Complete Descriptions Keynotes and Feature Panel (Updated! Flyer) Tracks: Best Practices in Teaching with Technology Tools | Research in the Use of Technology in Education | Student Engagement In &Out of the Classroom Keynotes and Feature Panel DIY U: The Transformation of Higher Education, Anya KamenetzAbstract: While the ultimate aims of education, the pursuit of knowledge and the good life, have remained steady since Socrates, the means are changing dramatically, as are the burdens on the system. From babies with iPads to unemployed graduates with $27,000 student loan burdens, we are all wondering about the shortcomings of the education system and how to create one that is accessible and relevant to the way we live our lives. Kamenetz will share a glimpse into the classrooms of the future from her experiences running a peer-led self-directed online learning community, playing with robots and 3-D printers, and brainstorming with the designers of free and openly accessible resources for teaching, learning, assessment, and finding a job. Her talk will cover several models of blended learning, the changing roles for education professionals, emerging business and organizational models, and most of all the learners' changing paths to acquire the content, experience, relationships and self-knowledge they need throughout life. UA System Faculty and Staff may request access to the archival recording by emailing email@example.com. The Digital Continuum: Pre-K through PhD, Panel Discussion Featuring Special Invited Guests: Curt Bonk, Larry Raines, and Casey WardynskiModerated by: Steve Johnson, WHNT News 19Abstract: This panel will discuss technology implementation in the educational process from the perspective of improvement in learning outcomes and teaching practices across the educational curriculum. What are the major changes in the foreseeable future in technology and education, what challenges do we anticipate, and how might we best prepare for them? Likewise, the panel will discuss continuity of student support and resources across the curriculum, from K12 to Higher Education. Stretching the Edges of Technology-Enhanced Teaching: From Tinkering to Tottering to Totally Extreme Learning, Curt BonkAbstract: Look left, look right, look back, and then look dead-on straight ahead...what do you see? Of course, the air is filled with e-learning opportunities as well as talk of educational transformation. So much news. So much progress. The world of technology-enhanced learning is looking up, up, up. But wait a minute. Far too many in higher education are content to tinker with blended forms of learning. They dip their toes into the technology change movement by embedding shared online videos, simulations, timelines, collaborative groups, and open access articles in their courses. This is helpful but it is no time to be content and just let the "inevitable" future unfold in front of our eyes. No! At some point, we need to enter deeper waters and push toward the edges of what is possible while teeter-tottering on the brink of transformation. Pushing further still are those who venture to the extreme edges of this learning planet. They might tap into virtual explorers, artists, archeologists, and adventurers to excite their learners. It is in such courses that scientific discoveries appear live and outside experts enter the learning situation at a moment’s notice to apprentice and guide learners. It is time to stretch toward the edges of learning from those of us tinkering on the shores to those whose learning approaches are tottering in new directions and even landing in totally extreme or alien lands. This talk will showcase examples from all three worlds - the world of the tinkerer, the totterer, and the totally extreme. In which world would you like to find yourself? Best Practices in Teaching with Technology Tools Beginning Use of Audience Response Systems, Ina Warboys (UAH)Abstract: This presentation is designed for faculty who have not used or are just starting to use audience response systems (ARS) for classroom instruction. Faculty want to present themselves as knowledge experts and fumbling with clickers or missing grading data because of technology mix-up's is frustrating. This presentation offers suggestions of ARS use to increase student discussion, improve critical thinking and class measure of pre-requisite material. The attendees will use an ARS to participate in the presentation while learning how to integrate technology into a lecture. Last, the presentation will cover grading options available with ARS to ease workloads of paper grading. Creating a Vocal User Interface for Initial Programming Environments, Amber Wagner (UA)Abstract: Graphical User Interfaces (GUIs) often require the use of both a mouse and keyboard, which motorically challenged users typically are unable to adopt due to the dexterity needed to use such hardware. A Vocal User Interface (VUI) is an alternative interface that allows a user to describe their intentions to an application through voice commands. There are two primary disadvantages with VUIs as a technology to address the limitations of motorically challenged users: 1) vocal strain can emerge for technical solutions that require a deep amount of vocal interactions, and 2) the process of integrating voice controls into a legacy application is a very time consuming process. In this presentation, we describe our work that uses “Programming by Voice” (PBV) as a paradigm for writing a program and the mapping process we used in order to support the goals of providing an IPE for children with physical disabilities. Did someone say moot