change. This session provides a model for classrooms where students connect graphs with physical concepts and communicate their interpretation and understanding

Technology:

CBL (Calculator-Based Laboratory) Graphing Calculator TV Monitor

Delivery Method:

In class

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5. Sima C. Bennett
Program Manager -- Clinical Education & Assessment Center / Standardized Patient Lab
Family Medicine, UMDNJ School of Osteopathic Medicine
Second Presenter
Tiffany Lowe
 
‘Skill Development in the Virtual Classroom -- Simulation Exercises as an Adjunct to Distance Learning’
Presentation Abstract
A required course for first year medical students was supplemented with asynchronous distance learning and a simulation exercise. This presentation showcases design of course components. A WebCT module focusing on Tobacco Use and Dependence was followed by a simulation exercise in which student doctors address smoking behavior in standardized patients. Through a combination of guided distance learning, competency checklists, student review of their recorded patient encounters and small group mentoring, skill objectives, as well as knowledge and attitude learning objectives, were addressed. This approach may be valuable to other providers whose distance learning strategies don’t currently address skill development.
Technology:
WebCT, audio-video recording of simulation exercises (concealed cameras), data management and analysis using simulation management software

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6. David Black
Associate Professor, Communication
Seton Hall University
 
‘ "Aside", a Web-based student-teacher communication utility’
Presentation Abstract
"Aside" is a Web-based application which enables a student to exchange private messages with a teacher in such a way that the student's identity remains unknown to the teacher throughout the exchange.
Technology:
Web interface

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7. Daniela Buna
Associate Professor of Physics, TAS
Ramapo College of NJ

Presentation Slides (zipped ppt)
‘Integrated Physics and mathematics for k-3rd educators’
Presentation Abstract
The issue of preparation of elementary education teachers in physics and mathematics is a national problem in our country and it has been identified as a priority in education by the NoChild Left Behind legislation. The Teacher Certification Program and The School of Theoretical and Applied Science at Ramapo College have created an original 3-semester program of integrated mathematics and science specifically designed for elementary education teachers. Our first cohort of students has completed the program. I would like to present our teaching method and the student’s year-end projects in physics.
Technology:
Brookscole dedicated website, online experiments, student and professor-developed Power-Point presentations

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8. Renee Cicchino
Instructional Designer, Teaching Learning and Technology Center Seton Hall University
Second Presenter
Hsu, Linda
Director of Health Professions, Access Med, Co-op Advisor
Department of Biology, Seton Hall University
 
‘The Application of Problem Based Learning in Teaching Biology’
Presentation Abstract
Problem-based learning engages the students because it focuses learning on specific topics such that the relevance and applications are foremost. We implemented a creative approach to teaching BIOL 1101 (Introduction to Biology for non-majors) by using problem-based learning as the core of the syllabus. Within the redesigned course, the traditional lecture component, which introduced the subject, was secondary to the student learning activities that emphasize discovery, integration, and inquiry which caused the students to be active rather than passive learners. The presenters will discuss the creation and implementation of the redesigned course as well as student assessment and outcomes.
Technology:
The redesign of the Introduction to Biology for non-majors course was implemented through Blackboard, the Internet and PowerPoint.

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9. Mary Jane Clerkin
Coordinator of Online Faculty Support, Online Department
Berkeley College
Second Presenter
Eric Weinstein
Instructional Designer
Berkeley College
 
‘Using Visual Communicator to Add Presence in an Online Course’
Presentation Abstract
Abstract Visual communicator, which combines video, sound, and text, adds a new dimension to online courses. Online professors can choose a variety of "visual backgrounds" and background music from which to choose for their videos. What is more it is very easy to illustrate lectures with text, graphics, PowerPoint presentations, and short films.
Technology:
BlackBoard

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10. David Cochran
Assistant Professor, School of Education
Georgian Court University
 
‘New Technologies Require New Pedagogies’
Presentation Abstract
New technologies are creating new opportunities for students to delve deeper into content in all subject areas. We can make the most of new technologies if we look at both the technology and the pedagogy we are using. How can we change our pedagogy to help students learn better? This session will explore several technologies and discuss the new pedagogies needed to implement them. Constructivist methods/tools such as blogging, interactive multimedia presentations, Internet-based content, and simulations will be highlighted.

