East Carolina University
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ACADEMIC OUTREACH
THINK-IN 2009 A Teaching with Technology Showcase
Welcome to Think-In 2009 November 04, 2009 Dear Colleagues: We are looking forward to Think-In 2009: A Teaching with Technology Showcase! Think-In 2009 offers faculty and staff an opportunity to share a mixture of approaches to using technology. We are excited to have faculty poster presentations that will include course demonstrations showcasing the use of technology across many disciplines. This year marks our fifth annual Think-In which will feature the largest number of presentations and presenters to date. The Think-In will once again offer many opportunities to discover new technologies, as well as a chance to revisit the tried and true. I encourage you to visit with old colleagues, as well as get to know new faculty and staff. With the addition of new faculty every year to ECU, this will be a great opportunity to meet your peers and share teaching strategies. We would like to thank the faculty and staff that took the time to submit proposals and prepare their presentations. We would also like to thank our Think-In committee for coordinating this event, and once again, working hard to make it a success. It is the hope of the Think-In committee that you will learn something new and exciting that you can take back to your classroom and educate your students in a new and different approach. We hope that you will enjoy your time at Think-In 2009! Elmer Poe Associate Vice Chancellor Academic Outreach
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Table of Contents Features
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Committee
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Presenters
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Presentations Teaching Methodology 6 Instructional Support Services 12 New and Emerging Trends 15
Features and Prizes
Committee Members
Think-In 2009 features more than 40 presentations on a variety of topics. The presentations have been grouped into the following tracks.
Elmer Poe, Academic Outreach Rosina Chia, Global Academic Initiatives Sharon Collins, Academic Outreach James Cook, Learning Platforms Laurie Godwin, University Multimedia Center David Jones, University Multimedia Center Matt Long, Learning Platforms Carol McLawhorn, Academic Outreach Matt Powell, Learning Platforms Marcia Rouse, Academic Outreach Ginny Sconiers, Academic Outreach John Southworth, Learning Platforms Kim Wilson, Academic Outreach Biwu Yang, Platforms, Research & Development
New & Emerging Trends • Virtual Computing Labs • Virtual Worlds • Social Networking Teaching Methodology • Case-Based Scenarios • Learning Styles • Video Lectures Instructional Support & Services • Faculty Training • Instructional Resources • Student Support Passport to Prizes As a Think-In attendee you will receive a Passport. To participate, visit a minimum of 10 tables and ask the presenter to initial your Passport in the area provided. Once you have visited at least 10 tables, you can then submit your passport to register for one of the grand prizes. We will notify winners by email, so please make sure you print your name and email address on your completed passport.
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Presenters Name and Title Maureen Ellis Peer-to-Peer Evaluation with Skype Slobodanka Dimova Skype or Centra: How Should I Choose? Sharon Schleigh Centra: Removing Disparity between the Physical & Virtual Learning Environments Ken MacLeod, Rich Gooner, and Ravi Paul Online Case-based Teaching: Alternative Approaches Tami Tomasello Camtasia Best Practices for the Online Course Abbie Brown, Kenneth Luterbach, and William Sugar Screencasting: How and Why John F. Kros Multimedia Video Lectures: Supply Chain Management and the Ports Gregg Hecimovich Podcasting Literary Classics: 4 Years of the Good, the Bad, and the Ugly. Michelle F. Eble and Will Banks Using Drupal and Reading Responses to Foster Interaction and Extend the Conversation Joshua Noles and Lee Toderick Employing Open Source Software to Enhance Student Labs
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William C. Wood Deployment of a Medical Student Cardiovascular Disease Educational Program Utilizing Blackboard Larry Nash White Diverse Synergy: Aligning Student Learning Needs to Technology Options in MLS Online Education Melissa Engleman, Karen Voytecki, Melissa Engleman, Tara Jeffs , and Alana Zambone How Do Learning Styles and Personality Types Affect Student Preferences in Online Courses David Batts, Sandy Friend, and Carolyn Dunn How Educational Institutions Can Handle More Students with Fewer Faculty Members: A Pilot Program Deborah Ferrell Agent-based Virtual Reality (AVR) Dr. Thomas Herron, Laurie Godwin, Sarah Hegler, and Joyce Joines Newman Creating A Research Website: The Sacred Center: Spenser Raleigh and the Munster Plantation Donna Kain Creating Context for Online Problem Based Learning (PBL) Beverly Wright Reflections Jean Merenda and Robert Fainter To Blog or Not to Blog Dorothy Muller, Kevin Gross, and Joyce Newman OFE - Supporting Faculty Teaching with Technology
