Friday, March 10, 2006 8:30 am - 3:30 pm
The Educational Activities Task Force Presents
The 7th Annual Faculty-to-Faculty Best Practices Showcase:
Integrating Technology into Teaching and Learning
Faculty Sessions
1. MaryJane Clerkin, Coordinator of Online Faculty Support, Online Department, Berkeley College‘Raising the Level of Interaction in an Asynchronous Online Speech Course’ Presentation Abstract: Raising the level of interaction in an asynchronous online speech course can be achieved by seeding discussion boards with topics of interest, providing a well-developed rubric for judging speeches, and encouraging peer-to-peer responses to the videotaped speeches provided by fellow students.
Technology: Blackboard
Delivery Method: asynchronous distance learning via the Internet
2. Mirna Rosende, Associate Professor, Languages, County College of Morris
‘Teaching Spanish Online’
Presentation Abstract: I propose to showcase an online Elementary Spanish class. The class is exclusively online and utilizes extensive multimedia such as audio, video, interactive homework modules, online tests and exams. The platform used for the course is WebCT and the textbook and accompanying materials used are Vistas, Introducción a la lengua española. In this course, I cover Chapters 1 through 4 in the above mentioned book. The course is offered every semester and has been a big success. The biggest obstacle to the student is that he/she must be able to work independently, have good reading comprehension skills, and be able to commit to deadlines outlined in the course.
Technology: WebCT
Delivery Method: Distance learning via internet
3. Melda N. Yildiz, Ed. D. Assistant Professor, Secondary and Middle School Education Coordinator of Post- Baccalaureate Graduate Program, William Paterson University
Second Presenter Ella Rue, Publications Manager, Publications, New Jersey City University
‘Virtual E-Race-ing through Digital Discoveries: Power of Media for Liberating Educators’ Presentation Abstract: In this presentation, we will include the research findings based on an online interdisciplinary course called, “Rediscovering History through Media Education.” Teacher candidates researched, produced, and presented their video documentaries reflecting on not only American History, people and their stories but also the international issues and point of view through their online contact to global community. This presentation will include showcasing teacher candidates’ selected video projects, interactive group discussions, deconstruction exercises evaluating educational media resources, and a discussion of the research findings that is based on teacher candidates’ experiences using new media.
Technology: PowerPoint, Internet, Video
Delivery Method: in class, synchronous video, synchronous via internet, DVD, PowerPoint
4. Patricia Kahn, Manager, Information Technology, Montclair State University
Second Presenter David Radosevich, Associate Professor, School of Business, Montclair State University
‘The Proof is In! Why Technology Enhances Teaching and Learning’ Presentation Abstract: When deciding to integrate technology into their pedagogy, instructors want to know whether or not the teaching tool is easy to use and if it will improve learning outcomes. This presentation describes why certain technology was considered, and details the improvement in learning outcomes that resulted from its use.
Technology: e-learning technology PowerPoint Blackboard Tablet PC
Delivery Method: asynchronous distance learning and hybrid
5. Martha Schoene, Adjunct Professor, Physics, Seton Hall University
Second Presenter Renee M. Cicchino, Instructional Designer, TLTC, Seton Hall University
‘Understanding the Jersey Shore through Case Based Learning’ Presentation Abstract: Case Based learning has been used in the training of lawyers, doctors and others. They provide students with a role to play and selected data in order to break down complex issues into their important features. Students are asked to start with their background knowledge and are give clues and varied sources of information to interactively explore the complicated issues surrounding current day beach management techniques. They are placed into a realistic decision making situation. Each choice or proposed solution leads the students to consequences that require further investigation and thought to be included in their final plan(s) of action.
Technology: PPT with External Links and Multimedia information
Delivery Method: The assignment was a hybrid activity. Students were introduced to basic concepts of erosion in class through lecture, demonstration and two different hands on lab activities. They then reviewed three scenarios one on Rip Currents, one on Extreme Local Beach Erosion and one on Winter Storms and Beach Erosion along the Jersey Shore. Students then were to assume a role, gather information from video clips, interviews, photos, diagrams, new paper articles and external links to propose a solution to their beach erosion problem. They also had to gather facts to support their opinions on a series of related issues like federal flood Insurance and zoning issues.
6. Jim Cody, Asst. Professor/English, English, Brookdale Community College
‘The William Faukner "Sound and the Fury" Multi-Media Project’
Presentation Abstract: The William Faulkner multi-media project is a companion for students for the study of William Faulkner and his times. Through a Small Southern Town graphics page students are invited into his life, southern history, the music of his times, Modernism, literary criticism and student essays on Faulkner and his works. The project is highlighted by students "entering" rooms in the Compson House, where with three dimensional graphics and interactive software, they find information, music from southern composer Kenneth Haxton, symbols, literary criticism, book-on-tape excerpts, and Faulkner’s own words relevant to the characters, Benji, Quentin I, Caddy, Jason, Dilsey, and Quentin II from The Sound and the Fury.
