2014
P R O GR A M
October 10-12, 2014
Sheraton Denver Downtown Hotel
Denver, CO
The Teaching Professor Technology Conference 2014
Table of Contents
The following Magna staff members are here to
assist you throughout the conference. Please don’t
hesitate to contact them if they can be of service.
Conference Welcome;
Conference Staff . . . . . . . . . . . . . . . . . . . . . . . 1
Conference Introduction . . . . . . . . . . . . . . . . 2
Conference Advisory Board . . . . . . . . . . . . . . 3
whaight@magnapubs.com
David Burns,
vice president and publisher
MaryAnn Mlekush,
conference manager
Catherine Stover,
managing editor
Bill Haight, president
dburns@magnapubs.com
General Conference Information . . . . . . . . . 4
Program-at-a-Glance . . . . . . . . . . . . . . . . . . . 5
Poster Sessions . . . . . . . . . . . . . . . . . . . . . . . . . 6
Complete Program . . . . . . . . . . . . . . . . . . 7-27
mmlekush@magnapubs.com
catherine.stover@magnapubs.com
Preconference Presenters . . . . . . . . . . . . . . . 28
Conference Plenary Presenters . . . . . . . . . . 28
Invited Presenters . . . . . . . . . . . . . . . . . . . . . 28
Mary Bart, editor,
Faculty Focus
mary.bart@magnapubs.com
Tom Vodak,
technology coordinator
tom.vodak@magnapubs.com
Selected Presenters . . . . . . . . . . . . . . . . . 28-29
Poster Session Presenters . . . . . . . . . . . . . . . 29
Partner Information . . . . . . . . . . . . . . . . 30-32
Welcome!
Last year at this time we didn’t quite know what to expect because the upcoming Teaching
Professor Technology Conference was a first. As we had hoped, the new conference met expectations and has become an annual event to complement the spring Teaching Professor Conference.
Looking over the registration list for this conference I see both repeat institutions and new ones.
This seems to be a pattern for our spring conference as well: The conference becomes a traditional
event for the institution, though different individuals may be selected to attend each year.
During the next three days, you’ll learn about the latest research, catch up on best practices,
and enjoy a unique opportunity to network with like-minded educators from a wide range of
disciplines and institutions.
I admire and thank you for your dedication to teaching and learning. Please stop by the
conference registration desk and say hello.
Sincerely,
William Haight
President of Magna Publications, producer of The Teaching Professor
www.teachingprofessor.com • 800-433-0499
1
Introduction
The Teaching Professor Technology Conference 2014
Dear conference attendees,
It is my great pleasure to welcome you to the 2nd Annual Teaching Professor Technology
Conference! This year’s event promises to be even more engaging and innovative than
our highly successful inaugural gathering in Atlanta. The conference is designed for
faculty, instructional designers, faculty developers, educational technology leaders, and
other higher education professionals who are interested in improving and sharing their
knowledge and skills within the teaching and learning environment.
The conference combines the latest in educational technology trends while emphasizing
sound, pedagogical methods for courses and curriculum design. Concurrent sessions
feature topics that cut across the disciplines and include guidance on the available tools
and techniques for use in the face-to-face classroom, blended and flipped courses, and
online learning settings. There also are sessions on the best methods of using social media
and mobile learning apps with your students to get the most effective and productive
results.
The conference provides ample opportunities to network with colleagues and meet
those who have similar research interests. Poster sessions include a different twist on
the traditional format by including e-posters, in which presenters share their research via
large, flat-screen monitors, allowing participants to see and interact with the technology.
I encourage you to stop by these tables and experience the innovative practices developed
by your peers.
It has been an incredible honor to work with the advisory board and the staff at Magna
Publications in helping to plan this year’s event. They are deeply committed to ensuring
that the programs selected are of the highest quality and relevant to current practices.
Given this, we ask that you please take the time to provide your feedback and complete
the survey that we will send to you after the conference. We received numerous valuable
suggestions from the first year and incorporated many of the recommendations into this
year’s planning process. We would like to continue to provide you with a productive
conference and continuously enhance your learning experience.
I hope that you enjoy the conference in the beautiful city of Denver! Please try to take
some time and explore the “Mile High City,” which is known for its downtown walking
areas, picturesque views, and charming restaurant locales. I look forward to meeting you
and thank you for participating in this year’s Teaching Professor Technology Conference!
Best wishes,
Kimberly Hardy
Conference Chair
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The Teaching Professor Technology Conference 2014
2014 Teaching Professor Technology Conference
Advisory Board
We appreciate the advisory board’s participation in a blind review of our proposals. The board’s efforts and knowledge have
helped us put together a first-rate teaching and learning conference.
We would like to thank the following individuals for their contributions to the 2014 Teaching Professor Technology Conference.
Conference Chair: Kim Hardy,
assistant vice provost, Regional
Campuses, University of Central
Florida, kimberly.hardy@ucf.edu
Past Conference Chair: J. Ricky Cox,
professor, Murray State University,
jcox@murraystate.edu
Conference Advisor: Ike Shibley,
associate professor, Penn State Berks,
ias1@psu.edu
Advisory Board Members:
Renee Cicchino, senior instructional
designer with the Teaching, Learning
and Technology Center, Seton Hall
University,
Renee.Cicchino@shu.edu
Catherine Stover, managing editor,
Magna Publications,
catherine.stover@magnapubs.com
Oliver (Ollie) Dreon, associate professor
and director for the Center for Academic
Excellence, Millersville University of
Pennsylvania,
Oliver.Dreon@millersville.edu
Maryellen Weimer, editor, The Teaching
Professor newsletter and professor emerita,
teaching and learning, Penn State Berks,
grg@psu.edu
Tyler Grffin, assistant professor,
Brigham Young University,
tyler_griffin@byu.edu
Tim Wilson, associate professor, University
of Western Ontario, tim.wilson@uwo.ca
Download our
conference program app
Conference hashtag
#TPTech14
@TeachProf
@FacultyFocus
Facebook.com/TeachingProfessor
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The Teaching Professor
3
The Teaching Professor Technology Conference 2014
Conference Information
Networking opportunities: Attend as many conference events as possible to maximize your
opportunity to learn from your peers. In addition to the sessions, consider these other activities:
• Attend the opening reception and poster sessions. It’s a great way to meet other attendees
and learn about the latest trends in teaching with technology.
• Looking for someone to share ideas with? Check out the dinner sign-up sheet at the
conference registration area or arrange a tweet up.
• Sit with someone you don’t know at breakfast and lunch!
Evaluation: You will receive an electronic survey shortly after the conference. Please complete it!
Your feedback will help us improve future programs and you will be entered into a drawing for a
$100 gift card.
Email list: Please stop by the registration desk to make sure we have your email address on file.