Presenters Name and Title Belinda Perkinson, Wendy Creasey, Stephen Corey, and Jo Lynne Daughtry Information Technology and Computing Services (ITCS) Angela Whitehurst and Christine Andresen LibGuides: Bringing the Library to You Carolyn Willis, Amy Gustavson, and David Hisle New at Joyner Library in 2009 Amy Blevins and Megan Besaw The Placement of Quizzes in Instructional Videos Carolyn Thompson, Jennifer Baysden, and John Connelly Division of Continuing Studies Laurie Godwin, Matt Powell, and James Cook Academic Outreach Jami Leibowitz Learning through Building in Second Life: ECHS ANTH 1000 Archaeology Projects Charles Lesko and John Pickard Answering the Challenge of Increasing Content - The Integrating of Virtual Worlds with Semantic Web Eric Kisling and Elizabeth Hodge Learning Spaces in a Second Life Yanhao Zhu, Karl Faser, and Bobby Lowery Using Virtual Reality to Teach Advanced Practice Nursing Peng Li, Lee Toderick, David Creech, and Anthony Miller Second Year Experiences Using the ECU Virtual Computing Lab (VCL)
Jamie Williams and Jennifer Cremeens Using E-Portfolios in the Classroom Carl Twarog Video as an Interacting Surface Xiaoming Zeng Let Students be the Fan of Your Course: Using Facebook Fan Page in a Face-to-Face Class Bob Green and Allison Hope Using Twitter In and Out of the Classroom Yajiong Xue and Brenda Killingsworth Thinking about Online Education from a Global Perspective David C. Vinciguerra and Jennifer Vinciguerra Flip Video Blogs as a Community-Builder in Distance Education Program Mustafa I. Selim and Edward Crotts Developing Virtual Laboratory Exercises for Teaching Chemical Safety & Environmental Analysis KuanHung Chen, Lauren Chadwick, and Stephen Atkinson Combining Flash Video and Machinema into an Online Game for Developing Critical Thinking Skills in Nursing Doug Barnum and Robert J. Campbell How Health Information Data Moves Through a Health Care Information Network
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Presentations Teaching Methodology Peer-to-Peer Evaluation with Skype Maureen Ellis College of Education BITE 6750 is a wholly-online course where students synthesize and integrate the learning experiences acquired in BITE and evaluate the research and current topics relative to our field. We explore the strengths and weaknesses of research methodologies; and central to the process identify a research question which will become the basis for the student’s research proposal. Part of developing the proposal requires students to participate in the peer review process, which is a scholarly process used in the publication of manuscripts. By integrating technology into the online environment, I have implemented a peer review process using webcams and Skype (VoiP) technology to increase social interaction, create a collaborative environment and develop a community of learners. Skype or Centra: How Should I Choose? Slobodanka Dimova Thomas Harriot College of Arts and Sciences Choosing the right technology to support instruction can be a challenging task, especially if you are not technology savvy. This presentation will focus on the decision-making process in selection of instructional technology including: (1) needs 6 Think-In 2009
analysis; (2) objective identification, i.e. what technology is supposed to achieve in instruction; (3) existing technology analysis, as to how it supports the identified objectives; and (4) technology familiarization through training and trial. The author will exemplify this process by discussing past experiences choosing Skype or Centra, with a purpose to involve online students in classroom activities when the course combines face-to-face and online sections. Centra: Removing Disparity between the Physical & Virtual Learning Environments Sharon Schleigh College of Education The surge of technology in education comes at an opportune time to meet the needs of learners in both physical and virtual learning environments. In previous attempts to support students in the two different “worlds”, the technology has inadvertently served as a source of disparity between the two environments. Fortunately, this is changing with software such as Centra. This presentation will describe how to develop an inclusive learning environment for both physical and virtual learners in courses and in professional development, focusing on case studies. These case studies will illustrate the value of this type of technology in supporting learners from both “worlds”, while sharing techniques and strategies advantages and limitations.