Technology: Web interface
Delivery Method: in class; asynchronous learning via internet
7. Shunfa Li, Instructional Designer, The Office of Information Technology, Montclair State University
‘Leveraging Podcasts in Blackboard Courses’
Presentation Abstract: Podcasting allows students and instructors to review lectures or presentation both online and offline. It also provides students with chances to make up what they missed in the classes. Blackboard, at present, doesn’t have the ability to aggregate podcasts. Then, how can instructors incorporate podcasts into Blackboard courses?
Technology: Podcasts RSS Feeds Blackboard
Delivery Method: asynchronous distance learning via internet
8. Yanling Sun, Instructional Designer, Office of Information Technology, Montclair State University
‘Creating an Electronic Portfolio in Blackboard’
Presentation Abstract: Although application of e-portfolios is getting more and more popular in higher education, many faculty members and students still have difficulties in building their own portfolios due to technology demands. How to solve this problem is a concern of Technology Training and Integration Group at Montclair State University (MSU). This presentation shares the experience of creatively utilizing the e-portfolio tool in Blackboard at MSU.
9. David Buck, English Instructor, Liberal Arts, Burlington County College
‘Using Lecture123 in an English Hybrid Course’ Presentation Abstract: Can a hybrid course appeal to multiple learning styles despite the utilization of typically impersonal course management systems? With Lecture123 software, a hybrid course can be transformed into an engaging, innovative learning experience for students of all learning preferences. This session will discuss the development of a hybrid English 102 course (composition and literature) that employs Lecture123 as its primary online delivery system. Come see how online lectures of short fiction, poetry, and drama come alive for students participating with Lecture123.
Technology: PPT, WebBoard, Web Interface (to interact with the Lecture123 online server)
Delivery Method: Hybrid
10. Dorothy Altman, Assistant Professor (Doctor), English, Bergen Community College
Second Presenter Dr. Amarjit Kaur, Instructional Designer, Bergen Community College
Third Presenter Dr. Isabel Kimmel, Professor, English Department, Bergen Community College
‘Developing Shared Online Materials to Teach the Research Paper’
Presentation Abstract: This presentation describes the process of building shared online materials developed to help faculty teach the research paper effecively in English classes and to serve as a cross-disciplinary resource. We will share some the lessons learned and showcase eight interactive PowerPoint modules written by English and library staff that follow a specific student through the steps of writing an argumentative research paper. Included are video clips, audio clips, links to helpful websites, exemplary documents, and exercises. Attendees will be provided access to the project.
Technology: PPT and Web Interface
Delivery Method: In class
11. Yvette Louis, Assistant Professor, English, New Jersey City University
‘Multimedia Grammar Modules’
Presentation Abstract: This presentation will demonstrate the creation and execution of original multimedia grammar modules designed to help students improve their writing and editing skills. The modules were created using Camtasia software for screen capture and incorporate sound. The repertoire of modules is designed to present content in a variety of sensory learning modalities, to encourage independent learning, and to provide JIT customized feedback. The material for the modules is drawn from common errors found in student papers and can be easily delivered electronically for repeat viewing. The goal is to help students overcome their writing obstacles more quickly, effectively, and enjoyably.
Technology: WebCT and Camtasia software, screen capture and audio.
Delivery Method: I use them in my web-enhanced classes and plan to use them in future online courses, but Multimedia Grammar Modules can be delivered by electronic means for online, web-enhanced, and blended courses; e.g., in class using SMART Board, in the lab, for synchronous or asynchronous distance learning, or stored on a CD.
12. Suchita Choksi, Instructional Designer, Training and Technology, Montclair State University
Second Presenter Steven Nash, Director of Gifted and Talented Youth Program, Montclair State University
Contributer Maryalice Brynes, Visiting Faculty, Gifted and Talented Youth Program, Montclair State University
‘Creative Writing Course - An Online Creativity’
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
Delivery Method: Asynchronouse Distance Learning via internet
13. Dorothy Baldwin, Assistant Professor, School of Education, Fairleigh Dickinson
‘Preparing Pre-service Teachers to Support Children with Disabilities’
Presentation Abstract: This presentation will focus on a pre-service teacher preparation program which restructured the delivery of content and instruction to align with national and state standards and incorporate technology to ensure the development of qualified teachers who support the education of children with disabilities.