learning? (Panel Discussion) Kristi Garrett (UA)Abstract: As the big buzz word “ MooC” charges forward in higher education, there is a moot duty on instructors to figure out effective pedagogy for online classroom usage. This presentation or roundtable discussion will discuss some of the Who, What, When, Where, and How questions that every higher education institution and faculty should consider before rolling out mobile learning. Effective Learning Utilizing Camtasia Screen Capture Software, Douglas Craddock, Jr. (UA)Abstract: This presentation is designed to demonstrate the dynamic and innovative screen capture software known as camtasia. Camtasia studio software application provides instructors with the opportunity to share content in the form of screencasts supplemented by audio, enabling operative knowledge and content transfer between students and instructors. Camtasia’s unique and manageable platform allows for instructors to provide their creativity and personal touch to the world of distance learning. During the session, participants will be shown how to capture screen images and upload audio. They will also see a brief demonstration of a final product. Flipped Course Design and H.323, Thomas Nordlund (UAB)Abstract: After teaching an undergraduate/graduate Introduction to Biophysics course jointly to UA and UAB students for 5 years via H.323 video-conferencing technology, we partially converted the course to an online format, posting streamed lectures and using live class time for discussions, in-class assignments, how-to sessions, etc. Video lectures had been pre-recorded using a compact camcorder and then compressed. The streamed video quality was, on average, better than that of live H.323. However, an unexpected “personal-information” hurdle was encountered in organizing the course via BlackBoard. Comparisons with the standard video-conferenced course and with an all online course will be made. MindTap: Driving Engagement and Outcomes Through Personal Learning, Hank Henley (Cengage Learning)Abstract: The on-line platforms being produced by traditional college publishers are evolving at lightning speed. Today’s offerings go far beyond the ability to assign self-grading homework and distribute a static e-book. This session will look at MindTap, Cengage Learning’s newest digital learning platform as an example of this kind of evolution. MindTap courses cross the curriculum from mathematics and science to the humanities to colleges of business and create a personal teaching and learning experience for both instructor and students. In addition to a live demonstration and interactive discussion of MindTap, this session will cover the increasingly sophisticated ways that campus learning management systems (like Blackboard or Moodle) integrate with publisher platforms like MindTap. Finally, best practices when evaluating any learning platform will be examined including key questions such as: Will this platform work with an iPad, smart phone or similar devices? What special plug-ins (such as Flash) does the software require in order to work properly? Which browsers does the software work best with? How does this software integrate with my LMS? Utilizing a Web 2.0 Turn-Key Solution to Enhance Emergency Medicine Resident and Student Education, James Booth, James Galbraith, and Todd Peterson (UAB)Abstract: We sought to create a protected educational website (www.uabem.com) developed exclusively by residents and faculty that utilizes web 2.0 technologies and asynchronous learning to enhance resident and medical student education, as well as provide a central hub for communication and scheduling. We chose an online company called SquareSpace to host our website. SquareSpace is fully-hosted managed environment that allows users to develop websites using web-based tools and it comes with an assortment of web 2.0 features built into the environment. One the major innovations of our website was the creation of a Facebook-like “wall” where users are able to post pearls, ECGs and interesting images or videos that their colleagues can then read and comment upon. Other features include downloadable podcasts, instructional videos and radiology review cases. Additionally, the site provides feedback about important metrics that we track in the emergency room and provides quick referencing of clinical and educational schedules. Research in the Use of Technology in Education 3-2-1-And We're Live! Data Driven Decision-Making in Implementing Lecture Capture in the Classroom and Beyond, Sherri Restauri and Pam Tejes (UAH)Panelists: Lillian Joyce, Ivey MacKenzie and Debra MoriarityAbstract: This session will consist of a moderated panel discussion composed of UAHuntsville faculty members participating in lecture capture activities on the campus. The moderator(s) will provide a brief overview of recent pilot data and will also facilitate discussion among the panel of faculty members participating in lecture capture. Topics discussed will focus on the examples of applications of lecture capture across academic disciplines and instructional techniques and the best practices that were used to increase the impact and positive learning outcomes including unique and unusual implementations beyond what is traditionally considered lecture capture. Additionally, the keys to successful adoption and implementation including training, support, room design, infrastructure, promotion and buy-in for assimilating this technology into teaching and learning will be discussed. Finally, data collected during this pilot by the administrators, instructors, and available in the lecture capture software will