Presentations Teaching Methodology Online Case-based Teaching: Alternative Approaches Ken MacLeod, Rich Gooner, and Ravi Paul College of Business
Screencasting: How and Why Abbie Brown, Kenneth Luterbach, and William Sugar College of Education
In discussions between colleagues, we have found that we share a common belief that case-based teaching (face-toface or online) is worthwhile, but use different approaches and technologies to manage our classes. As we are all satisfied with our results, this presentation will outline our various approaches and look for commonalities that allow all of us to be successful. Rather than looking for one best “approach, we will identify broad strategies that make online case-based teaching work well, and illustrate the various technologies we use for achieving those underlying goals.”
Screencasts present recordings of computer screen output, optionally with audio narration. We use screencasts to present procedural information to help students learn to use application software (e.g., Photoshop, Flash). To investigate the effectiveness of screencasts, we completed two disciplined inquiries in the past year. First, our systematic analyses of over 50 screencasts by a variety of producers led to the development of a “Screencasting Observation Checklist”. Second, we analyzed student responses to a survey on the effectiveness of screencasts. In this presentation we will: (1) Describe screencasting; (2) Present our Screencasting Observation Checklist; and (3) Discuss the survey results.
Camtasia Best Practices for the Online Course Tami Tomasello College of Fine Arts and Communication This presentation will focus on three to five best practices for incorporating Camtasia into the online course. Based on personal experience with using Camtasia, I’ll address issues instructors will want to consider when creating Camtasia presentations (e.g. file size, audio quality, using a script, creating handouts, etc.). The ultimate goal is to help instructors use the software more efficiently and effectively in delivering course content.
Multimedia Video Lectures: Supply Chain Management and the Ports John F. Kros College of Business The video lectures illustrate examples of the inflows and outflows as well as the processes surrounding three major East Coast ports: Morehead City, Wilmington, and Norfolk, VA. The lectures are distributed online allowing for widespread distribution and compact on-the-go uptake of material for Think-In 2009 7
Presentations Teaching Methodology both face-to-face and online students. The lectures are html based so viewing can be via a standard PC, laptop, or an iPod. Integration into the College of Business, Operations and Supply Chain curriculum has yielded initial positive results. Outcomes from an assessment exam completed in the Business Logistics and Materials Management curriculum include high appeal to today’s technology savvy students and increased concept recall. Podcasting Literary Classics: 4 Years of the Good, the Bad, and the Ugly Gregg Hecimovich Thomas Harriot College of Arts and Sciences This laptop poster session explores the lessons learned from developing and integrating Podcasting technologies in both face-to-face and distance education courses since 2005. The session observes what has worked best for long term success and what has proved problematic. The focus will be on tips for others in developing long term strategies for employing Podcasting as a useful technology in their face-to-face and distance education courses. It will also observe some of the unseen benefits of using this technology.