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11. Thomas Hagedorn
Associate Professor, Mathematics and Statistics
The College of New Jersey
 
‘Using the computerized mathematics homework grading system WeBWorK’
Presentation Abstract
At The College of New Jersey (TCNJ), we have introduced the use of the homework-grading software package WeBWorK into our lower level mathematics courses over the past two years. Student in Calculus, Linear Algebra, and Introductory Statistics now do much of their homework over the Internet. Students receive instantaneously feedback on their work. We have found that the use of WeBWorK has improved student performance and retention in these courses.
Technology:
Web Interface

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12. Ruth Hamann
Reference Librarian
Passaic County Community College
Second Presenter
Radha Sankaran
Associate Professor, Mathematics
 
‘Information Literacy across the Curriculum: Using Web-based US Census Software to Introduce Statistical Databases’
Presentation Abstract
To help fulfill Middle States’ mandate to incorporate Information Literacy into college courses, a Librarian and a Mathematics Professor developed an engaging project to introduce Beginning Statistics students to real-life collection of statistical data and to statistical databases. In a hands-on guided exercise, students use web-based US Census software to select information from census data sets to create a custom table, then create their own custom tables, transform the data into bar graphs and critically analyze the results. The presenters will demonstrate the software and show how their pilot met their objectives and can be adapted to fit into the online section of the course.
Technology:
Database, PowerPoint, WebInterface This presentation will use the US Census database and software (freely available on the internet) WebCT

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13. Wassim Jabi
Assistant Professor, Architecture
New Jersey Institute of Technology
Second Presenter
Vassiliki Mangana
 
‘A Web-based system for Media Storage and Presentation’
Presentation Abstract
This is a presentation of a web-based, three-tier database-driven courseware system for media storage and sharing. The system, named ViSTA, has been applied in the History of Architecture course at the New Jersey Institute of Technology. In addition to its ability to store and search for media assets, ViSTA manages course presentations and allows faculty and students to create, edit and share virtual slide trays that can be accessed synchronously and asynchronously from any internet-connected computer. This technology has been enhanced with the use of spherical panoramic imaging that allows the viewer to examine a work of architecture or space by interactively panning through a 360x180 degree field of view. The total system has greatly enhanced how History of Architecture is taught and allowed the students better access to the related media.

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14. Thomas Jewell
Assistant Professor, Arts & Communications
Bergen Community College
Second Presenter
Michael Redmond
Vice President, Technology and Information Services
 
‘MindMap Web Pages in WebCT Courses’
Presentation Abstract
Mind maps can be used to conceptualize and organize information to present to students in an online course. Sophisticated mind mapping software makes it possible to create WebPages that include definitions, web links, assignments, and other forms of content to students in medium they are used to navigating--the web page. This presentation will explain how this process is used in WebCT-managed courses in Philosophy and Religion and Speech Communication.
Technology:
MindMap web page creation software from MindJet.com WebCT

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15. Carol Johnson
Assistant Professor, Humanities
New Jersey Institute of Technology
 
‘Bridging the Gap – Enabling the Shift to PC Teaching in the Classroom’
Presentation Abstract
Kids, these days, shop, play, interact and learn on computers. College students seem to have a keyboard permanently glued to their fingers (and their eyes glued to a screen). Many faculty members, however – tenured, untenured, instructors and adjuncts – were raised at a different time. We didn’t have computers – a notion unintelligible to most people under twenty-five – and we learned with different tools. In the technical communication course at NJIT, we are transitioning from a chalk-and-blackboard writing classroom to one with rows of PCs. In this new classroom, the teacher stands at the front of the room with a computer and projector. This paper will be about this transition and its effects. It will also reveal how instructors without computer experience can teach computer skills nonetheless.
Technology:
General PC and web fluency, HTML