be examined to evaluate the impact of this technology on students' course satisfaction and achievement. Civic Education for the 21st Century Learner: A Review of the Literature, Rebecca Odom-Bartel (UA)Abstract: As higher education institutions are changing to keep up with the advances in technology and the demands of faculty and students online education has grown exponentially. Historically, institutions of higher learning have been committed to the production of citizens using civic education throughout its curriculum. In today’s online education traditional methods of civic education need to be examined and studies for their effectiveness in this new learning environment. This presentation will explore the literature to bring to light several pedagogical strategies being used in online learning to incorporate civic education as well examine research that has been conducted to prove its effectiveness. Evaluating Student Experience with Panopto Lecture Capture, Lillian Joyce and Barbara Wrenn Wright (UAH)Abstract: This study aims to determine learners’ use and perceptions of Panopto Lecture Capture recordings. The researchers employed a survey methodology to evaluate student experiences in two 100-level liberal arts courses that students traditionally consider challenging. Respondents were asked to self-evaluate their test performance, to indicate whether or not they had used Panopto, to explain the reasoning behind this choice, to quantify viewing time, and to predict future use. Researchers correlated viewer statistics to test performance. In general, the study found that most students accessed Panopto recordings to be better prepared for the first examination and more did so before the second examination. In both classes, a high percentage of students indicated they used the recordings if they had been absent from class. Finally, the study found that use of Panopto correlated with both higher grades as well as a more positive perception towards the role of educational technology at UAHuntsville. Integrating Game Based Learning in the Mathematics Classroom, Andre R. Denham (UA)Abstract: Game-based learning has been a topic of increasing interest within the education community. While digital games found mainstream acceptance almost thirty years ago, it has only been in recent years that educational researchers have begun to explore the use of games for learning. It is theorized that games have innate qualities that provide them with the potential to serve as a dynamic, motivating, and engaging learning environments. This presentation will present attendees with a brief overview of the literature surrounding games for learning. This will include a discussion of the various theories surrounding games for learning and the empirical data that supports these theories. The remainder of the presentation will focus on a theory for integrating games within the classroom, with a majority of this discussion centered on the mathematics classroom. Attendees will leave with a better understanding of games for learning and how to integrate them within the classroom. Leveraging Technology for Collecting Educational Research Data Gillian Nicholls and Sherri Restauri (UAH)Abstract: Good research requires good data. The proliferation of educational technology offers numerous sources and methods for collecting data to be used in researching student success. This presentation reviews sources including the student information system, course performance measures, the learning management system, student response systems, distance learning systems, and the students themselves. Methods of data collection include manual surveys, automated surveys, automated homework/quiz submission, manual homework/quiz/exam records, inspecting transcript records, monitoring distance learning content usage, recording student responses with “clickers”, and even recording attendance. This presentation discusses the data that is available from the different sources and how it may be most efficiently collected. Mobile Devices as Tools in the Facilitation of Learning, Andre R. Denham (UA)Abstract: mLearning is an emerging area of interest among educational technology researchers. Central to mLearning are mobile devices, which are becoming ubiquitous within our society. The most commonly referenced affordance of mobile devices is that they provide the ability to learn anytime, any place, and anywhere. Unfortunately most of the focus has been on replicating eLearning paradigms on mobile devices instead of determining how mobile devices provide unique learning opportunities. Mobile devices provide distinctive hardware features that allow them to be leveraged as tools in the support of several theories of learning (embodied and situated cognition, etc.). This presentation will focus on mobile devices and situating them within contemporary theories of learning. The central theme of this presentation will be that using mobile devices as eLearning delivery vehicles is short-sighted and will most likely result in the committing of Shavian reversals - keeping the bad features of eLearning while losing the affordances of mobile devices as tools for facilitating learning. Supporting Student Success: How Do Students Use Mobile Devices in a High-Fidelity Nursing Simulation Lab? Heather Carter-Templeton and Alice March (UA)Abstract: Mobile device use may alter the way healthcare is taught and provided. However, limited published research exists examining the impact of mobile device use by nursing students during patient-based or simulated clinical experiences in the simulation laboratory (SL). Findings from this qualitative