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Using Drupal and Reading Responses to Foster Interaction and Extend the Conversation Michelle F. Eble and Will Banks Thomas Harriot College of Arts and Sciences We will demonstrate how we use Drupal, an open-source content management system, as a learning platform in our face-to-face and online courses to encourage students to contribute various types of content to the course. We ask students to keep online reading journals in the form of blogs to help them organize, synthesize, and apply the theories and research they are reading for our courses. Students can incorporate links, images, and video within these entries and comment on each other’s responses as they articulate their understanding of the texts and readings for the course. Employing Open Source Software to Enhance Student Labs Joshua Noles and Lee Toderick College of Technology and Computer Science Content Management Systems (CMS) such as Drupal or Plone are easily adaptable to a wide variety of applications for use in education. CMS may be used to create curriculum courses and labs that are available to both online and faceto-face students. In our implementation, we use the Drupal CMS to execute a custom feedback script written by an ECU
Presentations Teaching Methodology student that interacts with student lab case studies. When this project is finished, the feedback script is initiated by the student and returns information about proper lab completion and safely stores grading results for the instructor. Deployment of a Medical Student Cardiovascular Disease Educational Program Utilizing Blackboard William C. Wood M.D. Brody School of Medicine The Department of Cardiovascular Sciences of the Brody School of Medicine is currently involved in the reengineering of the third year medical student rotation in cardiovascular sciences. With the successful integration of vascular surgery, cardiothoracic surgery, and cardiovascular medicine in a single department, opportunity exists for an integrative educational exposure for these students in a multidisciplinary environment, one which emphasizes a team approach to illnesses of the heart and vascular system. Utilization of the Blackboard platform has been implemented, and plans to expand this modality to provide opportunities for asynchronous learning and access to recommended sources of knowledge of cardiovascular disease will be discussed. Development of a unified concept of educational evaluation and continuous feedback regarding the program elements to provide a continuously improving educational experience is in process in the Department of Cardiovascular Sciences. The
configuration of this program is to identify lessons learned as we move through this process and implement lessons learned in program improvement will be emphasized. Diverse Synergy: Aligning Student Learning Needs to Technology Options in MLS Online Education Larry Nash White College of Education Summary: Using analysis of student feedback, learning styles, submitted questions, and technology use to align the delivery of online course content to non-traditional adults to the technology delivery options available to the instructor. Technology Employed: Blackboard, podcasts, vodcasts, blogs, social networking sites, Centra online conferencing Teaching strategies and learning outcomes: The instructor uses this analysis to obtain multiple and continuous feedback and data points to assist him in continuously aligning the course delivery technologies to student learning needs and styles. The student then can customize their access to the course content without constantly adjusting their learning style. This provides students with multiple (and sometimes overlapping) content options to help students align the course content to their learning needs and styles in a more effective manner through multiple and diverse content Think-In 2009 9
Presentations Teaching Methodology delivery, and interaction channels between students and the instructor in the online environment. How Do Learning Styles and Personality Types Affect Student Preferences in Online Courses Melissa Engleman, Karen Voytecki, Tara Jeffs, and Alana Zambone College of Education Several years of data address questions concerning participants in online courses. Over the five years of the ongoing study, students in SPED 6002 Addressing Differences in Human Learning in Schools, participated in a 3-part survey. Part one assessed their preferred learning styles; part two assessed their personality preferences profile, yielding a MyersBriggs-like result; and part three assessed their preferences in online courses through a series of instructor-designed questions. In this session, results of the study are presented, including suggestions the results point to for online course design. How Educational Institutions Can Handle More Students with Fewer Faculty Members: A Pilot Program David Batts, Sandy Friend, and Carolyn Dunn College of Technology and Computer Science
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With the United States economy in desperate times, businesses are trying to meet demands with fewer resources. The same can be said of educational institutions, as enrollment numbers grow and faculty positions dwindle, how can educational institutions meet the needs of their constituents? This presentation discusses the scalability of online classes to handle the increasing growth in online enrollment. Survey results show no difference in quality of instruction or social presence in a regular size and the large online class. Discussion of the model and cost effectiveness will be discussed. Agent-based Virtual Reality (AVR) Deborah Ferrell Thomas Harriot College of Arts and Sciences We are teaching business statistics with an innovative Agentbased Virtual Reality (AVR) system. The lectures are delivered via tablet PC during a traditional face-to-face session. Students are present in the classroom and can then access the archived lectures for review. Evaluation by students using this method was positive, and we are continuing to evaluate the AVR system. Long-term, we want to teach both those in the classroom and those connected to the system remotely. The AVR system will allow for synchronous distance education instruction delivered via low-bandwidth, without any additional time or effort on the part of the instructor.