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16. Patty Kahn

Manager, Technology & Training
Montclair State University

Second Presenter
Steve Nash

Director, Gifted & Talented
Montclair State University

Third Presenter
Abby Hersch

Instructor, Elizabeth Public School District
Montclair State University

 

‘Developing an Online Course within Blackboard for Academically Gifted and Talented Youth’
Presentation Abstract:

Montclair State University is committed to the public by offering non-credit curriculums to academically gifted youth by providing challenging learning opportunities. The Gifted and Talented Program approached Information Technology to offer assistance in developing an online curriculum using Blackboard to distribute online content for their Creative Writing and Problem Solving courses. Using Blackboard as the learning management tool, online classes were developed providing simple navigation to powerfully enriched content in an online learning atmosphere. This presentation displays the completed online courses and discusses the challenges that the instructors and instructional designers underwent during the development of these online courses .

Technology :

BlackBoard Camtasia Wimba Web Interface Adobe PDF PowerPoint Office App's

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17. Rochelle Goldberg Kaplan
Professor, Elementary and Early Childhood Education
William Paterson University
Second Presenter
Anita A. Kumar
Graduate Assistant, VITAL Project
William Paterson University
 
‘Using Videotape Cases to Develop Teachers' Understanding of Young Children's Mathematical Thinking’
Presentation Abstract
This presentation will describe a technique for using videotaped case study materials through at-home tape previewing and online discussions of the videotape content. The format was used during the piloting of a new graduate course on Mathematics for Young Children. The course was developed as part of an externally funded project to increase the knowledge of early childhood educators about the development of mathematics concepts and procedures in preschool through grade 3 children. The project will be extended as part of an NSF collaboration between William Paterson University and Columbia University that will incorporate Columbia's Video Interactions for Teaching and Learning system (VITAL) as a distance-learning tool at WPUNJ.
Technology:
Digital Video Clips Potential for streaming through Blackboard or alternative Distance Learning Format (e.g., VITAL system at Columbia University) Discussions via Internet (Blackboard)

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18. William Klinger
Instructor, Computer Science
Raritan Valley Community College
 
‘An Internet Tool for Collaboration Exercises’
Presentation Abstract
SHEILA is a project to develop web-based collaborative exercises teaching students about team building and collaboration. In one set of exercises, students are asked to collaborate together to guide a swimmer through a maze. Students are on PCs connected via the Web and control a single, common, swimmer by voting in real-time as to whether the swimmer should turn or go forward. This simple exercise is augmented by variations that demonstrate teams working towards conflicting goals, changing goals, poor performers, and diversity. In this session, I will describe the tool and its usefulness in teaching collaboration and team building.

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19. Paulette Laubsch
Assistant Professor, School of Administrative Science
Fairleigh Dickinson University
Second Presenter
Thomas, Joseph
School of Administrative Science
 
‘Instructor Mentoring for Successful Online Courses’
Presentation Abstract
Preparing instructional staff for online presentation requires more than a desire to incorporate the new technology into the course. Many instructors need training and a specific format for course delivery. This session will profile one program's methodology for developing instructors for online presentation of their courses. The session will include how to introduce faculty to the operation of the Blackboard system, introductory training, and mentoring through the process.
Technology:

Blackboard, Asynchronous Distance Learning via Internet

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20. Dewar Macleod
Assistant Professor, History
William Paterson University
Second Presenter
Hilary Wilder
Asst. Professor, Elementary & Early Childhood Education
 
‘Blogging and Teaching’
Presentation Abstract
Weblogs (blogs) are a versatile communication technology that has many possibilities for education. This presentation will discuss the use of blogs in two very different courses. In the first, a history course, the professor created a blog to promote inquiry and discussion among his students. In the second, a language arts education course, the students each created their own blog to explore its potential for advancing the writing ability of K-12 students..
Technology:
Weblogs

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21. Thomas Minnefor
Manager/Designer, Academic Computing
University of Medicine and Dentistry of New Jersey
Second Presenter
Ann W. Tucker
Associate Dean
 
