Presentation Abstract: Preparing learners for hybrid environments can be challenging without freezing or frying but aiming for al dente comfort level. In this session we examine five key ingredients to keep on the front burner to enhance hybrid learning strategies for graduate and undergraduate students. The recipes for success include perceived security and self-confidence; drama and engagement; learner context and control; learner support; and digital demographics. These practical tips leave learners gleefully shaken and stirred when engaging in exciting learning events. The novel techniques are entertaining, yet yield a smooth transition to hybrid environments after previous concentration on face-to-face learning. Concrete examples of the techniques enable transfer to additional learning environments. Throughout the session the presenter shares cooking metaphors and 20 years of hybrid experience to demonstrate these ingredients to orient and calm learners as they become seasoned in hybrid learning modes. By applying the five techniques, hybrid orientation and start-up may become more efficient and avoid pitfalls that are distasteful to learners and facilitators.

Technology: BB, PPT
Delivery Method: Asynchronous, internet, hybrid

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Presentation Abstract: Nowadays, when technology seems to be ubiquitous, when many of our students are equipped with the latest gadgets and when information from all over the world is available constantly and instantly; are we as educators taking advantage of all the opportunities this represents for us? This presentation aims to briefly demonstrate how the use of technology can enhance the process of learning a foreign language all in an effective and fun way. We will see how it supports some of our current teaching practices and how it can open the door to many new ones.

Technology: Web Interface
Delivery Method: In class.

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Presentation Abstract: In their working lives, students will very likely be asked to make poster presentations. Class assignments to make poster presentations have demonstrated the need for surprisingly specific guidelines to help students present themselves in a professional and effective manner. The need to improve student use of presentation hardware and software has led to revision of assignment descriptions, drawing on principles of user-centered design. The innovative content of this presentation are the guidelines that anticipate user needs (that is, student needs) in creating posters with Microsoft Powerpoint software. An example of the guidelines used in communication studies courses will be presented. General considerations for such guidelines will also be discussed as well as the general issue of applying principles of user-centered design to teaching presentation technology.

Technology: Powerpoint and user-centered design
Delivery Method: In class or hybrid

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Presentation Abstract: In addition to presentation - I would like to include a poster for reinforcement of presentation content. The utilization of a variety of instructional technologies in nursing have supported the emergence of informatics in nursing practice ? and education. The vast array of instructional technologies, have opened an avenue to assure that students educational needs are being addressed according to learning styles and preferences. Methods to support experiential learning through simulation and interactive modes of virtual technology have allowed the learner the greatest opportunities to achieve retention of a challenging curriculum and success. These tools assist nursing educators the opportunity to have a significant influence on the impact of a nursing program and it?s success. Technological influences allow educators to deliver a more impressionable and appropriate teaching mode and presentation which will increase student performance and demonstration of proficient nursing competencies.

Technology: Simulation, Blackbooard Tools, PPT, Second Life
Delivery Method: In class, asynchronous distance learning via internet

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Presentation Abstract: This study abroad project was teaching Culture and Health in Ireland, a core course for our nursing students, from Seton Hall University in May 2008 over 12 days with 5 freshman students. The technology used was blackboard for course content. The concepts of culture and health have been important to educators because we know that a culturally competent nurse is necessary in our global society. It is necessary that as educators we investigate the best way to teach culture concepts. The strategy of teaching Culture and Health in a foreign country was innovative and reaped several benefits. Due to our experiences our students were able to understand cultural concepts in action. The project showed the students that culture - no matter what culture - impacts on each person's life in a different way. The higher institution of learning could benefit in enrollment with students attending schools that will allow them to study abroad. This is especially true in undergraduate nursing programs where there is a limited amount of opportunities for travelling abroad. We believe as nurses that "hands on" education is one of the best ways to teach the nurse and therefore we have many semesters of clinical education. The innovation in this project was to get a beginning nursing student to jump right in and do the "hands on" work with culture. Future use for this project is to offer more study abroad programs in nursing for cultural issues and many other topics in order to develop the globalization of nursing. Research would also validate the importance of study abroad learning. Technology could help reach out to other schools in many different areas to reach out to all areas of the world to bring us together and provide the best nursing care throughout the world.

Technology: Blackboard for course content
Delivery Method: Study abroad, field work

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Presentation Abstract: Retention is important to all educators. Students who are connected to a school are more likely to stay in school. Through the development of group work in an on-line or hybrid class, students can develop a sense of community. Students can develop study contacts that they might not have elsewhere. Students can learn from their peers. For the faculty member, there is extra work in constructing assignments that will require students to work together in small groups, but the rewards for the faculty member, the students and the institution as a whole are unparalleled.

Technology: WebCT/BB
Delivery Method: Distance learning via internet

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Presentation Abstract: Learning in Biology includes mastering whole new sets of vocabulary for both the structure and function of living organisms. Our challenge is to answer the student's question, where do I begin?. The technologies integrated into my courses include, Podcasting [Snapkast], Interactive Review [Turning Point], and Web Page Review Notes with Interactive Tutorials, are an effort to answer to that question. This presentation shows how these innovative technologies are being integrated into content intensive courses. Technology today is a major part of our students culture. By taking advantage of that culture, our courses are more relevant and we move learning a step forward toward meeting our students where they are. It can also make learning fun. One student likened Blackboard exams to a computer game, another referred to Turning Point as that computer game. I hope that these tools can be incorporated into more of my content courses. Time limitations do not allow me to discuss additional technologies that are being worked on continue to make content courses more innovative. These interesting and innovative pedagogies can involve the student and have a major impact on improved student learning and understanding.