In doing so, you will be the first to receive the conference survey, future event information, and
discounted registration information.
Messages: There is a message board at the conference registration area. Messages will be posted
on the message board frequently throughout the conference. You are welcome to post messages for
other conference attendees.
Nametags: Nametags are required for all conference functions. People without conference
nametags will be asked to leave. Report lost nametags immediately to conference registration staff.
Folder: Please write your name inside your folder and program. Extras are not available.
Staying elsewhere? Please let your family and/or office know where you can be reached in case of
an emergency.
Photos: We may be photographing or videotaping functions. Please let us know if you would
prefer not to be photographed or videotaped.
Exhibits: Visit the conference registration foyer for resources, products, and the latest technologies
for higher education.
Note: Please keep in mind that sessions are available on a first-come basis.
Please be prompt; some sessions will fill early.
Please have your second and third choices ready.
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The Teaching Professor Technology Conference 2014
Friday, October 10
7:00 a.m. - 8:00 a.m.
Registration open – Morning
Preconference Workshops Only
Room: Plaza Registration Desk (Plaza
Bldg., Concourse Level)
8:30 a.m. - 8:00 p.m.
Registration Open – All Participants
Room: Plaza Registration Desk (Plaza
Bldg., Concourse Level)
8:00 a.m. - 12:00 p.m.
Preconference Workshop:
Preregistration and Fee Required
Online Course Development 101
Room: Governor’s Square 14 (Plaza
Bldg., Concourse level)
8:00 a.m. - 12:00 p.m.
Preconference Workshop:
Preregistration and Fee Required
10 Ways to Engage Students in the
Online Classroom
Room: Governor’s Square 15 (Plaza
Bldg., Concourse level)
10:00 a.m. - 8:00 p.m.
Exhibitor Displays Open
Room: Plaza Exhibit Hall (Plaza Bldg.,
Concourse Level)
1:00 p.m. - 4:30 p.m.
Preconference Workshop:
Preregistration and Fee Required
Robust and Effective TechnologyFacilitated Course Design
Room: Governor’s Square 14 (Plaza
Bldg., Concourse level)
1:00 p.m. - 4:30 p.m.
Preconference Workshop:
Preregistration and Fee Required
How to Apply Recent Copyright Court
Decisions to Your Online Course
Room: Governor’s Square 15 (Plaza
Bldg., Concourse level)
5:00 p.m. - 5:15 p.m.
Conference Welcome
Room: Plaza Ballroom BCEF (Plaza
Bldg., Concourse Level)
Program-at-a-Glance
5:15 p.m. - 6:30 p.m.
Opening Plenary Session
Embracing Social Networks for
Teaching and Learning
Room: Plaza Ballroom BCEF (Plaza
Bldg., Concourse Level)
6:30 p.m. - 8:00 p.m.
Reception, Poster Sessions, and
Exhibitor Mingle
Room: Plaza Exhibit Hall (Plaza Bldg.,
Concourse Level)
8:00 p.m.
Dinner on Your Own
Saturday, October 11
7:30 a.m. - 5:00 p.m.
Registration Open
Room: Plaza Registration Desk (Plaza
Bldg., Concourse Level)
8:00 a.m. - 5:00 p.m.
Exhibitor Displays Open
Room: Plaza Exhibit Hall (Plaza Bldg.,
Concourse Level)
7:30 a.m. - 8:30 a.m.
Continental Breakfast
Room: Plaza Ballroom BCEF (Plaza
Bldg., Concourse Level)
8:30 a.m. - 9:30 a.m.
Breakfast Plenary Session
Making Sense of the Neuroscience
behind Learning
Room: Plaza Ballroom BCEF (Plaza
Bldg., Concourse Level)
9:30 a.m. - 9:45 a.m. - Break
9:45 a.m. - 11:00 a.m.
9 Concurrent Workshops
11:00 a.m. - 11:15 a.m.
Break
11:15 a.m. - 12:30 p.m.
9 Concurrent Workshops
12:30 p.m. - 1:30 p.m.
Lunch
Room: Plaza Ballroom BCEF (Plaza
Bldg., Concourse Level)
1:30 p.m. – 1:45 p.m. - Break
1:45 p.m. - 2:30 p.m.
8 Concurrent Workshops
2:30 p.m. – 2:45 p.m. - Break
2:45 p.m. – 3:30 p.m.
9 Concurrent Workshops
3:30 p.m. – 3:45 p.m. - Break
3:45 p.m. – 4:30 p.m.
8 Concurrent Workshops
4:30 p.m. – 4:45 p.m. - Break
4:45 p.m. – 5:30 p.m.
9 Concurrent Workshops
5:30 p.m. - Dinner on Your Own
Sunday, October 12
7:30 a.m. - 12:00 p.m.
Registration Open
Room: Plaza Registration Desk (Plaza
Bldg., Concourse Level)
7:30 a.m. - 8:30 a.m.
Continental Breakfast
Room: Plaza Ballroom BCEF (Plaza
Bldg., Concourse Level)
8:30 a.m. – 9:30 a.m.
Strategy Swap
Interactive roundtable discussion
9:30 a.m. - 9:45 a.m. - Break
9:45 a.m. - 11:00 a.m.
9 Concurrent Workshops
11:00 a.m. - 11:15 a.m. - Break
11:15 a.m. – 12:00 p.m.
8 Concurrent Workshops
12:00 p.m. - 1:00 p.m.
Lunch and Informal Discussions
Room: Plaza Ballroom BCEF (Plaza
Bldg., Concourse Level)
1:00 p.m. - Conference Adjourns
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5
Poster Sessions
The Teaching Professor Technology Conference 2014
Friday, October 10, 2014
6:30 p.m. – 8:00 p.m.
Plaza Exhibit (Plaza Bldg. Concourse Level)
1. Twenty Percent: It’s Not Just for Google Anymore!
Amy Hoaglund and Karen Birkenfeld, Samford University;
Amanda Stone, Trace Crossings Elementary School
2. A Thousand Words: Using Digital Tools to Enhance
Visual Literacy
Hope Nordstrom, Lipscomb University
3. An Experiential Learning Approach to Data Analysis
Across Programs
Teresa Starrett and Karen Dunlap, Texas Woman’s
University
4. Creating Teacher Immediacy in an Online Environment
Stefanie Zahourek, University of Nebraska at Lincoln
5. Creating Digital Texts to Understand Universal Design
for Learning
Jill Whalen, Canisius College
6. Digital Stories Stimulate Research Interest in Select
Freshman Science Students
Chad Freed, Widener University
7. Do Repeated Online Quiz Attempts Affect Exam
Grades?
