2004 UNC Teaching and Learning with Technology Conference
March 1719, Charlotte, NC


Wednesday, March 17, 2004

9:00 am to 10:30 am:

Pre-conference Activity:
Video: Using IT in a Traditional Classroom to Construct a Hybrid Course
Presenters: Hilarie Nickerson
Increasingly, educators in all disciplines are re-examining the complexities of the learning process and asking themselves how information technology can be used to expand and re-define classroom teaching. Many educators believe the most significant contribution of IT lies in the growth of “hybrid” classroom courses, which blend the personal touch of face-to-face instruction with the high-tech benefits of the Internet, the Web, and other technological resources in meaningful ways. These “hybrids” offer new opportunities for enhancing both teaching and learning, while leaving the professor in control of the creation of this new—but not completely “untraditional”—paradigm. This video provides how-to skills and strategies faculty need for this evolving classroom environment. Expert panelists will address key issues and present effective techniques for teaching a dynamic “hybrid” course. The program will use specific examples and illustrations to actually demonstrate the creative infusion of IT into traditional classrooms.

1:30 pm to 3:00 pm:

Flavors of Online Instruction: Creating a Personal Brand of Online Teaching and Learning
Presenters: Bob King, Jane Harris
This is an entry-level workshop for anyone seeking to define and develop an effective, personal approach to designing and teaching hybrid or online courses. We will open the session by looking at and discussing several examples of hybrid and online courses reflecting diverse teaching styles (i.e., constructivist vs. stand-and-deliver approaches) and subject matter areas (i.e., sciences and humanities). The purpose of the examples will be to demonstrate that there are many ways to design and build an effective hybrid or online course! Then, through completing an online survey and taking part in online discussion with one another, participants will continue the process of defining and developing their own personal approaches by choosing the aspects of hybrid or online instruction (i.e., content-delivery options, discussion options) they would like to focus on and develop, and determining the benefits and challenges they might encounter. Each participant will complete an Action Plan document that lays out their next steps and lists the resources and/or training they will need to take those steps. Participants will have online access to narrated PowerPoint overviews, several handouts that can help guide hybrid or online course development, and references for further study.

Create Multimedia Tutorials Using Camtasia Studio 2 from Your Desktop
Presenters: Marge Scheuerlein
Related Material: Marge Scheuerlein.doc
This workshop will show you how you can use Camtasia Studio 2 to record, edit and publish rich screen video presentations. Whether it is a simple PowerPoint presentation for a lecture, or an instructional video on how to use a specific desktop application, Camtasia has tools that will allow you to deliver these videos on CD or via the web in Flash format directly from your desktop. Hardware requirements will be covered as well as microphone/headphone selection. Several examples of how Camtasia can be used will be shown, including how it can be incorporated into Blackboard to enhance online or web-enhanced courses. Also covered will be storyboarding, comparison of video/audio codecs for different delivery methods, and batch production.

Thursday, March 18, 2004

9:00 am to 10:30 am:

Using Flash to Enhance Online Learning
Presenters: Scott Brewster, Rob Owens
Related Material: flash_workshop.ppt, Instructions.doc, learning.pdf
The purpose of this workshop is to show how instructors can use Flash to present instructional content and enhance the learning experience. Topics include: 1) Why use Flash? [Brief presentation prior to workshop.] 2) Getting Started with Flash [Quick demonstration and hands on overview of main components of Flash.] 3) Using Flash Templates to create instructional content [Presentation followed by hands-on, guided practice; Why use Flash Templates to create instructional content? (1) Flash has built-in templates that can assist instructors in developing learning objects quickly. (2) Flash templates are available for a variety of purposes (quizzes, slide shows, presentations, etc.). (3) Flash content developed via templates can be distributed easily on the Web, by e-mail, or on CD-ROM.] 4) Converting narrated PowerPoint to Flash by hand or using products like RoboPresenter or Articulate Presenter. [Presentation followed by hands-on, guided practice; Why convert PP to Flash? (1) Flash is already installed in 98% of Web browsers, student do not have to own PowerPoint or a Windows computer. (2) Flash can reduce the file size of presentations so they download fast. (3) Presentations may be distributed easily on the Web, by e-mail, or on CD-ROM.]

9:00 am to 10:30 am:

Large Enrollment Course Redesign: Support Team Working Session
Presenters: Sallie Ives
Related Material: support team workshop.ppt, PROPOSED timeline.doc, PROPOSED STEPS FOR UNC PILOT PROJECT.doc
This working session supports the continuing discussions among the support teams from institutions already involved in the UNC pilot project on Large Enrollment Course Redesign. The goal of this session is to share concerns, issues and successes in the development of the draft statements on Institutional Readiness Criteria and the Course Readiness Criteria that were distributed at the workshop at Office of the President in early February and also to discuss the next steps in the process. The anticipated outcomes from this session include: 1) enhanced understanding of the readiness of the 12 campuses to support redesign activities on their campuses; 2) strategies for expanding institutional support on campus for redesign; 3) overview of the process for redesign that the faculty will need to follow and their likely support needs; 4) tentative timeline. Each team is requested to bring 20 copies of their draft documents to share with the TLT Collaborative Staff and the other institutions.