Technology: Integration of technology into the curriculum, i.e., e-book, e-portfolio, assistive technology, power point
Delivery Method: in class and on line
14. Kenneth Yamaguchi, Professor, Chemistry, New Jersey City University
‘Retooling the Chemistry and Physics Labs using the Vernier Data Acquisition System’
Presentation Slides (ppt) Part 1 Presentation Slides (ppt) Part 2
Presentation Abstract: Hands-on activities were developed and implemented into the General Chemistry and Physics laboratory course curriculum. These activities required the use of the Vernier Data Acquisition equipment and software to acquire computer-gathered data using a variety of sensor probes. Experimental protocols have been automated allowing students to concentrate on the conceptual framework of experiments and on data manipulation. Student assessment of these laboratory activities show a noticeable improvement in conceptual leaning, motivation, and presentation and interpretation of data. These findings and a detailed description of activities will be presented.Technology: Activities require the use of Vernier Data Acquisition equipment and software to acquire computer-gathered data.
Delivery Method: in class
15. Deniz Gokcora, Instructor, Institute of International English, Union County College
‘Designing Web-Based Integrated Tests’ Presentation Abstract: The presenter demonstrates performance-based, integrated assessment tools in creating online reading, writing, and listening tasks that provide opportunities for students to use target language in real life situations in foreign languages. This presentation provides some sample activities to address classroom assessment issues using an “item bank” to demonstrate item “templates” at various ACTFL proficiency levels, summarizing topics, text types, and functions. Example items will be in English. The presentation introducing tools will be followed by hands-on activities and group discussions. Participants will learn how to use and create learner-centered, contextualized, integrated, authentic, thematically organized, and performance-based assessment items utilizing authentic materials on Websites.
Technology: Web Interface, PTT
16. Deborah Sanders, Professor, African/African American Studies, New Jersey City University
‘An Historical V-LOG: Creating a Digital Library’ Presentation Abstract: This presentation will discuss the development of a "multimedia digital library" for an African American History course. The development of reusable teaching objects (RTO) using multimedia resources is useful in the teaching of diversity issues. The challenges of developing and providing multimedia enhancements for the course will be presented. The presentation will describe and demonstrate specific example of digital resources that were developed and presented for classroom us (face-to-face and online) as a video log or v-log. Digital media of African American historical sites will be demonstrated. The presentation will provide an assessment of the use of the v-log in the teaching of multicultural issues.
Technology: Web Interface
Delivery Method: asynchronous distance learning via internet
17. Donald George, Professor (OCC) / Ph. D. Candidate (NJIT), Computer Science/Information Systems, Ocean County College/NJIT
Second Presenter Katia Passerini, Ph.D. Assistant Professor, Management Information Systems, New Jersey Institute of Technology
‘Tablet-PCs For Team-Based and Collaborative Learning’ Presentation Abstract: This presentation will discuss a pilot study that took place at NJIT over a 4 week period. The focus of the pilot study was on how the Tablet PC may be used to support collaborative learning in a face to face classroom setting. The Tablet PC provides unique a way for students to organize, present and record their collective thoughts. In addition to typing, the use of digital ink provides an extra layer of flexibility by allowing the students to express themselves by using freehand drawings and diagrams, annotating and marking up of documents during a group discussion. Since documents created in the Tablet PC are electronic in nature, this allows for the easy archiving and dissemination via email, the World Wide Web, and other electronic media. The Tablet PC provides a platform to enhance group interaction and exchange of ideas which thus increase learning outcomes and the group’s enjoyment of the learning process.
Technology: The discussion will focus on the use of the Tablet PC to support collaborative learning in the classroom. Basically, the Tablet PC has all of the features of a laptop computer however unlike a laptop the screen is in the form of a slate. In addition to typing this slate allows the user to input data by writing on it in a freehand fashion using an electronic pen and “digital ink”. This unique feature of the Tablet PC to allow for freehand drawing and writing has made it an ideal tool teaching and learning in a wide variety of environments.
Delivery Method: Tablet PCs are being used in face to face classes as a tool to allow teams of students to collectively interact, gather, discuss and present their ideas as a group. During a team meeting Tablet PCs serve as a central repository of group brainstorming activities and thought processes.
18. Leon Jololian, Assistant Professor, Computer Science, New Jersey City University
‘An Integrated Environment For Learning-on-Demand (LoD)’
Presentation Abstract: Technological advances over the last decade have given educators a variety of tools to support classroom activities. Educators often find it necessary to use more than one tool to address different aspects of the course. However, there is much to gain from combining these technologies into a single framework that can provide students with a seamless environment to learn as they switch from one tool to the other. In this presentation we will show a framework that is currently under development which integrates a blog server, a Web server, and an audio/video streaming server to deliver a richer learning environment.