Ann Diker, Metropolitan State University of Denver and
Donielle Dominguez, Swedish Medical Center
8. Flipping on the Cheap: Using Free (or Almost Free)
Tools to Flip Your Class
Kacie Cleary and Lauren Hess, Boston University
9. Flipping Your Classroom: Moving Beyond PowerPoint
Lectures and Talking Head Videos
Lisa Harris and Rebecca Evers, Winthrop University
10. Improved Learning with Anticipation Guides
Ronald Anderson, Texas A&M International University
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11. Incorporating Gerontological-Focused Simulation
into the Curriculum of an Accelerated Baccalaureate in
Nursing Program
Bonnie White, Lorrie MacDonald and Tammy Gravel,
MCPHS University
12. Leveraging Technology to Create a Customized
Learning/Assessment Experience
Mark Ludorf, Stephen F. Austin State University
13. Media Ecology in the Flipped Classroom: Teaching
and Learning as Extended People
Benjamin Cline, Western New Mexico University
14. Relationship-Building in the Virtual World
Teresa Starrett, Texas Woman’s University
15. Shifting Paradigms of Learning: Are We Building
Sandcastles or Sand Dunes?
Catherine Kelly, DeVry University
16. The Captioning Conundrum
Sarah Kesler and Julie Bauch, Metropolitan State
University
17. The Value of Blended Learning: A Case Study
Presentation
Ashly Spencer, Wesleyan University
18. Thrills and Tribulations with the iPAD and Electronic
Health Records
Susan Stillwell, University of Portland and Lindsay
Kindler, Kaiser Permanente Center for Health Research
19. Creating Instructor Presence Through the Use of Video
Kimberly Kenward and Sally Hipp, Grand Valley State
University
20. Use of Web 2.0 Technologies in a Graduate Science
Program at the University of Florida
Oliver Grundmann, University of Florida
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The Teaching Professor Technology Conference 2014
Friday, October 10, 2014
7:00 a.m. - 8:30 a.m.
Registration open – Morning Preconference Workshops Only
Room: Plaza Registration Desk (Plaza Bldg., Concourse Level)
Registration is open for those registered for one of the two
preconference workshops taking place on Friday morning.
8:30 a.m. - 8:00 p.m.
Registration Open – All Participants
Room: Plaza Registration Desk (Plaza Bldg., Concourse Level)
Registration is open to all participants.
8:00 a.m. - 12:00 p.m.
Preconference Workshop: Preregistration and Fee Required
Online Course Development 101
Renee M. Cicchino and Shayle Adrian, Seton Hall University
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
Institutions are offering online versions of their face-to-face
courses to meet the growing demand and needs of their learners.
Are you ready to develop and facilitate an online course?
This pre-conference workshop will demonstrate key standards
and essentials for developing a quality online course. Topics
and discussion will focus on faculty readiness and workload
management, student readiness and engagement strategies,
appropriate use of technology, accessibility, and best practices in
course design.
Participants will have the opportunity to bring a course syllabus
so that they can develop one unit, module, or week of their course
and receive feedback. Templates for course development as well as
a variety of resources will be shared.
After this session, you will be able to:
• Assess your readiness to develop/teach an online course.
•Implement time management and workload management
techniques.
•Apply best practices in online course design to your own
course.
•Create a module/unit/week with measurable learning
objectives, activities, and assessments based of a quality
assurance rubric.
8:00 a.m. - 12:00 p.m.
Preconference Workshop: Preregistration and Fee Required
10 Ways to Engage Students in the Online Classroom
Stephanie Delaney, Seattle Central Community College
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
Discussions—whether you teach online, hybrid, or even
Web-enhanced classes—are the foundation of student engagement
for the online classroom. Still, many of us are unhappy with the
Complete Program
quality of engagement that results from our discussions. What can
you do about it?
Bring some of your discussion activities/questions to this
interactive workshop. We’ll apply the three key rules of great
discussions and revamp your discussions to make them more
engaging.
Next, we talk about assessing your discussions and using rubrics
as a powerful tool to encourage engagement and save you tons of
grading time.
Then we shake it up and look at 10 ways to engage students
in the online classroom that go beyond the discussion board. By
the time you finish up this fun workshop, you’ll have some new
friends, some improved discussions, and dozens of fabulous ideas
you can use in your online classroom right away.
After this session, you will be able to:
• Describe 10 ways to engage online students.
• Assess your online discussions.
•Analyze the effectiveness of discussion assignments using
three key rules of great discussions.
10:00 a.m. - 8:00 p.m.
Exhibitor Displays Open
Room: Plaza Exhibit Hall (Plaza Bldg., Concourse Level)
Stop by and say hello to our exhibitors, who have products and
services that support teaching and learning.
1:00 p.m. - 4:30 p.m.
Preconference Workshop: Preregistration and Fee Required
Robust and Effective Technology-Facilitated Course
Design
Tyler Griffin, Brigham Young University; and Ollie Dreon,
Millersville University of Pennsylvania
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
College instructors often spend the majority of their teaching
preparation focusing on “what” they teach. It is important
to remember, however, that content organization, sequence,
packaging, and delivery (the “hows” of teaching) are also vital.
In this workshop, we provide effective design principles and
relevant examples (and non-examples) of those principles in
practice. We provide a hands-on approach so participants can
experiment in a practice-environment Learning Management
System (LMS) and then implement selected design principles in
their own courses.
This workshop is informative, practical, and fun for anyone
who wants to foster deeper and more meaningful learning
experiences for their students.
After this session, you will be able to:
• Clearly articulate relevant and effective instructional design
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The Teaching Professor Technology Conference 2014
Continued — Friday, October 10
principles for your course(s).
• Identify strengths and weaknesses in existing course designs.
•Successfully create a course design that implements best
practices.
• Continually improve your course design over time (including
both electronic and face-to-face elements).
1:00 p.m. - 4:30 p.m.
Preconference Workshop: Preregistration and Fee Required
How to Apply Recent Copyright Court Decisions to Your
Online Course
Linda K. Enghagen, University of Massachusetts at Amherst
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
Over the past several months, a number of courts have issued
rulings on copyright and fair use questions in educational (and
related) settings. This workshop lays out what those rulings do and
do not tell us about the limits of fair use. After laying out what
the courts have said to date, the workshop takes a more applied
approach.
You’ll examine the legal ins and outs of some of the most
common types of materials utilized in the development and
delivery of distance education courses, including.
• Do-It-Yourself Materials
• Open-Access Resources
• Creative Commons Licensed Materials
• Commercial Textbooks and Other Educational Products
• Library Resources
• Free Websites
• Personal Copies
• Public Domain Works
All participants receive a resource packet of supplementary
information.
After this session, you will be able to:
• Develop a working understanding of the most recent court
rulings addressing fair use in education settings.
•Develop an understanding of the significance of
“transformative uses” as “fair uses.”
•Identify how to apply these rulings in course design and
delivery.
5:15 p.m. - 6:30 p.m.