Technology: Technology includes SnapKast generation of Podcasts of class presentations, development of Interactive Tutorial Web pages using Frames, Blackboard Lab Examination, and Turning Point interactive Quiz Reviews.
Delivery Method: Power Point presentation delivered via a sympodium, including screen dumps of technologies being explained,and links to web sites for illustration.

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Presentation Abstract: Using Wimba (video/audio technology) is a model for incorporating universal design principles into instruction. This presentation demonstrates the importance of modeling a multi-modality approach in campus teaching to ensure that teachers gain the experience and competency in using this type of technology so that they can transfer this knowledge into their classrooms to engage students in learning. Using Wimba during campus class and archiving, allows faculty to model for the teachers universal design principles to enhance learning. Teachers use laptops during class to provide them with opportunities to think about how incorporating video/audio technology can be incorporated into their instructional programs to support struggling learners. Teachers comment about how they could prepare archived presentations so that their students can access information at home. Using Wimba stimulates teachers thinking about how multi-modality programs can support students engagement. Their assignments, which include creating Wimba presentations, show they have rethought how they present their instruction and how their own students can demonstrate learning. Wimba technology will continue to be incorporated into campus classes and we will expand its use through course assignments to provide more opportunities for teachers to explore the value of audio/video technology in their own classrooms.

Technology: Blackboard, Wimba (Live Classroom)
Delivery Method: Class and synchronous video via Internet, and archived classes
Second Presenter: Norma Blecker, Assistant Professor Richard Stockton College PO Box 195 Pomona, NJ 08240 Norma.Blecker@stockton.edu
Third Presenter: Shelly Meyers, Assistant Professor Richard Stockton College PO Box 195 Pomona, NJ 08240 Shelly.Meyers@stockton.edu

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Presentation Abstract: Having more than 500 undergraduate majors, most of whom work and several who are non-traditional students, I developed one of our core courses into an online format and have taught it this way for the last 1 1/2 years. It was a challenge to develop this course because there is a weekly lab that accompanies the in-person course. Thus, I had to find a way to add labs to an online course. I had slides to accompany the textbook, but last summer realized that the slides needed the accompaniment of lectures. Using Tegrity Campus 2.0, streaming video clips was the solution to having lectures accompany the slides. Using some of the textbook resources solved the problem of incorporating labs into the online format. After redesigning the online course with technology, this online course was recently evaluated as a strong and effective course for our students.

Technology: This course is offered on Blackboard.
Delivery Method: Asynchronous distance learning via internet is the deliverly method
Second Presenter Jaehyun Kim

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Presentation Abstract: There is a lot of skepticism in Academic community in relation to teaching science course online and most of criticism is well founded. Come and experience the successful completely online (including labs) Introductory Physics courses that effectively demonstrate the new paradigm in designing and delivering online Science courses. The course is designed and taught by a Biophysics Ph.D professor, who holds MS degree in Instructional Design and Technology and serves a Director of Learning technology at OCC. He is also a Certified Blackboard Learning Management System Specialist and a Quality Matters Master Reviewer for online courses. Consequently, the courses are designed, delivered and assessed according to the best practices applications of e-technology, e-pedagogy and e-assessment. This is a laboratory course dealing with the major areas of physics. The experimental lab section of the course is based on self-contained and affordable physics Lab Kits from LabPaq, Hands-on-Labs Inc. The varied experiments of the Kits follow standard college texts for first and second semester physics. This course is designed to deliver online content much like one would receive in a traditional classroom setting. In addition, students will have access to the modular course content, web-links, multiple interactive quizzes, discussion boards interactions, chapter problem solving and an accessible professor that will enhance this online learning. One of the main objectives of this courses is to develop students effective TEAMWORK, critical thinking and problem-solving skills and qualities for the Digital Era of the emerging Global Knowledge Society. Consequently, the instructor promotes and facilitates students? efforts to improve their Physics reasoning and problem-solving skills through effective communication and collaboration with the classmates. The instructor makes sure that the students have all the tools and acquire all skills that are necessary to compensate for the obvious disadvantages of the online course, such as the lack of a direct F2F communication. He also help students to master online course tools and acquire necessary general digital skill in order to take ADVANTAGE of the exciting NEW learning opportunities of the online environment that traditional classroom courses simply do NOT have.

Technology: Learning Management System Blackboard CE8
Delivery Method: Asynchronous distance learning via internet

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Presentation Abstract: The All Wireless University: Meru would like to talk about the new WiFi standard 802.11N and what it means to deliver Voice/Video and data without wires. A live demo will also be included in the session. The resources of the Internet including mobile free telephony and video will be available across every campus in every square inch.

Technology: Networking Infrastructure
Delivery Method: In Person
Second Presenter Jim Licata Meru Networks Sr Consulting Engineer 914-720-3337 jlicata@merunetworks.com

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Presentation Abstract: As an Instructional Designer, administrator, and face-to-face instructor, the Drupal web platform has become an important part of my teaching and professional work. The Drupal platform facilitates active learning projects for my students, while as an Instructional Designer, it serves as a registration system, knowledge management system, and collaboration platform for NJIT. The flexibility, reliability, ease of use of the system makes it an important new tool for education. This presentation will focus on how it is used, what it is, and how to get started with using Drupal on your campus, or in your teaching.

Technology: Drupal.
Delivery Method: ALL

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