‘Evaluation of Distance Learning Programs’
Presentation Abstract
In 1997, UMDNJ-SHRP and ACS implemented WebCT for distance education for one program and about 12 students. Today there are 7 programs and about 400 students. This presentation focuses on the evaluation our distance education program by administrators, task forces, faculty and students. The comprehensive review examined all aspects of the program from marketing to graduation, development and implementation of recommendations and an on-going distance education student survey to measure success. The entire process shows the collaboration across the University that is needed for quality distance education.
Technology:
WebCT

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22. Katia Passerini
Assistant Professor, School of Management
New Jersey Institute of Technology
 
‘“You are fired!” How using a web-based team learning assistant eases peer evaluation of teammates’ performance.’
Presentation Abstract
This presentation offers examples of a collaborative learning web-based tool (Team Learning Assistant - TLA) used at NJIT to guide, organize, manage, and assess team performance. The TLA transfers collaborative learning theories and methodologies to a Web-based environment, engaging the students in structured team activities (establishing a team contract, documenting meetings outcomes, providing feedback, conducting post-project evaluation reviews). From an instructor standpoint, it facilitates completing several team management tasks with a number of automated reporting tools. From a student standpoint, TLA scaffolds team activities, fosters conflict resolution, and makes students accountable to their peers. This tool represents a cost effective and pedagogically sound approach to implementing collaborative learning in any discipline. Technology: The examples refer to the use of a Web-based system to manage team-learning activities. The system was developed by Boston University’s Center for Team Learning, supported by a grant from The General Electric Fund. The system is accessible through a browser and no additional applets need to be installed on the client computers. It requires no overhead on the part of the adopting institution, as the web-system is hosted by McGraw-Hill, and students purchase low-cost access codes (and materials) directly from the publisher.

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23. Archana Pradhan
Assistant Professor, Obstetrics, Gynecology, and Reproductive Sciences
UMDNJ-Robert Wood Johnson Medical School
 
‘The Influence of an Audience Response System on Knowledge Retention: An Application to Resident Education’
Presentation Abstract
During this breakout session, a study to compare delivery methods of lecture material to OB/GYN residents regarding contraceptive options via either traditional didactic lecture style or interactive lecture style with the use of an audience response system (ARS)will be reviewed and attendees will have a chance to use the ARS during a sample interactive lecture. Results of the study demonstrate the effectiveness of the ARS on knowledge retention, and suggest that it may be an efficient teaching tool for residency education. Additionally, this lecture technique may be applicable in other arenas of undergraduate and post graduate medical education.
Technology:
Audience Response System

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24. Kathleen Prokop
Associate Professor of Nursing
County College of Morris
 
‘Quick & Easy: How to Use a Human Patient Simulator with a Large Class’
Presentation Abstract
This session will demonstrate how you can incorporate a Human Patient Simulator (HPS) into a nursing curriculum, even with a large number of students. The use of a human patient simulator is an excellent way to assist the students to develop critical thinking. This presentation will illustrate how a live video feed into multiple classrooms allowed 50 students to participate with a simulator. We did 6 different mini-scenarios through out the semester, with each one taking approximately 10-15 minutes of classroom time and was applicable to the content being taught. This presentation will demonstrate a creative way in which to involve a large number of students who will benefit by using a simulator.
Technology:
Human Patient Simulator and use of a video camera with a live feed into a classroom

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25. Kenneth Ronkowitz
Manager of Instructional Technology, ITMS
New Jersey Institute of Technology
 
‘Using Demonstrations and Simulations (Using Macromedia Captivate)’
Presentation Abstract
Screen captures with motion is a widely used method of delivering brief instruction in using software and computer applications. On web sites, in eLearning courseware, and for help desks and support personnel, they are probably the best method for “just-in-time” learning. Macromedia’s Captivate is a software that creates professional-quality interactive simulations and software demonstrations. It requires no programming knowledge or multimedia skills. Captivate can automatically record all your on-screen actions to create software demonstrations, and allows editable content including mouse movements, narration, text captions, quizzing, and interactive simulations with instructional feedback. The final presentation is a small “Flash” file with high resolution that can be saved as SCORM/AICC and 508 standards compliant and easily integrated with a Learning Management System.