1:30 pm to 3:00 pm:

Assessment of Academic Library Service Using the LibQUAL+ Survey
Presenters: Russ Bailey, Barbara Tierney, Kathy Crowe, Dana Sally
Related Material: TLT Presentation - Kathy.ppt, LibQUAL TLT.ppt, UNCTLTConference-2004.doc, UNCTLT2004-UNCCLibQUAL2003.doc
The J. Murrey Atkins Library at UNC Charlotte collaborated with the Association of Research Libraries to assess library services at UNC Charlotte by participating in the national LibQUAL+ survey initiative. In Spring 2003, Atkins Library asked a random sampling of its faculty and students to respond electronically to 25 questions about library service. The survey questions were developed by the Association of Research Libraries to measure library service quality in the areas of reliability, responsiveness, empathy, assurance, and tangibles (facilities and equipment). UNC Charlotte faculty and students who responded to the survey stated (on a 1-9 scale) their minimal service level, ideal service level, and perceived service performance for each question. The format of the questions was as follows: When it comes to employees who have the knowledge to answer user questions, my minimum service level is (1—9); my desired service level is (1—9); the perceived service performance at Atkins Library is (1—9). Other parts of the survey collected demographics about the respondents, such as age, gender, discipline and status. In addition, the survey collected information about the respondent’s library usage patterns and allowed the respondent to enter narrative remarks about his/her perceptions of library services. ARL tabulated survey responses and distributed results to participating libraries in June 2003. The results allow library administrators and staff to assess their services collaboratively with their faculty and students—as well as to compare their ratings with all other participating academic libraries and peer institutions.

Implementing Mastery Learning Principles Through WebCT Course Design
Presenters: Steven Breiner, Jeff Church, Gregory Simmons
A team of dual-role teaching faculty/WebCT administrators from Appalachian will host a practical workshop on how to implement the research-based principle called ‘mastery learning’ (Carroll, 1963) into the design of a WebCT course. This technique relies heavily on WebCT’s selective release capabilities; course resources become available based on instructor-defined prerequisites, and multiple instructional paths become available based upon online evaluations – e.g., students see remedial or progressive course content, depending on how well they succeed with earlier assignments or quizzes. Teaching faculty and instructional designers can benefit from this approach to course design by acquiring the ability to automate delivery of customized curricula to students based on their demonstrated proficiency. Attendees will receive access to a ‘live’ WebCT course containing the workshop materials and examples (which they may then backup/download for use at their own institution), and work through a sample unit of content designed to reflect this pedagogical approach.

1:30 pm to 3:00 pm:

Pedagogy to Facilitate e-Learning
Presenters: Laura Rogers
Participants will examine instructional methods and implications for learning in electronic environments. This session will also serve as the meeting of the e-Learning Pedagogy Interest Group.

Integrating Technology into Science Education: A Hands-on Approach
Presenters: Debbie Thompson, Rebecca Berdeau
Related Material: PDA.ppt, PDA NCSCOS.doc, EasySense.doc
It is important for all students to understand that technology deals with more than just computers. This presentation will show how students at UNCP are using PDAs and probeware as a part of their science and math methods classes in elementary education. Through the UNCP Distance Education Program, this technology is also being used in neighboring county public school classrooms. Elementary school students and their teachers are using the PDAs and probeware to conduct experiments and gather data enhancing their science and mathematics curriculum. Participants in this workshop will be able to conduct a simple science experiment using the PDAs and probeware. Participants will also learn more about how the equipment is being used as part of our outreach to public schools. Specific information about the hardware will also be provided.

Friday, March 19, 2004

9:00 am to 10:30 am:

Building Your First Weblog
Presenters: Dale Pike, Jason Edgecombe, Ceily Hamilton
Weblogs are an exciting collection of stable technologies that enable low-effort, powerful publishing of web-based information. This workshop will demonstrate some of the key features of weblogs and allow participants to set up their own temporary weblog. Information will also be provided to all participants that will help determine the best weblog technology to use on their home campus, including technical details that can be given to local IT administrators for evaluation.

9:00 am to 11:30 am:

Large Enrollment Course Redesign: Faculty Work Session on Course Redesign Steps
Presenters: Sallie Ives
Related Material: faculty teams work session.ppt, 1Course Planning Tool Instructions.doc, 1course planning checklist.doc, Assessing the Impact of Course Re.doc, Basics of Course Developmen1.doc
This working session provides an overview of the types of planning that faculty must do to effectively redesign a large enrollment course. In this session we will focus on individual course planning, using the steps developed by the Pew Project for Large Enrollment Course Redesign. Faculty teams who are interested in redesign are strongly encouraged to bring hard copies of their syllabi, course assignments, and assessment strategies (tests, written assignments, etc.) for an existing course that may be a likely candidate for redesign. In this session we will be doing hands-on activities that will lay a foundation for the three types of planning that are necessary for successful redesign: planning for learning, planning for sustainability (costing model), planning for assessment.

Macromedia Contribute Workshop
Presenters: Doug Shepelak, Person Tom
Participants will be introduced to Macromedia Contribute, the easiest way for individuals and teams to update, create, and publish web content to any HTML website. Contribute allows non-technical users to update web content while maintaining site standards for style, layout, and code. The workshop will provide an overview and hands on experience.

Last Modified April 22, 2004
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