Opening Plenary Session
Embracing Social Networks for Teaching and Learning
Alec Couros, University of Regina, Canada
Room: Plaza Ballroom BCEF (Plaza Bldg., Concourse Level)
Emerging technologies and social networks have penetrated
every aspect of life for our student population. However, some of
these tools continue to be seen by faculty and administrators as
distractions and time-wasters in both the traditional and online
classroom. In this plenary presentation, Dr. Couros will outline
how social networks can be used to transform higher ed teaching
and student learning. He will share examples from face-to-face,
blended, and online environments, and also draw on his experience
offering innovative “open boundary” courses and connectivist-oriented Massive Open Online Courses (MOOCs).
Participants will leave with a better understanding of the
power of social networks, and will be able to take practical steps
to begin building their own for professional learning and student
engagement.
6:30 p.m. - 8:00 p.m.
Reception, Poster Sessions, and Exhibitor Mingle
Room: Plaza Exhibit Hall (Plaza Bldg., Concourse Level)
Enjoy hors d’oeuvres while visiting the interactive poster
sessions. Several faculty members will present visual representations highlighting content of a model or strategy for teaching
and learning. Conference attendees can meet directly with the
presenters to discuss the project, program, or research. This is also
a good opportunity to visit the exhibitors who have products and
services that support teaching and learning.
8:00 p.m.
Dinner on Your Own
If you are interested in getting together with colleagues for
dinner, please see the dinner sign-ups that are available on the
bulletin board by The Teaching Professor Technology Conference
registration desk. Various restaurant locations will be suggested.
5:00 p.m. - 5:15 p.m.
Conference Welcome
Bill Haight, Magna Publications; and Kim Hardy, University of
Central Florida
Room: Plaza Ballroom BCEF (Plaza Bldg., Concourse Level)
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The Teaching Professor Technology Conference 2014
Saturday, October 11, 2014
7:30 a.m. - 5:00 p.m.
Registration Open
Room: Plaza Registration Desk (Plaza Bldg., Concourse Level)
8:00 a.m. - 5:00 p.m.
Exhibitor Displays Open
Room: Plaza Exhibit Hall (Plaza Bldg., Concourse Level)
Stop by and say hello to our exhibitors, who have products and
services that support teaching and learning.
7:30 a.m. - 8:30 a.m.
Continental Breakfast
Room: Plaza Ballroom BCEF (Plaza Bldg., Concourse Level)
8:30 a.m. - 9:30 a.m.
Breakfast Plenary Session
Making Sense of the Neuroscience behind Learning
Timothy D. Wilson, University of Western Ontario, Canada
Room: Plaza Ballroom BCEF (Plaza Bldg., Concourse Level)
As neuroscience and education psychology continue to coalesce,
there is a growing interest in how new research and theory can help
us support learning in our classrooms. In this plenary presentation,
Dr. Wilson will provide an overview of learning in its most basic
form, which involves a network of neurons and their connections,
the synapses.
He will then show how the human brain requires repeated
exposure to secure knowledge in long-term storage. Participants
will see how the traditional lecture format of a classroom works
counter to the way memories are developed. In addition, Dr.
Wilson will show how a blended format works in concert with
the way the brain functions, which is why this model supports
learning in ways traditional lectures have never been able to. The
information from this plenary presentation can inform many
instructional design decisions.
9:30 a.m. - 9:45 a.m.
Break
75-Minute Sessions
9:45 a.m. - 11:00 a.m.
Moving From Online Learning to Mobile Learning
Jillian Yarbrough and Andrea McCourt, Texas Tech University
Room: Plaza Ballroom A (Plaza Bldg., Concourse level)
This session will explore the multitude of ways in which the
Internet and, more specifically, mobile technology, have changed
how students engage with one another in the classroom. You will
discuss the benefits of developing mobile applications for their
classrooms and, together, investigate strategies to create mobile
apps geared toward increasing student engagement. This session
will conclude with quantitative and qualitative results regarding the
impact that mobile apps have on learning and communication in
the online classroom.
Learning Goals:
•Compose free basic mobile apps for use in an educational
setting.
• Identify methods for using the mobile app to enhance the
learning environment.
• Create a course-specific assessment for ongoing review of the
mobile app’s success.
Problem-based Learning and Hypermedia: Lessons
Learned for Enhancing Effectiveness
Letha Mosley, University of Central Arkansas
Room: Plaza Ballroom D (Plaza Bldg., Concourse level)
This session provides detailed information on Problem-based
Learning, a popular pedagogical strategy used by a wide range of
disciplines in higher education. You will discuss the Problem-based
Learning process, utilize specific hypermedia to work through a
Problem-based Learning case, and outline the lessons learned on
how to best apply technology in Problem-based Learning tutorials.
You are encouraged to bring a smartphone, tablet, or laptop with
Internet access in order to most effectively participate in this
high-tech session.
Learning Goals:
•Understand the theory and mechanisms for implementing
Problem-based Learning with hypermedia.
•Apply and effectively utilize technology and media in a
Problem-based Learning case.
•Appraise the usability and appropriateness of technology-infused Problem-based Learning in your discipline and
educational setting.
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The Teaching Professor Technology Conference 2014
Continued — Saturday, October 11
Transforming the Essay: Technology, Active Learning,
and Collaboration
Jeffrey Melton, Karen Gardiner, Sharony Green, and Jolene
Hubbs, University of Alabama
Room: Governor’s Square 12 (Plaza Bldg., Concourse level)
This panel discussion will focus on the primacy of the
college essay and strategies to affirm its status in today’s class
curriculums. We will explore the theoretical shifts in learner-centered classrooms and collaborative learning characterized by
Maryellen Weimer and Kenneth Bruffee and use these insights to
discuss how to foster more effective writing assignments utilizing
today’s technologies. We will provide concise overviews of our use
of technologies to foster collaboration and demonstrate student
performance in response. You will then have the opportunity to
experiment with each of the suggested technologies in substantive
hands-on exercises. The session will provide advice suited to a
range of comfort-levels regarding the audio/visual support.
Learning Goals:
•Identify useful technologies to foster collaboration in
traditional writing assignments.
• Apply collaborative and learner-centered ideals to assess the
effectiveness of current writing assignments.
•Design assignments incorporating collaborative learning
components in your course disciplines.
How to Earn a Black Belt in Technology-Enhanced
Instruction
Eric Kyle, Vicky Morgan, Rebecca Hoss, MJ Petersen, Jason
Schlesiger, and Virginia Tufano, College of Saint Mary
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
Providing professional development that focuses on effective
teaching through technology is often a challenge in small
colleges. We will offer an approach that utilizes a series of
modules through which faculty can progress as they demonstrate
evidence of competency. The revised Bloom’s taxonomy is the
framework for this system. We’ll also explore and create new
ideas for activities that would fit into a system of modules.
