SIDLIT Conference

Developing Asynchronous Model for Faculty Orientation

Gail J. Cullen — Fri, 03 Aug 2012 09:45:00 PDT

Incorporating adjunct faculty into an existing faculty team using an asynchronous orientation learning environment is the focus of this presentation. The development of a six week course where new faculty receive a student experience by participating in multiple tasks and activities designed for applied learning and reflection on best practice instruction is explained. Shown in the presentation are weekly themes driving the content discussions and activities with a demonstration of the course design. Sample activities to support new faculty orientation to the college mission, adult learner populations, and faculty expectations will be included. Incorporating faculty collaboration in the design of the model sets an expectation of new faculty joining a collaborative faculty team environment.

Transformation by Edupunks, Edupreneurs and Educators: A Tech Book Discussion

Jonathan P. Bacon et al. — Thu, 02 Aug 2012 12:45:00 PDT

Though not required, participants are encouraged to read DIY U (Do It Yourself University) - Edupunks, Edupreneaurs and the Transforming of Higher Education by Anya Kamenetz. The moderators will share their observations about the Kamenetz book and invite audience participation. In her book, Kamenetz “tackles the U.S. higher education system and delves into how poverty, race, and class converge in the halls of higher learning. She then asserts that everything about how we live and what we hope for is tied into the collegiate dream of success, which has been persistently sold to the American middle class. But why hasn’t this promise been fulfilled for so many? Kamenetz pinpoints political reasons, and makes the case that serious changes must be made pertaining to how colleges serve their students and make their money to prevent a decrease in the value of college degrees and a widening gap between social classes.” (from Booklist). Participants are also encouraged to visit Kamenetz’s website at http://diyubook.com/.

Storytelling: A Tool for Student Engagement

Jonathan P. Bacon et al. — Thu, 02 Aug 2012 14:00:00 PDT

What do you remember easiest? Data, information or stories? No matter what discipline or course you teach, storytelling can be a useful tool in enabling students to research, grasp, synthesize and retain information. “Stories bring data to life.” This session will begin with a discussion of the art of storytelling and proceed to explore several useful tools that can be used by you and your students to tell a story. The presenters will cover online and desktop apps from Comic Life to Storyline to Xtranormal to ZooBurst and more.

Copyright in the Age of Anything Goes

Leslie Reynard et al. — Thu, 02 Aug 2012 15:30:00 PDT

This panel will offer a scenario based approach to assist faculty and institutions in understanding copyright beginning with a brief overview of the origins and goals of the academic Fair Use doctrine with a focus on institutional responsibility for developing and applying protocols and procedures that address the doctrine. Topics covered by the panel will include: issues surrounding the recent copyright case against Georgia State University (including the impact of the court’s decision and how your institution can avoid the related pitfalls); an exploration of zero risk, bright-line copyright solutions; how to build a campus culture of compliance; and managing your college’s copyrights as an IP (intellectual property) creator. Sources and references related to institutional "best practices" will be provided.

Reverse Transfer: Re-inventing Face-to-Face Instruction with Online Technologies

Jonathan P. Bacon et al. — Fri, 03 Aug 2012 11:00:00 PDT

Online students are already online so it's an easy segue to use cloud-based apps; but what about face-to-face instruction? This session will explore best practices for classroom instruction (both F2F and online) and explore the use of several cloud-based applications that may prove valuable to learners and instructors, whether they're enrolled in online or on-ground classes. Among the apps that will be discussed are tools for handling student Q&A, providing collections of online readings, displaying data, gathering student feedback, creating online course materials, and more.

What Every Online Instructor Needs to Know About Assistive Technology and Universal Design

Jonathan P. Bacon et al. — Fri, 03 Aug 2012 08:30:00 PDT

Universal Design and assistive technology are not just a philosophy and tools that enable students with disabilities to participate in all aspects of an online course. Universal Design for Learning (UDL) provides “a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” The session will start with a segment called “Flipping for UDL” which will discuss how to flip your classroom to address universal design for learning. Then each panelist will offer a short, concise concern or suggestion related to UDL followed by an opportunity for participants engage in a Q&A session on all topics related to UDL and assistive technology.

We Built it, Why Didn't they Come? Library Resource Awareness in the Distance Education Community

Joelle Pitts et al. — Thu, 02 Aug 2012 08:30:00 PDT

Distance education is becoming ubiquitous within higher education -- more online courses, more students taking them and more faculty teaching them. In response, many libraries have expanded their online holdings to make access and discovery more convenient for both local and distance users, and have created services for distance learners and teachers. Unfortunately, distance students and faculty may be unaware of these services and resources: if you build it, they might not come. This session will describe the results of a wide-scale survey sent to all distance students and faculty and the multi-faceted approach taken by librarians at Kansas State University Libraries to bridge the gap between what has been built for the distance learning population and what that population uses.