study have illuminated how students use handheld computers within the simulated clinical experience in the SL. Qualitative data employing the use of an online, investigator-developed, open-ended questionnaire focusing on students’ use of mobile devices was used. Participants reported and later validated that the most common uses for their mobile device in the SL was 1) medication inquiry and 2) information about disease processes. Participants also identified experiences that could be integrated into classroom experiences to maximize the use of their mobile devices in the SL. Findings from this descriptive research study have helped to inform faculty using technology during clinical simulation as teaching/learning strategies in the SL. Technologies for Space Archives, Charles A. Lundquist and Anne Coleman (UAH)Abstract: One event of the Twentieth Century that will be remembered forever is the time when mankind first left Earth and visited another body in our Solar System. Huntsville, supported by its Alabama environment, provided the essential rocketry to reach and return from the Moon. Hence, the University of Alabama in Huntsville has the opportunity, even the obligation, to preserve and disseminate the records of this noble accomplishment. Implementing this obligation confronts the question of appropriate technologies for preserving the records of the historic lunar landings. This is a specific example of the problem set addressed in this Scholars Institute. The Archives of UAHuntsville are already deeply committed to the initial steps of preserving, and even generating, information on the lunar activities using a variety of technologies and formats. Some of the historically most valuable documents have been scanned and digitized in full. For many specific collections, a finding guide with digital abstracts has been prepared and put online. More than one hundred hour-long, oral-history, video-interviews have been generated and placed online. Old phonograph and motion-pictrue interviews have been converted to digital formats. Nevertheless, much remains to be done in selecting and transferring data to robust permanent formats that offer the optimum accessibility for future students, instructors and scholars. It seems that the records of the first lunar expeditions offer a useful and significant test-bed for the technology choices that may result from this Institute. Further, the resulting Archives will provide an encompassing and meaningful information source to support future research by students and scholars. The quality and breadth of such academic pursuits can be a valid measure of the success of the technologies used to preserve and disseminate the facts about mankind’s first venture beyond the Earth. The Transdisciplinary Problem Solving Model (TPSM), Jerry Allen Higgs (UA)Abstract: The capacity to address and solve the complex problems of today is becoming exceedingly more difficult because of the transdisciplinary nature of today’s system of knowledge. Innovative solutions are no longer the by products of centralized offices and laboratories. In fact, crafting solutions for truly complex problems requires a collaborative sharing of knowledge that transcends the artificial boundaries of departmentalized offices and research facilities. Specifically, the hindrances to transdisciplinary problem solving may be viewed within the context of three distinct issues. First, current methods lack the ability to organize data and knowledge in a way that enables access and integration of existing information so that it may be viewed in a way that stimulates the creation of new knowledge. Secondly, there is a lack of integrated tools and resources that assist in the analysis of the knowledge base. Lastly, knowledge transference must be validated to determine if the system of knowledge is being interpreted in a meaningful way. For decades, segmented information systems built on distributed platforms have kept transdisciplinary problem solving fragmented, without the ability to effectively share knowledge or data. This segmentation has stifled the progress of research that spans beyond the traditional boundaries of a single discipline. Sharing resources and information is slowed further by geography. Therefore, a growing need has arisen to expand current and create new methods and theories into a conceptual model that integrates acquisition, storage, management and analysis of data that transcends existing perspectives. Collaboration via social computing is needed to substitute the existing knowledge exchange with a new one that reinforces the exchange of knowledge across disciplines and specializations. Furthermore, social computing provides an opportunity for an expanded collaboration and knowledge exchange. The second generation of web-based communities and hosted service or Web 2.0 facilitates the perfect mix of technologies for facilitating collaboration that garners community intelligence. These factors can only be addressed through the creation of a model that addresses the collaboration and knowledge integration gap. The Transdisciplinary Problem Solving Model (TPSM) addresses these issues by utilizing techniques that are conducive to collaboration, which empower transdisciplinary problem solving. The result is the creation of a paradigm that provides scientist with the ability to seamlessly communicate and share intelligence. The TPSM provides the ability to disseminate insights gained through the use of common standards, vocabularies and systems that enable data integration and knowledge sharing in a systematic way. The TPSM also uses sophisticated techniques such