Presentations Teaching Methodology Creating A Research Website: The Sacred Center: Spenser Raleigh and the Munster Plantation Dr. Thomas Herron, Thomas Harriot College of Arts and Sciences Laurie Godwin and Sarah Hegler, University Multimedia Center, Academic Outreach Joyce Joines Newman, Center for Faculty Excellence Edmund Spenser and Sir Walter Raleigh were colonial planters in southwestern Ireland in the 1580s-90s. Raleigh was also a soldier and Spenser a secretary in the English administration there, a geographical, social and political context reflected in their writing. Our goal is to create a multi-layered research website providing students and scholars with visual, auditory, and textual materials that place their poetry in its living context and broaden avenues of meaning/interpretation. Choosing, collecting, and creating materials such as a 3D model of Spenser’s original Kilcolman castle, necessitate interdisciplinary and even international collaboration for primary documentation, historical research, and visual interpretation. Creating Context for Online Problem Based Learning Donna Kain Thomas Harriot College of Arts and Sciences
Problem Based Learning (PBL) for online courses can be facilitated by information-rich contexts. I demonstrate using examples from a course on editing. The course textbook references a fictional company to illustrate ideas covered in the text. To place students in a workplace context, I developed company internet and intranet sites containing additional materials including history, background, contact information for the company and its executives, lists of products and services offered, and a range of internal communications and documents that students access to make decisions about tasks they accomplish for the company course assignments. Instruction combines websites, Camtasia presentations, and Blackboard. Reflections Beverly Wright College of Business Reflections is a teaching tool that transfers experiences from prior students in video format to help current or future students understand the scope, expectations, and actions necessary to create a successful group project for Marketing Research. The video is shown in smaller pieces by project milestone in conjunction with the material covered in class and the assignments due throughout the semester.
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Presentations Instructional Support and Services Office of Faculty Excellence (OFE) - Supporting Faculty Teaching with Technology Dorothy Muller, Kevin Gross, and Joyce Newman Center for Faculty Excellence The East Carolina University Center for Faculty Excellence is changing its name (CFE to OFE) but not its mission to support faculty in teaching, research, and service. Our programs about teaching with technology and our teaching online Faculty Interest Group provide nonthreatening learning and sharing opportunities for faculty. Through our website, NFO Blackboard site, and program recordings using Flip video and Mediasite, faculty can find information and view past programs. In this presentation we will demonstrate our online registration using SharePoint and its support features, Mediasite recordings, and use of the Flip camera for recording sessions. Information Technology and Computing Services (ITCS) Belinda Perkinson, Wendy Creasey, Stephen Corey, and Jo Lynne Daughtry Information Technology and Computing Services Information Technology and Computing Services (ITCS) is here to assist East Carolina University’s growing community of students, faculty, and staff with your diverse technological needs. This year, ITCS is offering several exciting new 12 Think-In 2009
technology services and tools while continuing to enhance our foundational resources you’ve come to depend upon throughout your day—from providing a high-speed campus network with wireless access, technology-enhanced classrooms, campus computer labs and an IT help desk to web site hosting, e-mail accounts, a rich selection of universitylicensed and low-cost software, network storage space for your electronic files, and helpful training resources. We encourage you to visit our Web site at www.ecu.edu/itcs to subscribe to the ECU Technology Digest blog, check out the Pirate IT Essentials student technology newspaper and review important notifications regarding service downtime and technology upgrades. New at Joyner Library in 2009 Carolyn Willis, Amy Gustavson, and David Hisle J.Y. Joyner Library Joyner Library offers a wealth of resources to support teaching and research for disciplines across the university. New resources for 2009-2010 include: document delivery services, 13 subscription databases, and 40 e-journals. The library also provides DVDs, a popular reading collection, access to high tech study rooms, video camera rentals, laptop rentals, a text messaging reference service, 200 computers, and 6 flatbed scanners. Stop by the Joyner Library table to learn more.