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26. Deborah Sanders

Professor, African/African American Studies
New Jersey City University

 

‘Using online and in-class educational technology tools in First Year Experience course entitled Africa and African Americans’
Presentation Abstract
Face-to-face teaching can be energized by available educational technology tools. Ttechnology can greatly enhance student motivation and participation in which students become “partners in improvement”. In a web-assisted course for “first-year experience” students, entitled Africa and African Americans, a variety of innovative educational technology tools were used to enhance the course. The presentation will discuss the experience of using the web-ct web site for a depository for course resources in which an extensive web site was developed and the use of the electronic Blackboard for in-classroom lectures and student presentations..

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27. Julian Scher
Associate Professor, Information Systems
New Jersey Institute of Technology
Second Presenter
Michael J. Chumer
 
‘Design Strategies for Hybrid Learning Environments’
Presentation Abstract
Based upon the authors' experiences in introducing hybrid learning environments into advanced courses in Database Design and Multimedia, several design strategies have emerged for optimizing the usage of both the FTF component and the E-Learning component. We shall report on the hybrid learning participatory activities we have created, such as Collaborative Crossword Puzzles, Electronic Implication Papers, Open Database Queries, Student Generation of E-Lecture Material, all of which seek to capitalize on hybrid learning environments in creating an active community of learners who will benefit from the work of their peers. Assessments, including the Felder-Solomon Index of Learning Styles, will be presented.
Technology:
The technologies used represent a combination of the face-to-face environment with a Webboard or WebCT environment, as might be encountered in a hybrid learning environment.

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28. Mel Stern
Lecturer, Info Systems & Decision Sciences
Silberman College of Business, Fairleigh Dickinson University
 
‘Solving the Copied Homework Problem: Generating Unique Homework Assignments in Computer and Quantitative Disciplines’
Presentation Abstract
A universal problem with teaching quantitative concepts using the digital format is the concern that assigned work, which is intended to measure a students’ proficiency, has been copied. Since the data is digital, reproduction is very easy. This session will present an innovative solution which provides each student, thru the use of the Blackboard, with his own unique assignment. The method eliminates the likelihood of copying the solution since each assignment will be different. Student collaboration can then be encouraged. Grading each submission, since each contains distinct data, can be very time consuming. A solution to this grading problem by the use of computer automation will be presented.
Technology:
Blackboard Internet Programming macros Databases

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29. Melda Yildiz
Assistant Professor, Secondary and Middle School
William Paterson University
Second Presenter
Dr. Burt Weltman
Third Presenter
Dr. Jennifer Chen
Presentation Slides (ppt)
‘Power of Media Literacy in Social Studies Curriculum: Virtual Collaboration in Teacher Education’
Presentation Abstract

In this presentation, we share our research based on an interdisciplinary online course called, “Rediscovering History through Media Education.” This course explores creative strategies to integrate new media and technologies into the social studies curriculum and outlines activities, exercises, and assessment strategies that align with the curriculum standards addressing Media Literacy and Social Studies curriculum. The presentation describes teacher candidates' reactions, discoveries, and experiences with media; showcases their exploration of and rediscovery on History; and focuses on reconstructing curriculum in teacher education programs through the process of producing video documentaries; researching historical documents; deconstructing social studies history books and curricula using Semiotics Theory and Multicultural perspective. Details and course outline is at http://euphrates.wpunj.edu/faculty/yildizm/RH/

Technology:
BB Tegrity Database PPT Digital Video Production tools (such as Adobe Premiere) Online Learning Communities (such as kidlink.org, iearn.org)

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30. Laura Zieger
Instructor, Educational Technology
New Jersey City University
 
‘Cultivating an On-line Learning Community’
Presentation Abstract
Etienne Wenger's notion of a community of practice has received much attention in academic research within the last several years. It has been applied most recently, however, to the emerging analysis of distance learning programs. Educators are looking at ways to synthesize and integrate this model of collaborative learning with theories concerning the utilization of technology to create effective distance learning experiences. In this presentation, participants will gain insight into the practices that foster learning communities in distance learning.
Technology:
WebCT, Web INterface, PPT, Tapped In

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