as the use of concept maps, social bookmarking and wikis, which encourages research that explores, shared ideas and expands the application of scientific discoveries. Using Google Apps in the Writing Classroom from Pragmatics to Critical Engagement, Alanna Frost and Kylie Lemon (UAH)Track: Research in the Use of Technology in EducationAbstract: First-year writing programs are uniquely charged with teaching to write in the academy, but, as we know, the sheer variety and number of genres and discipline-specific writing conventions on any given campus, make that charge difficult--at best. In this 20 minute presentation, we overview our recent adoption of Google Apps, such as drive and sites to foster collaborative writing, facilitate instructor review of low and high stakes writing, and encourage authentic student engagement with writing tasks. We have found that the public nature of such class-collaboration not only improves the quality of student writing but also lessens the anxieties and reservations students often have about the writing process. By encouraging students to engage in electronic portfolio work, we hope to foster a culture of writing-across-the-curriculum, and ensure that students continue to write/review for their entire academic careers. Ideally, such work would see them through graduation, the job market and beyond. Using Technology to Improve Success in Large Mathematics Classes, Jim Gleason (UA)Abstract: Through the use of online assessment systems, email, and classroom response systems, we have improved student success and engagement in the introductory mathematics classrooms and overcome the negative effects of large class sizes. Student Engagement In &Out of the Classroom EZSnips - A New Tool for Easing the Use of Video in the Classroom, and Collaboration Among Domain Experts, Scott Brande and Kursat Arslan (UAB)Abstract: Video can be a valuable part of the classroom environment, as video captures student attention, demonstrates dynamic events, and can serve to foster student discussion and understanding through observation, analysis, and evaluation. But numerous barriers prevent the more widespread use of video, including the need to purchase and learn video editing programs, video file formats, codecs and other arcane elements. EZSnips is a new online service for snipping, archiving, and using online video segments in the classroom environment, and fostering collaboration among teachers with common interests. EZSnips also provides for keyword and other means of tagging and hierarchical classification, and search-and-retrieval functions. At present, EZSnips can exploit online videos at YouTube – other archives are planned. This software service is available through standard web browsers at www.ezsnips.com, and is currently in development prior to widespread deployment. Demonstrations will exhibit its functionalities, and guest accounts will be provided. Integrating Animation to Enhance Learning, Rod Nowakowski (UAB)Abstract: This presentation is about animation not video - they are related but uniquely different. First will be a quick peek at the education literature, pro and con, concerning animation. Next, we will explore how to create and integrate animation in the learning environment using simple to complex examples like stop action animation, animated gifs, animated movies, etc. created with a variety of tools including PowerPoint, Photoshop, digital cameras, CrazyTalk Animator Pro, Flash, Alice, Scratch, and others. Multiple examples will be presented some of which incorporate audio using readily available free audio clips and or audio files created and enhanced with the open source software ‘Audacity.’ Examples of teaching applications will include interactive animations, story-telling, and simulations. A handout of references and resources will be provided to help you get started by using ready-to-go animations or by creating your own. Obstetrical Simulation Marathon: Exposing Students to Essential Obstetrical Scenarios, Sylvia E. Britt, Candace C. Knight, Kelly D. Dailey, Vanessa P. Gaioso, and Penni I. Watts (UAB)Abstract: Due to the shortage of clinical sites and opportunities for student learning in obstetrical nursing, immersive simulations were developed to allow students to experience obstetrical case scenarios. Situations deemed essential to student’s success in the licensing exam and future practice were chosen. The objective of this activity was to provide an experience for the students to participate in and to promote critical thinking through immersive simulations. The purpose of this presentation is to describe the development of obstetrical simulations and implementation using a human birthing simulator for nursing students enrolled in an Accelerated Master's in Nursing Program. The simulation marathon was composed of eight scenarios. Three nursing students participated in each simulation and were assigned the role of a nurse, a preceptor, or a family member. The simulation was broadcast through skype into a classroom and viewed by the remainder of the class. The class received an instrument to guide them to observe and to critique the simulation regarding communication, safety, teamwork, and skills. There was an overwhelmingly positive response by the students to this learning activity. Immersive simulations were an effective teaching strategy in a safe environment. The simulation setting allows expanded learning opportunities where clinical experiences are limited. A Summit on Better Blogging in the Classroom, George Daniels (UA)Abstract: It's been 10 years since the free Blogger software, now owned by Google, was