Presentations Instructional Support and Services LibGuides: Bringing the Library to You Angela Whitehurst and Christine Andresen J.Y. Joyner Library In an effort to disseminate information about library resources, provide easy access to research tools, and increase students’ information literacy skills, ECU Libraries offer customizable online research guides providing direct access to relevant resources for academic disciplines and specific courses. A dynamic, aesthetically pleasing, and green resource; LibGuides incorporate Web 2.0 technologies such as RSS feeds, embedded video clips, images, FaceBook, Twitter, podcasts, widgets, and more to create multimedia research guides. Accessible through Blackboard or other content management systems LibGuides provide direct access to library resources and can be easily incorporated into academic coursework. The Placement of Quizzes in Instructional Videos Amy Blevins and Megan Besaw Laupus Library A study was conducted to determine if quiz placement in online tutorials affects reinforcement of instructional concepts and the desire of students to finish watching the tutorials. Two identical video formats, with exception of quiz placement, were presented to 45 students in four library
instruction classes. Twelve students viewed a tutorial with the quiz located in the middle of the video and 18 students watched the video with a quiz at the end. Students indicated that the quiz reinforced the material regardless of placement and were typically neutral concerning the affect the quiz had on completion of the tutorial. Division of Continuing Studies Carolyn Thompson, Jennifer Baysden, and John Connelly The Division of Continuing Studies serves as a bridge between the student at a distance and the academic and administrative units of the university. The division respects and understands the unique demands of the lifelong learner and is committed to assuring quality, accessible programs, and services. The division supports the university in maintaining its leadership role in the areas of distance and technology enhanced learning both in our region and beyond. The educational and economic development of the citizens of its service area is a focal point for the division. The division partners with the academic and administrative units of the university to serve business, industry, the military, community colleges, and local school systems. Continuing Studies conducts its activities in partnership with all units of the university and encompasses Summer School, Distance and Extension Education, Continuing Professional Education, the Testing Center, Summer Study Abroad, and Military Outreach. URL: www.options.ecu.edu. Think-In 2009 13
Presentations Instructional Support and Services To Blog or Not to Blog Jean Merenda and Robert Fainter College of Allied Health Sciences The College’s Office of Educational Technology (OET) is responsible for assuring that the faculty has access to the most appropriate technology available for the delivery of course material to the students. The OET has found that often the best way to introduce new technologies is to demonstrate how they can be used. The OET created a blog that was sent to the college’s faculty twice weekly featuring various tips, instructions and links that OET felt might be of interest. The postings were fairly short, with either instruction on how to proceed or to contact OET for further information.
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Academic Outreach Laurie Godwin, Matt Powell, James Cook Academic Outreach provides the tools and support to make online learning in your classes a collaborative, active process. We support traditional tools from Blackboard and Centra; to new tools like Second Life and Ning; to powering global learning through technologies; we are your partner in online learning. Our learning venues vary from individualized assistance, to small group sessions, to online seminars. We provide the information you need to accomplish your objectives. Stop by the Academic Outreach table to learn more about our services.
Presentations New and Emerging Trends
Learning through Building in Second Life: ECHS ANTH 1000 Archaeology Projects Jami Leibowitz Thomas Harriot College of Arts and Sciences The Early College High School (ECHS) Project gives local high school students the opportunity to take ECU classes using the Teen Grid in Second Life (SL). Last semester, students in the Introduction to Anthropology course researched and then reconstructed some well known archaeological sites. The process of having to recreate i.e. build, the sites in SL forced students to truly focus on the architecture and artifacts found at the sites so they could give an accurate representation. The building combined with additional outside research, helped students to understand how the artifacts that are left behind help archaeologists understand past cultures. Answering the Challenge of Increasing Content - The Integrating of Virtual Worlds with Semantic Web Charles Lesko and John Pickard College of Technology and Computer Science Over the past 20 years, a critical success factor for the Web has been its vast, ever-expanding volumes of browser-accessible information. Yet it is this openness and autonomous