Technology: Web server Blog server Audio/Video streaming server
Delivery Method: Asynchronous learning for face-to-face and distance learning using the Web
19. Timothy Urban, Adjunct Professor, Art and Music, Seton Hall University
‘Using Technology in the Music Appreciation Classroom’
Presentation Abstract: While there are myriad conventional resources (video, audio, textbook) available for teaching music appreciation courses, creation of self-contained modules hosted on the university’s blackboard has facilitated integrating a much broader spectrum of material with global perspectives into the music appreciation curriculum at Seton Hall University. Ten modules were created, each containing a Learning Unit incorporating streamed video/audio files supporting and illustrating salient topics; a Worksheet for self-directed study; a short writing Assignment integrating students’ experiences of music with the topics; student Presentations to develop students ability to talk intelligibly about music and specific concepts; and threaded Discussions fostering active student participation and creating small-class dynamics within a large-class setting.
Technology: Blackboard
Delivery Method: in-class, synchronous video, distance learning
20. Elizabeth Cappelluti, Mentor, Freshmen Studies, Seton Hall University
Second Presenter Heidi Trotta, Instructional Designer, Teaching, Learning and Technology Center, Seton Hall University
Third Presenter Danielle Mirliss, Senior Instructional Designer, Teaching, Learning and Technology Center, Seton Hall University
‘Electronic Portfolios: A Reflection of the First Year Experience’ Presentation Abstract: The construction of portfolios facilitates students self expression and reflection. It also enables instructors and advisors to obtain a more holistic view of an individual student. The Freshman Studies program at Seton Hall University has embraced this vision of portfolios and supported the creation of approximately 1100 freshman portfolios as a University Life course requirement during the fall 2005 semester. The presenters will share their experiences in supporting this initiative and evidence that electronic portfolios can foster stronger relationships between first-year students and their instructors/advisors. Examples of student portfolios will be highlighted throughout the session.
Technology: Blackboard Content and Electronic Porfolio System
Delivery Method: Students constructed segments of their portfolios during and outside of class time.
21. (Thomas) Jyh-Cheng Liu, Associate Professor, Computer Science, New Jersey City University
‘Enhance On-Line Teaching in Computer Science courses with Tablet Technology, Skype (IP phone) and VNC (Virtual Network Computing)’
Presentation Abstract: On-Line teaching and learning has grown into an academic norm for all level education. The effectiveness of on-line teaching can be enhanced by employing newly developed technology. Computer Science courses could include hands-on component in F2F setting, on-line teaching often encounters some difficulty to deal with hands-on problems of student. This demonstration is to present a method to teach computer science course with Tablet Technology which involves record and play software -Lecture123. The tablet technology enables synchronous and asynchronous questions and answers in real time. Skype, an IP internet phone software, can add the voice conversation into the on-line classroom. In addition, a VNC set up can be used to mentor remote student and answer hands-on questions and promote interaction of faculty and student as F2F in real time.
Technology: Tablet Technology, WebCT, Lecture123, Skype ( Internet Phone) and VNC ( Virtual Network Computing)
Delivery Method: Synchronous via internet
22. Ken Ronkowitz, Manager, Instructional Technology, NJIT
‘Social Computing & Personal Broadcasting’
For my session at the Best Practice Showcase on 'Social Computing & Personal Broadcasting' I'll be using a blog and wiki that are now online. I'd appreciate it if you would visit them and post comments and collaborate before the session. I'll be adding content each day from now until the showcase on 3/10. Even if you can't attend the showcase or my session, I'd like to hear your thoughts on this little experiment in social computing. The blog is at http://devel2.njit.edu/serendipity/ and you'll find a link to the wiki and lots of other sites there too.
Presentation Abstract: The New Media Consortium's Emerging Technologies Initiative 2006 report on expanding the boundaries of teaching, learning and creative expression puts "social computing" and "personal broadcasting" at the top of their trends. Social computing, using websites such as MySpace, Facebook, and wikis, and personal broadcasting methods, such as podcasting and video blogging, is growing in use at a rapid pace with our students - and educators are being left behind. This session will give an overview of these trends with examples from students and faculty, and then focus on NJIT's current work using free and open-source wiki and blogging software to create non-commercial online collaborative spaces for academic use.
Technology: web, open source software, online tools
Delivery Method: asynchronous for distance learning via internet, F2F support or hybrid
23. Cindy Arrigo, Associate Professor, Biology, New Jersey City University
‘Student Centered Philosophies in Biology: Technology Toolkit’ Presentation Abstract: Recent studies in the area of Cell Biology education support the idea that interactive formats lead to significantly higher learning gains and better conceptual understanding for students. Building on a preexisting technology toolkit an implementation plan was developed to integrate student centered philosophy and a more interactive format into a sophomore level Cell Biology course. An accountability 'test-in' instrument was developed and administered through WebCT. Data from this instrument document student learning and were used to inform program. A real-time scientific database was utilized and a strong scientific writing focus was supported by WebCT assisted peer-review sessions. A student publishing site was developed on the World Wide Web.
Technology: WebCT, Web Interface, Database
Delivery Method: hybrid
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