Learning Goals:
• Describe a professional development system that is based on
modules and uses Bloom’s taxonomy as a framework.
•Apply ideas from the described professional development
system to activities at your own institutions.
•Analyze and evaluate professional development activities,
both from the described system and from your own
institutions, using as criteria the potential effect of the
activities on teaching improvement.
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Three C’s of Online Discussion: Community, Configuration & Coaching
This session will be offered again on Sunday: 9:45 a.m.-11:00 a.m.
Lolita Paff, Penn State Berks
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
This session will focus on the fundamentals of establishing
and maintaining purposeful student discussions online. We will
focus our discussion on the Three C’s of Online Discussion:
Community (class climate, opportunities for personal connection,
netiquette, humor), Configuration (group selection, frequency
and timing of discussions, and other format issues), and Coaching
(questioning, listening, responding, encouraging, challenging,
reflecting and summarizing). This session will conclude with
recommendations for efficiently monitoring and assessing online
discussion. You will have the opportunity to discuss in small
groups your own classroom challenges and how to address them.
Learning Goals:
• Identify at least one “Community” characteristic you could
implement in an online discussion.
• Apply at least one “Coaching” component into one of your
current classes, face-to-face or online.
• Create a framework for incorporating online discussion in a
course you are currently teaching, face-to-face or online.
Imagining the ‘Glass’room
Michael Buck, Ithaca College; and Wendy Stubbs, South Dakota
State University
Room: Governor’s Square 16 (Plaza Bldg., Concourse level)
Google Glass, a wearable technology, is an emerging
innovation that has many potential applications in education
but is not without its own limitations. We will introduce you to
Google Glass with the goal of stimulating the generation of ideas
for its incorporation into your current teaching. An overview of
Rogers’ Diffusion of Innovation theory will underpin interactive
discussions designed to explore several factors that directly impact
the adoption of innovation.
Learning Goals:
•Describe the opportunities and limitations that Google
Glass presents to enhancing teaching and learning.
•Describe two or three potential applications for Glass in
your current classroom or laboratory.
• Apply Rogers Diffusion of Innovation theory to analyze the
factors impacting adoption of an innovation (technology).
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Using Social Media to Boost Completion and Retention
Rates
This session will be offered again on Sunday: 9:45 a.m.-11:00 a.m.
Rebecca Knapp, Saddleback College
Room: Governor’s Square 17 (Plaza Bldg., Concourse level)
This session addresses how faculty and administrators can use
the most current and emerging forms of social media, apps, and
productivity sites to enhance their courses and better connect
with their students. You will have the opportunity to create
some of the technological tools presented in this session and
share these virtual creations with the group. You will also have
the opportunity to follow along with the social media that the
presenter is demonstrating, in real time. You are encouraged
to bring a smartphone, tablet, or laptop with Internet access in
order to most effectively participate in this technology-orientated session. This session is intended for educators of all levels of
technological ability, in any discipline.
Learning Goals:
•Understand how social media has formed your students’
attention spans, and how you can insert your messages in
your students’ minds.
•Incorporate social media tools and techniques in your
teaching and communication styles to boost retention and
completion rates.
•Identify a wide variety of practical social media tools,
techniques, and inspiration to interact with your students
via 21st-century technology.
Health Care Student’s Perceptions Utilizing Social
Media with Service-Learning Experiences
Kathleen Zajic and Virginia Tufano, College of Saint Mary
Room: Director’s Row E (Plaza Bldg., Lobby Level)
There are many new methodologies that can assist students
in improving inquiry, clinical reasoning, group work, and
self-efficacy. We’ll summarize results of our research on using
social media in service learning within health professions. The
ability to reflect and communicate with diverse populations,
using traditional methods along with social media may enhance
the overall service-learning experience for both students and
program participants.
Learning Goals:
• Identify various methods of utilizing social media that may
enhance the overall service-learning experience for both
students and program participants.
•Describe teaching and learning strategies that use social
media that provide a means to encourage collaborative
learning for students, program participants, and community
partners.
• Describe, through the use of social media, how relationships
and connections foster student learning and expand needed
community services/outreach.
Storyboarding: The Key to Creating Engaging Videos for
Learners
Katherine Krcmarik, Mott Community College; and Brian
Claesson-Patten, North Central Michigan College
Room: Director’s Row H (Plaza Bldg., Lobby Level)
This session will focus on using storyboarding to design
and produce engaging content for online, hybrid, or flipped
classrooms. We will guide participants through the process of
storyboarding to create engaging digital content for instruction.
This session will conclude with you developing your own plan
for creating an instructional video, applying the storyboarding
techniques discussed previously in the session. For the majority
of this session, we will work in small, intimate groups through
the storyboarding process.
Learning Goals:
• Apply storyboarding techniques to plan videos in order to
produce more engaging and effective videos for students.
• Identify available software and other techniques to simplify
the storyboarding process.
• Examine the current storyboarding tips and tricks to help
with the production side of creating effective and engaging
videos.
11:00 a.m. - 11:15 a.m.
Break
75-Minute Sessions
11:15 a.m. - 12:30 p.m.
Flipping with a Net
Jennifer Bussen and Amy Koehler, St. Charles Community
College
Room: Plaza Ballroom A (Plaza Bldg., Concourse level)
Do you teach in a curriculum that is overloaded with
content? This interactive session will describe how to make
sure your content isn’t compromised when you include active
learning during class. We will include a presentation of how
to create a safety net, a demonstration of activities that can be
used in a flipped classroom, a debriefing of the key points from
the presentation, and a few moments for self-reflection and
identification of next steps for application.
Learning Goals:
•Understand how to create a safety net to utilize when
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flipping your classroom.
•Analyze your own classroom and design an approach to
create your own safety net.
• Construct a plan of activities that you can use in your flipped
classroom to deepen the learning that is occurring.
Using the iPad in Your Classroom
Invited presenter: Dave Yearwood, University of North Dakota
Room: Plaza Ballroom D (Plaza Bldg., Concourse level)
The iPad is a 21st-century technological marvel limited only by
the user’s creativity. The exploration of iPads in this session will
begin with a review of the basics and go through some advanced
functions, including how the iPad can become an effective
educational tool to engage and provide rich content to students
anytime, anyplace. Workshop participants will also examine and
evaluate various productivity and educational apps for suitability in
both face-to-face and online environments.
Learning goals:
• Explore some of the many features of the iPad, from system
settings, making folders, and working with cameras to
gestures and importing and exporting content.
• Identify how to use the iPad to create tutorials, as a wireless
extension of a faculty station.
•Recognize how to use the iPad as a tool to engage and
interact with students in your classroom.