nature of the information that also gives the Web its vulnerability. Now infuse two new technologies, the first of these espouses a world where semantic-powered applications become knowledgeable assistants for web users. The second new technology takes a perceivably flat two-dimensional approach to presenting current web content, and adds a third-dimensional perspective to the presentation of web information. Welcome to the Semantic Web as seen through the eyes of a Virtual World participant. Learning Spaces in a Second Life Eric Kisling and Elizabeth Hodge College of Education Learning spaces have been a brick and mortar concept for several decades in higher education. However, with the advancement of Internet and Web 2.0 technologies, learning spaces are beginning to move to virtual environments. The purpose of a learning space can consist of creating learning environments that drives critical thinking, collaborative and active learning, and the hope for knowledge creation (Long & Holeton 2009). During the 2008-2009 academic year, virtual learning spaces were studied in several business and information technologies education courses using Second Life. The outcomes of the study show the promise of using learning spaces in virtual worlds. Think-In 2009 15
Presentations New and Emerging Trends Using Virtual Reality to Teach Advanced Practice Nursing Yanhao Zhu, Karl Faser, and Bobby Lowery College of Nursing Finding innovative ways to both engage and instruct distance education (DE) students can be challenging for an online instructor. In nursing education, it is important that advanced practice graduate students understand the patient/ provider interaction, from the initial patient interview through the diagnostic process. Providing this experience to DE students is especially challenging. Using a virtual reality, social networking framework, we have simulated patient’s preceptor, and the diagnostic sequence. Nursing instructors are able to create patients and patient cases within the framework. Advanced practice DE nursing students meet patient avatars and move through a classic diagnostic sequence. Second Year Experiences Using the ECU Virtual Computing Lab (VCL) Peng Li and Lee Toderick, College of Technology and Computer Science David Creech, and Anthony Miller, Information Technology and Computing Services Technology Systems professors have continued using VCL to develop new lab content. In one course, ICTN2900, a VCL computer was configured for students to complete security 16 Think-In 2009
labs using a virtualized Microsoft Windows Server 2008 and Vista Business OS. In another planned course, ICTN4505, a VMware vSphere virtual environment was created. Instead of using four expensive physical machines, a Virtual Center server, two ESX servers and an iSCSI/NFS storage server were installed on one VCL image. Persistent storage was made available for students to save lab work. The excellent support from ITCS has significantly contributed to improved student learning experiences. Using E-Portfolios in the Classroom Jamie Williams and Jennifer Cremeens College of Health & Human Performance Participants will be introduced to the E-Portfolio using Google Sites and its use in the classroom in aiding students to build resources for professional use. New and emerging technologies for developing E-Portfolios will be displayed and discussed. Current student work examples and materials to assist in incorporating E-Portfolios into classroom instruction will be provided. Learning outcomes include the development of a professional portfolio of student work, and a resource portfolio for professional use.
Presentations New and Emerging Trends Video as an Interacting Surface Carl Twarog College of Fine Arts and Communication
Facebook as a communication tool will be discussed. Several issues related to privacy and accountability will also be highlighted at the presentation.
The School of Art & Design’s Animation/Interaction Design students think about video as an interacting surface when creating animations for the twelve monitor video ring that is part of the Sonic Plaza’s Media Glockenspiel.
Using Twitter In and Out of the Classroom Bob Green and Allison Hope College of Nursing
One of 62 pieces in the North Carolina Art Works in Public Buildings Collection, the Sonic Plaza is a unique, world-class multimedia installation, created as a student laboratory for innovation in the fine and performing arts. Over the past 10 years students from art, music, dance, communication and the sciences, have created hundreds of animations, sculptures, and music compositions, exhibiting them on this internationally renowned artwork. Let Students be the Fan of Your Course: Using a Facebook Fan Page in a Face-to-Face Class Xiaoming Zeng College of Allied Health Sciences I will share my experiences using Facebook as a communication mechanism in an on campus class. The steps of how to set up and customize a Facebook Fan Page will be demonstrated and explained. The benefits and limitations of using
“I was going to ask that question but was too embarrassed.” Engaging shy students in class has been a struggle for teachers since Plato. In the 21st Century “Twitter” can help. According to Twitter.com, over 23, 579,000 people use their service. College students are among them. Some instructors are using Twitter to send “tweets”, text messages of 140 words or less to students about upcoming tests, projects, class assignments, etc. The College of Nursing undergraduate OB faculty is now using Twitter in class. Students may tweet a question to the instructor in class allowing the shy student to be more engaged. Thinking about Online Education from a Global Perspective Yajiong Xue and Brenda Killingsworth College of Business In order to help ECU students develop problem solving capabilities in the global context, Drs. Brenda Killingsworth and Think-In 2009 17