The Advent of Web Scale Discovery Tools: What it Means for Undergraduate Research

Joelle Pitts — Thu, 02 Aug 2012 15:30:00 PDT

Web Scale Discovery is a new breed of library research tool which provides a single platform to search a library’s books, databases, archives and additional materials. Touted as an alternative to Google, Web Scale Discovery has great potential to augment and elevate the undergraduate research experience. The mechanics of Web Scale Discovery will be discussed, along with potential applications in undergraduate courses. Come and learn about the tools many institutions have already adopted or are on the verge of adopting.

Building and Analyzing Node-Link Diagrams to Understand Social Networks

Shalin Hai-Jew — Thu, 02 Aug 2012 14:00:00 PDT

A common trend in online learning involves a focus on interactivity (how learners engage with others in the online classroom) and long-term social interactions over time (for competitive advantages). This presentation will introduce a software program that creates node-link diagrams to map social networks to show connections between centers and peripheries, the thick nodes and the thin ones, and some of the conclusions that may be drawn from these visualizations. Social network analysis has been used in a variety of fields: epidemiology, terror group analysis, cultural analysis, and even online learning. This will include a smattering of some of the findings of the research on social networks. This may include the analysis of some homegrown data from an institution of higher education in Kansas

Building Effective Study Guides for Online Learning and Assessment

Shalin Hai-Jew — Thu, 02 Aug 2012 15:30:00 PDT

Study guides are common features of science-based (and some social science) courses. These are information sets created by learners to help them prepare for upcoming exams. If effectively designed (by the faculty member usually) and executed (by the learners) with faculty oversight, such study guides offer effective notes for student learning. They serve as powerful resources to enhance memory. Study guides are effective because they help learners synthesize (sometimes contradictory) information from various information sources and are expressed in the learners’ own words to enable instructor evaluation of their actual comprehension. These guides enhance learner citations of research sources. Such digital study guides may integrate text, imagery, URLs, and other resources. These help learners take ownership of the learning and help them express their understandings through their own interpretive lenses. This presentation will include some live examples of study guides and their various strengths and weaknesses. There will be ideas for how to take the “retro” concept of a study guide and re-make study guides into interactive learning resources, with special strengths in intensive, concentrated, or accelerated courses.

Managing Information: Lessons for the 21st Century

Robert Hallis — Thu, 02 Aug 2012 14:00:00 PDT

Managing Information has become a buzz-word in objectives and courses, but how does this differ from "Library Instruction?" In an age where students are expected to demonstrate their familiarity with a topic through assessments other than a term paper, Information Literacy becomes more than learning traditional library skills. Library instruction typically involves showing students how to find peer reviewed articles for an academic paper. However, students are writing fewer papers and demonstrating their competence through their use of a growing array of social media; including discussion boards, mashups, and Skype. Acceptable sources have moved from merely published peer-reviewed scholarly documents to the new primary documents of blogs, tweets and even Facebook as well as a growing number of Creative Commons publications and digital archives. In addition, the granularity of these info-bits make it increasingly difficult for students to find a context within which to draw the pieces together, and their false sense of expertise further complicates relearning inadequate search strategies. Consequently, students are entering a seemingly familiar environment that works far differently from their expectations. A few examples illustrate this point: When contributing to a discussion board or writing a reflective journal, use of a blog from 9/11 survivors provides a valuable primary source. Tweets sent during the Arab spring illustrate the sense of chaos participants experienced. When Skyping, students need to find credible information in a timely fashion to support their opinions. Incorporating first hand observations from blogs can provide appropriate insight to more academic discussions, such as using blogs from a veterans’ forum in a literary discussion of “The Things They Carried.” As assignments move away from the traditional academic paper, students will still need to find credible sources to support their ideas. Through focusing on methods to locate and evaluate the broader range of information on the Web, students can gain a clearer sense of putting credible information into context to make their point on the Web, through a paper, or in-person.

Reaching for the Stars not the Cloud: Managing and Developing an On-line Program in Religious Studies (The Humanities)

Marla Selvidge — Thu, 02 Aug 2012 12:45:00 PDT

Join us for this PPT where we survey some of the successful online marketing and development strategies The Center for Religious Studies has used to develop and sustain its programs at UCM. Discussions and Demonstrations will include: Development of Marketing Tools used in Online Classes; Development and Types of Support for adjunct Online Faculty and facilitation of administration of the people and programs, plus, how to overcome working as a Helpdesk at midnight.

