[Case Studies] [Faculty Development] [Faculty Roles] [Non-instructional] [Pedagogy] [Policies] [Tools]
Candace H. Lacey, Barry UniversityTechnology within & beyond the classroom: Applying a collaboratory model in a School of Social Work
This session presents a model that was created to design a professional development program to support on-line mentoring. Following a presentation on the development of the project, participants will work from the model to learn how to plan and develop curriculum that will support their professional development programs.
Cynthia Hudgins, Global Program on YouthThe application of situated learning theory on the oxidation and reduction chemistry web title
Paula Allen-Meares, Global Program on Youth
The Global Program on Youth supports the development of collaboratories consisting of researchers, policymakers, practitioners, and community members toward the resolution of problems facing children and youth. GPY is transforming social work teaching, research, practice, and policy through technologically-supported collaboration.
Dr. Zangyuan Own, Department of ChemistryOrca: An Academic Portal
The web title !Oxidation and Reduction! ( is designed based on the situated learning theory and utilizes the advantage of multimedia to make a suitable learning model for distance education. The system provides an active learning mode, since instantaneous feedback is provided to students when they submit answers to a series of questions provided via an internet server. Learners were divided into two groups by a random way: situated learning and non-situated learning. All 121 learners are from Providence University, including the College of Management, Liberal Arts and Science. Their cognitive style is identified by the questionnaire which they are answered in the beginning of the study, and divided as field independence and field dependence. After the detailed investigations, the following conclusions were drawn: 1.The whole web title has very positive comment by programmers and chemistry teachers, especially in the content and activeness of process. 2. The situated-learning group students show very good studying efficiency compared with non-situated-learning group. 3. The statistical analysis shows field dependence students, prior knowledge, male college students, science students and senior students has significant studying effect on the situated-learning oxidation chemistry web title.
Kathy Lewis, Parkland CollegeThe Online Vital Aging Network: From Usability to Implementation
Tod Treat, Parkland College
Parkland College created an academic portal, Online Resources for Classroom Activities (ORCA). The implementation of ORCA was made possible by using graphic artist students and three programmers who were current or past students. ORCA accepts mainframe information and processes the information for presentation on individual student and faculty pages increasing communication and productivity of faculty and students alike.
Kim Ballard, University of MinnesotaUsing NVivo to Analyze Online Learning
This session will present the Vital Aging Network (VAN) Web site, an ALN, developed at the University of Minnesota. The site links older adults to productive, meaningful activities, educational opportunities, and University expertise. A special site feature is the design, which specifically accommodates the age-related needs of older adult users.
Lucianne Sweder, Learning Technology Center/Professional Development AllianceEffective use of ALN in Teacher Recertification Workshops
QSR NVivo is a qualitative research tool that can organize growing and changing rich records built up from transcriptions, interviews, text, scanned student work, photographs, and videos to reveal patterns for new understandings. Participants will be given some ideas of how to use online collected qualitative data using QSR NVivo.
M. B. Martin, Middle Tennessee State UniversityDowntown and Out-of-Town: Competitive Partners in Distance Education
Using ALN in combination with an intensive "on-site" session can transform the usual recertification workshop into a long-lasting, intense experience which is more likely to fulfill the goals of effecting permanent learning and change in the participants. This can be modified to address the issues of ALN and science learning.
Ruth Gannon Cook, University of Houston-Clear LakeStudent-centered Learning: An Empirical Analysis
Gail Evans, University of Houston-Downtown
Two researchers at different campuses of a major southwestern university conducted research on collaboration versus competition to see how competing campuses offered cross-campus courses to extend degree programs. The researchers discovered that, while there were academic programs unique to each campus that were administered and marketed independently, collaboration on both campus programs served both schools needs as well as the other campuses within the university system. The study used action research to assess the role of collaboration among competing colleges within one university system.
Virginia Murphy-Berman, Skidmore CollegeEnhancing the WebCenter for ALN Research
Sarah Stebbins, Skidmore College
This presentation will analyze a variety of new pedagogical paradigms, such as "student-centered learning", "just-in-time teaching", and "interactive engagement", through the empirical examination of samples of on-line class bulletin board interactions.
Yi (Jenny) Zhang, NJIT
Starr Roxanne Hiltz, Information Systems, NJIT
This session will describe and demonstrate, a web site (www.ALNResearch.org), funded by the Alfred P. Sloan Foundation, that supports the emergence of a "virtual community" of ALN researchers. It will also introduce planned new features, and seek feedback from participants on what enhancements would be most useful.
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