Beyond Flipping: Toward a Technology-enhanced Virtual
Learning Space
Daniel Quigley, New York Institute of Technology
Room: Governor’s Square 12 (Plaza Bldg., Concourse level)
In this session, you will learn how to select appropriate mobile
and web apps, as well as cloud-based services to best address
different learning outcomes, how to structure course websites
for steps to aid student navigation, and ways to engage student
participation outside of the classroom through their adoption
of readily available technology. We’ll explore ways to use these
technologies to create a space that helps students merge the learning
they do on their own with the learning that happens in class.
Learning Goals:
•Identify and locate appropriate web and mobile apps for
building a re-claimed course.
• Compare and evaluate educational apps for their appropriateness to their particular course.
• Design a starting course website, drawing together a variety
of web technologies to aid in establishing a virtual learning
space that merges the learning students do on their own with
what happens in class.
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10 Ways to Improve Blended Course Design
Invited presenter: Ike Shibley, Penn State Berks
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
The best blended courses capitalize on the synergistic
combination of online and face-to-face (F2F) pedagogy. The
flexibility of a blended course allows teachers to imaginatively
redesign almost any course to best fit the needs of the learners.
This seminar will involve participants in reflection about how
blending could improve learning. By examining 10 issues related
to blended design, participants should have a clearer idea how to
increase learning through blending.
Learning goals:
• Select learning activities that are best accomplished in class
and those best accomplished online.
• Create a class guide to help organize the course.
• Reconceptualize learning according to Bloom’s taxonomy.
Moving Your Online Course from Lackluster to Pizazz
This session will be offered again on Sunday: 9:45 a.m.-11:00 a.m.
Penney Carden and Ruth Cox, Trevecca Nazarene University
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
This session will address the challenges (and strategies)
involved with making online courses that are both exciting and
fulfilling for students. We will also explore a number of strategies
to boost student engagement online through engaging online
courses. We will identify a wide variety of technological strategies
(animated cartoons, QR codes, online sticky notes, virtual field
trips, etc.) to engage students and demonstrate their practical use
in the classroom. You are encouraged to bring your cell phone,
tablet, or laptop in order to most effectively participate in this
high-tech session.
Learning Goals:
• Create activities to engage online students.
• Apply free resources to design active assignments.
•Plan successful methods to use these strategies for both
instruction and student assignments.
Too Many Toys: Decision Points for a Multi-device
Classroom
Karen Dunlap and Keith Restine, Texas Woman’s University
Room: Governor’s Square 16 (Plaza Bldg., Concourse level)
This session provides information regarding the design and
development of high-tech-centered learning activities intentionally
planned to move students from passive to active consumers
of content obtained from mobile devices. Subsequently, class
discussion will emphasize lessons learned from conducting
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classroom activities via different devices and their correspondingly different operating systems. Following this discussion, we
will explore barriers and pitfalls encountered as students were
guided through the process of using their mobile devices to
become more accountable for their own learning as co-creators
of knowledge. You will have the opportunity to interact with the
technologies and the presenters through the use of certain apps
and third-party tools.
Learning Goals:
• Identify challenges and solutions to using multiple devices
in the classroom.
• Explain at least two third-party tools or apps that can be
used for educational purposes.
• Understand how today’s mobile technologies assist in the
development of personal and professional knowledge.
AR (Augmented Reality) You Ready for This?
Amanda Stone, Trace Crossings Elementary/UAB; Karen
Birkenfield, Amy Hoagland, Samford University; and Dana
Joyner, Trace Crossings Elementary
Room: Governor’s Square 17 (Plaza Bldg., Concourse level)
Augmented Reality is the newest tech innovation that allows
students to create 3D images, movies, games, and other various
information by scanning an image or target. In this session,
you will learn the pros and cons of Augmented Reality, how to
create AR images, and how AR fits into the curriculum. We will
provide examples as well as a free ibook created in iTunes.
Learning Goals:
• State the definition of Augmented Reality, where it came
from, and how it can be used.
• Create Augmented Reality using various apps.
• Examine free resources via iTunes book.
Reframing Technology Integration with the SAMR
Model
Bonnie Ordonez, Seton Hill University
Room: Director’s Row E (Plaza Bldg., Lobby Level)
This session will demonstrate how to successfully integrate
technology in the classroom to modify and redefine learning. We
will use the SAMR Model, developed by Ruben Puentedura,
to provide a foundational framework for our discussion. After
our discussion, you will develop a plan for one concept area
to redefine your teaching and learning lesson plans using the
SAMR Model. We will also analyze examples of how classroom
instructors fit into each level of the SAMR Model. This session
is geared to all who utilize, or would like to utilize, technology
in the classroom.
Learning Goals:
•Understand the four levels of the SAMR Model and
explore how it can help you move beyond substituting
technology for the sake of using technology.
•Identify technology integration skills using the SAMR
Model.
• Explore practical examples of the four levels of the SAMR
Model.
•Construct ready-to-implement strategies for redefining
technology integration in the classroom.
Using Twitter and Storify to Promote Critical Thinking
and Self-Assessment
Wendy Barron, Lehigh Carbon Community College
Room: Director’s Row H (Plaza Bldg., Lobby Level)
This session provides information on using social media,
specifically Twitter and Storify, to promote critical thinking and
self-assessment in the classroom. We’ll explore and analyze the
design, implementation and assessment of social media-based
assignments. After the discussion, you will be able to try your
hand at Twitter and Storify, creating hashtag campaigns and
Storify stories to promote critical thinking. We will then
reconvene and evaluate these tech assignments, detailing what
did and did not work. We will also explore strategies on how to
improve. The session is geared toward tech beginners.
Learning Goals:
• Analyze the use social media apps Twitter and Storify as
tools for critical thinking and self-assessment.
• Design Twitter-based and Storify-based assignments.
• Create assessments for student comprehension of material
based on these assignments.
12:30 p.m. - 1:30 p.m.
Lunch
Room: Plaza Ballroom BCEF (Plaza Bldg., Concourse Level)
1:30 p.m. – 1:45 p.m.
Break
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The Teaching Professor Technology Conference 2014
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45-Minute Sessions
1:45 p.m. - 2:30 p.m.
Buy More Time in the Classroom
Darlene Diaz, Santiago Canyon College
Room: Plaza Ballroom A (Plaza Bldg., Concourse level)
How many times have you wished for just 10 more minutes of
class time? This session explores an evolving process of utilizing
technology in the classroom to engage students more fully in the
lecture component of a course and buy yourself more time for
extra questions, examples, and interactive activities. Integrate your
existing materials, open educational resources and/or publisher
materials with your tablet/smart board/ELMO and you will be on
your way to achieving this goal.
Learning Goals:
• Identify the most appropriate resources for your discipline to
utilize with technology.
•Compare your own materials with open resources and
publisher-provided resources to select resources to use with
technology.