Creating Short Instructional Videos for Online Learning

Larry A. Carver — Thu, 02 Aug 2012 08:30:00 PDT

You don't have to be Steven Spielberg to make exciting movies that capture a student's interest. This session will demonstrate how easy it is to create and use videos for instruction in online and F2F classes. It will examine several inexpensive methods that can be easily used to produce videos and where to find FREE objects that enhance your presentation. This session will address the creation of videos using both Macs and PCs.

Teaching Public Speaking Online

Adam Borth — Fri, 03 Aug 2012 08:30:00 PDT

This session will discuss how technology can enhance a public speaking classroom. It will discuss the good and the bad of going completely online through an LMS to teach a highly interactive course.

Moodle Your Noodle

Kim Dhority — Fri, 03 Aug 2012 09:45:00 PDT

This session will introduce the attendee to the tools available in Moodle which is a free learning management sesssion. This presentation is from a student/teacher standpoint. The presenter will demonstrate the tools in Moodle and how easy they are to set up.

Lessons Learned in Student Generated You Tubes: Feedback from Digital Natives to Digital Immigrants

James Ward — Fri, 03 Aug 2012 08:30:00 PDT

The Web has revolutionized how we work, learn and play. It has empowered adult learners with a range of tools to independently learn and has opened up endless opportunities for instructors in formal programs. It has redefined what it means to be literate. The Web has become a culturally transformative medium. (Brown, 2002). YouTube has become a medium that supports a participatory culture of the digital native, from edutainment, to educational sites. (Cllinton, Purushotma, Robison, and Weigel. 2006) A review of research yields abundant literature on instructor generated videos on YouTube, and student generated digital video story telling projects. Little research is currently available on student generated YouTubes created as part of the learning process. This presentation will show examples of the range of student created YouTube videos to satisfy a major requirement of an online business communication course at Fort Hays State University. Lessons learned will be shared as a result of student course input. What problems did students encounter as their team attempted to create the video report out on their research project? What did they want us to stop doing? Continue doing? Start doing? What did they learn as a result of this project? While this activity is at a university level, the lessons learned also apply to K-12.

Getting Started with Gamification

Aaron Sumner — Thu, 04 Aug 2011 15:30:00 PDT

Gamification uses game mechanics to increase engagement in non-game activities. In this session we'll look at gamification from an introductory standpoint, learn more about some of the people working in this area, and explore resources available to anyone interested in using gamification in teaching and other activities.

Understanding Copyright through Real-World Scenarios

Mark Swails — Fri, 05 Aug 2011 09:45:00 PDT

This session will explain the basics of copyright and fair use for distance education and face to face teaching through common real-world scenarios.

Scenarios include:

posting video in an LMS
film screenings
ownership of faculty created course materials
using orphan works
using student work
copyright in new media

A significant portion of the session will be devoted to discussion of scenarios and challenges that participants have encountered. Participants will leave the session informed and empowered to make fair use assessments to present innovative course material while minimizing legal liability.

Defining “Style” for Instructional Design Projects

Shalin Hai-Jew — Thu, 04 Aug 2011 12:45:00 PDT

Complex instructional design projects typically have quite a few team members, principal investigators (PIs) who have to uphold grant requirements, and multiple “moving parts.” To handle complexity, some instructional designers work with the instructional development team in order to co-create an instructional design stylebook. Stylebooks incorporate team member contact information, team member roles, course build guidelines, technological standards, workflows, timelines, templating, alpha and beta testing, and other basic information. Such stylebooks are necessarily evolving and living workplace documents used throughout the lifespan of the work.

Mobile Devices in the Modern Library

Barry Bailey — Thu, 04 Aug 2011 08:30:00 PDT

Mobile devices have created an environment where information is personal, on demand, and instant. As the information hub of an institution, it is up to the library to make sure that mobile resources are available, and that interactions are made easy. Important considerations discussed include:

Databases, resources (like libguides), mobile-native/accessible services (twitter), and catalog access
Playing to common denominators (focusing on “web-based” instead of “device dependant apps”, QR codes instead of NFC support Google shifted their focus to) when providing resources.
Resources for mobile technology vs. mobile technology being used in the library (providing things like a mobile catalog vs. supplying QR codes on our physical journals to give people links to the digital journals, just in case they have a phone handy and might want to know it)
Having things like wifi actively accessible for non-cellular mobile devices like iPod touches, or just to ease impact on individuals’ data plans.