introduced. While it's not uncommon to see instructors requiring their students to blog, the practice of using online journals as a part of the teaching and learning experience has come with as many failures as successes. Rather than a single instructor's experience via a presentation, this roundtable gives voice to as many instructors in the UA System as possible who will share what they did with the blogging platform from assignments to grading to linking the blog posts with instructional goals. To get things started, we’ll show how one can go from blah blogs to posts that get attention outside of the walls of an individual class. Also, we’ll share rubrics and strategies for blogging assignment evaluation. Bring your ideas and expect to leave with new ones to implement in your next class. Texts to Visuals: Imagining Technology for Creative Learning, Danilo M. Baylen (UA)Abstract: This session presentation will describe, discuss and demonstrate how emerging technologies that generate visual-rich, media-rich outcomes (Comics, Wikis, Infographics, Visual Maps and Multimedia) can be used as teaching and learning tools in higher education classroom, face-to-face, blended, or online formats. The first part of the session will focus on how to, such as, set up, pedagogy, and assessment for each tool or application. The second part will focus on potential issues, challenges and inappropriate use of each tool or application to support faculty teaching and student learning. This session will be of interest to faculty members, faculty developers, instructional designers, and those involved in faculty development initiatives using emerging technologies at their institutions. UA System eSports Program: Progress, Development and Unification, Richard Coleman, Nick Hanson, and Cosmo Chou (UAH)Play video with Windows Media Player. Download video (1.1 GB).Abstract: Progress in technology has allowed eSports to overcome some of the biggest obstacles seen in classical sports: physical and gender inequality, equipment costs, and geographical limitations of athletes. This panel of eSports organizers from UA System schools has come together to inform viewers of the rapid growth of eSports, both at their respective universities and internationally, as it poises to take its position alongside classical sports. Already eSports have grown into a billion dollar facet of the entertainment industry, with professional athletes paid to train full time. It is easy to see how these types of events, which require chess-like focus from competitors, have managed to surpass major league baseball in per-event views; the collegiate equivalent is not far behind. With the help of existing connections to industry veterans, proper organization, and planning we believe UA systems can be on the forefront of the coming wave of collegiate growth. Using Innovative Teaching Tools To Keep Rural Community-based Students Cohesive and Connected, Lea Yerby and Pamela Payne Foster (UA)Abstract: Often times, medical students in rural community-based rotations or participating in longitudinal curricula are the only medical student placed with their preceptor or within a certain community. While this lends to excellent clinical exposure for students, it can be a solitary social and learning experience for a medical student in a new place without their usual clerkship cohort. In an effort to remove this isolation, a rural community medicine clerkship began experimenting with online teaching tools that allow a shared learning experience for students placed hours away from each other and the home medical school. Through trial and error, the clerkship now uses a rural health blog. This roundtable will allow conference attendees to examine student learning tools, ways other educators are tackling this issue, and what has worked at other medical schools. Using Technology to Build an Online Community in Distance Advising, Jennifer F. Humber (UA)Abstract: As online programs continue to grow, academic advising offices are presented with the challenge of connecting with the growing population through means of new technology and social networks. Advisors must find effective alternatives to face-to-face advising to meet the needs of distance learners. In order to facilitate advising relationships with students enrolled in a distance business undergraduate program, an online Orientation course was developed and required during the students’ first semester in the program. Helpful resources, including views of the course and additional platforms, will be shared to assist others in enhancing their advising processes. We will discuss implementation of instructional videos, advising emails, Collaborate, Skype, and social media. Program evaluations, along with retention and graduation rates pertaining to this implementation will be shared. You’re Hired! Maximizing Student Learning through Technology and Collaboration, Amanda Ingram, Ellen Pate, Donald Malone, and Brent Springer (UA)Abstract: Why interview students for on-campus jobs? Most would say to select qualified student staff. But, what if that interview could be transformed into an opportunity for inter-departmental collaboration in order to maximize the students’ learning experience? Learn how the Career Center, Housing and Residential Communities, and the Office of Web Development & Processes partnered to change the RA re-hiring process and in the process developed new web-based assessment tools. The process we designed is contributing to an assessment culture within student affairs, used technology to enhance our operations, and is an exceptional way to demonstrate student learning.