•Design a course implementing technology from different
perspectives.
Teaching Research Skills and Plagiarism Avoidance
Through Online Technology
This session will be offered again on Sunday: 11:15 a.m.-Noon.
Chandra West-Fort, North American University
Room: Plaza Ballroom D (Plaza Bldg., Concourse level)
In this session, you will learn how to use online technology
such as EasyBib, Turnitin, and Moodle to assist students through
the research process in learning how to create a works-cited entry,
avoid plagiarism, and receive helpful feedback on their essays.
Through the use of EasyBib, a free online tool, students can see
how to create an entry for a cited work. You will also learn how
to help your students avoid plagiarism. Although Turnitin is
not a free service, many users in secondary and higher education
are finding it to be a useful tool to teach students how to avoid
plagiarism. Finally, you will learn how to use Moodle to give your
students instant and useful feedback on their essays during the
drafting process.
Learning Goals:
•Demonstrate to students how to use EasyBib to create a
works-cited entry and then apply that knowledge to create a
works-cited page.
•Use Turnitin and show your students how to apply that
knowledge to evaluate their own work for plagiarism.
• Use Moodle to give students feedback on their essays, which
students should then apply as they revise their drafts.
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Level Up: Multiplayer Faculty Professional Development
Invited presenters: Ollie Dreon and Greg Szczyrbak, Millersville
University of Pennsylvania
Room: Governor’s Square 12 (Plaza Bldg., Concourse level)
Can elements of gamification increase engagement in faculty
professional development? In this session, participants will explore
and discuss quest-based learning activities as a motivational and
performance factor in professional development for faculty. We
will also examine faculty feedback from a game-based professional
development workshop series and identify potential hurdles for
incorporating game-based strategies at different institutions.
Learning goals:
• Examine elements of quest-based learning.
• Discuss the opportunities and challenges of using quest-based
learning for professional development.
• Experiment with gamification activities.
Electronic Textbooks: Embracing the Technology for an
Engaging Learning Experience
This session will be offered again on Sunday: 11:15 a.m.-Noon.
Tammy Stephenson, University of Kentucky
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
It is expected that by the end of 2014, e-textbooks will account
for approximately 11% of textbooks sold in the United States.
Because e-textbooks offer a variety of interactive learning features,
the act of reading, studying, and interacting with an e-textbook
is significantly different than that of a traditional print textbook.
As such, faculty should consider how the e-textbook can be used
to promote active learning. Attendees will explore common
features of e-textbooks and receive practical recommendations for
integrating e-textbooks into a college course.
Learning Goals:
• Describe current trends in the use of e-textbooks in higher
education.
• Identify the most common features of e-textbooks.
•Explain successful strategies for integrating an e-textbook
into a course to foster an engaging and meaningful learning
experience.
The Flipped Classroom Pedagogy: Does It Increase Student Learning and Retention?
Jennifer Creese, University of Queensland; Mahesh (Michael)
Raisinghani, Texas Woman’s University
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
This session will explore whether the flipped classroom model
has the potential to offer significant benefits to students’ learning
experience, both in terms of engaging with content for successful
performance and in developing additional academic capabilities.
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We will address questions such as the following: What kinds
of flipped classroom activities or options are faculty using in
the classroom? How will you analyze and measure the effects
of flipping on student performance? What lessons have you
learned about what works best in the classroom as far as student
engagement?
Learning Goals:
•Identify different methods of student engagement and
teaching.
• Summarize the effects of the flipped classroom model on
student performance/achievement.
• Describe the effects of the flipped classroom on students’
satisfaction with the learning experience.
An Interactive Examination of Synchronous Activities in
Asynchronous Courses
Ivan Most and Denise Bisaillon, University of New England
Room: Governor’s Square 16 (Plaza Bldg., Concourse level)
Based on constructivist learning theory, synchronous activities
encourage the testing of concepts and provide valuable immediate
feedback in the learning process. Using an example from the
University of New England’s Masters in Public Health, this
session will focus on the benefits and challenges of integrating
synchronous activities into asynchronous online courses. We
will brainstorm ideas, discuss potential barriers, and identify
strategies for overcoming those barriers.
Learning Goals:
• Discuss the value of adding synchronous activities in online
asynchronous courses.
• Describe why constructivist learning theory would support
the use of synchronous activities in online education.
• Develop synchronous activities and explain how they could
be incorporated into one’s existing online courses.
Mobile Learning Scholars: Engaging Students with
Mobile Learning
Staylor Anamuah-Mensah, Virginia Commonwealth University
Room: Governor’s Square 17 (Plaza Bldg., Concourse level)
This session will share the design of a mobile learning course,
the challenges encountered while exploring with students the
unique aspects of mobile devices, and the possibility of using
mobile devices as cognitive tools to enhance learning. How
do students use mobile devices as cognitive tools to enhance
their own learning? What challenges do students experience
that prevent them from using mobile technology in ways that
support learning? These are some of the questions that need to
be examined in the context of mobile learning.
Learning Goals:
•Describe challenges and affordances in using mobile
technology to enhance teaching and learning.
•Discuss approaches to implement mobile technology in
your classes.
• Identify a range of apps for supporting learning.
Virtual Reality Worlds for Teaching: Is It for You?
Susan Deane and Kirsty Digger, SUNY—Delhi
Room: Director’s Row E (Plaza Bldg., Lobby Level)
We will demonstrate how virtual worlds can be utilized to
supplement and enhance online learning experiences. We’ll
discuss the strengths and limitations of teaching with virtual
worlds by sharing our experience with ShadowHealth, which
we created for an online nursing program. We’ll report on the
impact on student learning outcomes, the strategies we utilized
for student success, and faculty and student satisfaction.
Learning Goals:
•Explain how virtual reality worlds can enhance student
learning.
• Identify the strengths and challenges using a virtual reality
world present in online learning.
• Discuss how you might utilize a virtual reality world in your
online course(s).
2:30 p.m. – 2:45 p.m.
Break
75-Minute Session
2:45 p.m. - 4:00 p.m.
Note: This is the only 75-minute session in the afternoon.
Traversing the Pathway: Experiences Instituting
Immersive eTexts Across Courses
Erin Wood, Catawba College
Room: Director’s Row H (Plaza Bldg., Lobby Level)
This session will provide information on eTexts and investigate
how they might meet the needs and expectations of students.
During this session, participants will create a plan to implement
the use of eTexts. Working in small groups, you will identify and
compare the needs of your own unique student demographics,
particular pedagogical styles, courses, and individual institutional
missions. To conclude, you will individually create a step-by-step
preparation plan for pathway implementation, reflecting the
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The Teaching Professor Technology Conference 2014
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current support mechanisms already in place at your institution.
This session is intended for instructors from across disciplines
and institutions.