Presentations New and Emerging Trends Yajiong (Lucky) Xue collaborated with China Pharmaceutical University from China, and Universidad ESAN from Peru, on reforming an online IT survey course in spring 2009. By using both asynchronous (e.g. online discussion forum) and synchronous (e.g. Voicethread and Centra) communication tools, ECU students were able to virtually collaborate with those students who have different cultural backgrounds working on four short papers. Results demonstrate that this teaching strategy facilitates trust and affiliation among these truly global virtual teams. Flip Video Blogs as a Community-Builder in Distance Education Program David C. Vinciguerra and Jennifer Vinciguerra College of Education The Department of Library Science in the College of Education offers a Master of Library Science degree 100% online. Recipients of the competitive IMLS grant-funded Community-Oriented Librarian Recruitment Scholarship were each given a Flip Video camcorder as a way to build community in the online education environment by sharing videos through a private blog at Blogger.com. Vinciguerra and Vinciguerra designed video tutorials and trained students in the use of the Flip Video camcorders and Blogger.com software during a COLRS workshop. Students use the technology to share 18 Think-In 2009
experiences in Library Science, such as lobbying in state government, and attending national conferences. Developing Virtual Laboratory Exercises for Teaching Chemical Safety & Environmental Analysis Mustafa I. Selim and Edward Crotts College of Health and Human Performance We have developed and currently teach a chemical safety (EHST 5530) course for graduate and undergraduate students in our Environmental Health and Safety program. The course consists of two sections for DE and face-to-face. The primary objective of the course is to provide practical training on the principles of chemical safety, control of chemical exposure, hazardous waste management, and emergency response laboratory settings. Practical exercises, safety videos, and laboratory audits are critical components for demonstrating course topics, particularly for DE students. To achieve course objectives, we have developed practical exercises for a walk-through audit of a virtual laboratory using a combination of video clips and still images. This virtual laboratory audit can also be used for training students and new lab assistants prior to working in a chemical or environmental analysis laboratory. The virtual laboratory approach will be modeled for developing virtual environmental analysis experiments, involving field sampling and advanced instrumen-
Presentations New and Emerging Trends tal analysis. The combination of actual and virtual laboratory exercises will offer significant cost and time savings as well as reduce potential risks associated with handling glassware hazardous chemicals and operating complex instruments such as GC/MS and LC/TOF MS systems. Combining Flash Video and Machinema into an Online Game for Developing Critical Thinking Skills in Nursing KuanHung Chen, Lauren Chadwick, and Stephen Atkinson College of Nursing Developing critical thinking skills is challenging for nursing students, but is critical for success. Nurse Lauren Chadwick used a jigsaw puzzle format to create a game-type exercise to engage students and facilitate critical skills synthesis. The puzzle was successful with nursing students and Ms. Chadwick thought it would be even more effective in an electronic format. Partnering with the ECU College of Nursing technology group, the puzzle was converted to an interactive web-based format. Composed of Flash video and animated movies, (machinema) the puzzle framework is highly interactive and promises to engage students and enhance their critical thinking skill process.
How Health Information Data Moves Through a Health Care Information Network Doug Barnum and Robert J. Campbell College of Allied Health Sciences The basis of Kolb’s Theory of Learning is to present learners with a concrete example of the topic under discussion. Once a student can visualize a process or concept, they can reflect upon and generate abstractions and experiments to help them develop a deeper understanding of the presented material. Having students visualize the process of how data moves through a health care information system on their own can be cognitively challenging; especially, in situations where the student has no prior knowledge of how health information moves through a computer network. To help students accomplish this task, an animated simulation was created using computer aided design software. The animation shows students how a medical prescription is ordered through a Computerized Physician Order Entry system, how the data moves through a computer network, and is propagated into the electronic medical record and the Medication Administration System. The animation concludes by showing students how a bar-code scanner is used to make sure a patient receives the proper medication. Think-In 2009 19