Learning Goals:
• Apply new knowledge of how the immersive eText might
meet the needs of your unique student demographics,
particular pedagogical styles, courses across different
disciplines, and individual institutional missions.
• Synthesize a plan for how an eText could be incorporated
into one of your current courses, addressing current
weaknesses in the course’s structure, increasing the quality
of interactions between instructor and content, student and
content, and student and instructor.
•Locate and prepare for interaction with appropriate onand off-campus support systems for implementing the
learning pathway tool.
45-Minute Sessions
2:45 p.m. – 3:30 p.m.
Law and Order: The Role of Faculty in Online Cheating
Nancy Sayre and Kevin Zeiler, Metropolitan State University
of Denver
Room: Plaza Ballroom A (Plaza Bldg., Concourse level)
In this session, we will discuss best practices to encourage
honesty and tools and techniques to discourage cheating in
online higher education. You will gain practical ideas to put in
place immediately in online classes to create a positive academic
environment. Let’s work on dispelling the myth that if students
really want to cheat, they will find a way.
Learning Goals:
• Analyze the underlying conditions that create an opportunity
to cheat and motivations of students who cheat, and apply
this knowledge to online courses.
• Explain the role of faculty in online cheating.
•Evaluate methods for decreasing the incidence of online
cheating, and create two ways to maintain academic
integrity.
Technology as a Catalyst for Student Involvement and
Engagement in Large Lecture Courses
This session will be offered again today: 4:45 p.m.-5:30 p.m.
Invited presenter: Ricky Cox, Murray State University
Room: Plaza Ballroom D (Plaza Bldg., Concourse level)
Student involvement and engagement in a large lecture
course can be challenging and frustrating. I will present a case
16
study about the use of technology-based teaching methods in
a large lecture class and how they fit into the SubstitutionAugmentation-Modification-Redefinition (SAMR) model.
We’ll discuss the learning management system, instructional
videos, flipped instruction, smartphones, virtual office hours, and
pen-based technology. You’ll rate each component of the case
study according to the SAMR model.
Learning goals:
•Describe the various components of the SubstitutionAugmentation-Modification-Redefinition
(SAMR)
model.
• Assess the educational value of various technology-based
instructional methods.
• Compare and contrast current methods of teaching large
classes and the ones discussed in this session.
Integrating Instructional Technology into the Classroom: A Three-Tiered Approach
Elizabeth Truesdell and Rebecca Birch, Dominican University
of California
Room: Governor’s Square 12 (Plaza Bldg., Concourse level)
In this session, we will examine how a newly created
“Technology Facilitator” position helped integrate new
instructional technology into a teacher education program. The
project proceeded through a three-tiered system of learning
literacy. These three tiers are establishing a knowledge base
among faculty members, augmenting required courses to model
the use of instructional technology, and transforming the
program where the activity of learning can only be accomplished
through leveraging technology.
Learning Goals:
• Describe the project’s three-tiered approach to integrating
instructional technology.
• Apply and analyze an example of a classroom presentation
and assessment tool during our paper session.
• Synthesize and evaluate the use of a three-tiered approach
and appointment of a “Technology Facilitator” in your own
programs.
Creating Online Learning Modules: Attending to
Student Affect and Cognition
Dedra Demaree, Georgetown University
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
Online learning modules are useful in blended and flipped
classroom environments and can address the holistic student
experience. Using Adobe Captivate 7 and Articulate Storyline,
we will illustrate key design principles for creating self-directed
learning modules that are easy for students to navigate and useful
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in providing real-time feedback to both the students and the
instructor. We will also address implementation considerations,
such as how to create a more connected experience for students
and instructors.
Learning Goals:
•Recognize why it is important to attend to affect when
designing online learning modules.
•Apply a design roadmap for attending to affect and
cognition when developing online learning modules.
•Use tools for addressing and assessing implementation
considerations such as how to create a more connected
experience for students and instructors between the
face-to-face and module learning environments.
Flipped Classrooms: Increasing Cooperation, Accountability, and Engagement in Higher Education
Debbi McCuin and Nick Shudak, Mount Marty College
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
Professors face the challenge of limited time to elicit
comprehension of critical information coupled with students’ lack
of commitment to do the required reading and then participate
in discussion of key concepts. In an effort to engage more
students in the daily discussions and increase accountability, we
designed and implemented a flipped classroom approach. We’ll
share what we learned in terms of cooperative learning, positive
interdependence, and personal accountability among group
members.
Learning Goals:
• Recall or develop a working knowledge of key underlying
concepts of dialogical pedagogy, cooperative learning, and
flipped classroom design.
• Compare and contrast the benefits and liabilities of using a
flipped approach in your own courses.
•Theorize the usefulness of flipping your classroom
instruction to increase the cooperative disposition of
your students and to increase accountability for pre-class
readings, leading toward increased depth of learning and
intensity of engagement in daily discussions.
Mobile Interaction Through VoiceThread
Joan Anderssen, Arapahoe Community College
Room: Governor’s Square 16 (Plaza Bldg., Concourse level)
In this session, we will explore how to use VoiceThread
to create community connectivity, provide peer feedback, and
conduct peer reviews. VoiceThread is easy to operate for both
the student and the professor, free for students to use, allows for
creative uses across any device with an Internet connection, and
will connect to any LMS.
Learning Goals:
• Recognize the capabilities of VoiceThread.
• Identify how a student participates in a VoiceThread (bring
a mobile device).
• Create a VoiceThread.
iPad Pilots: Success Factors Across Disciplines and
Modes of Instruction
Michelle Yeung, Loyola Marymount University; and Haejung
Chung, Tufts University
Room: Governor’s Square 17 (Plaza Bldg., Concourse level)
This session will debunk some of the common myths related
to the iPad in higher education by drawing from four years
of real-world experience in engaging faculty and students in
iPad pilots across disciplines and mode of instruction. We
will engage in activities that will help you understand the keys
to successful iPad integration in teaching and learning and
articulate approaches to using it in different teaching contexts.
Learning Goals:
• Identify three success factors for using the iPad to advance
teaching and learning.
•Analyze exemplary use cases and whether/how these
success factors relate to your own teaching contexts.
• Explain if/how the iPad could present a solution to your
current teaching challenges or new ideas for innovation.
eBooks: Breaching the Digital Divide in Higher
Education
Joseph Wakeman, Hocking College; and Eszter Major-Rohrer,
ED MAP, Inc.
Room: Director’s Row E (Plaza Bldg., Lobby Level)
Although most believe that widespread adoption of eBooks
is inevitable, there have been mixed results among institutions
that have adopted them. Working with key stakeholders and its
course materials provider, Hocking College was able to address
initial resistance to strengthen its digital migration plan to assure
a streamlined, positive student experience. Join this session and
discussion of lessons we learned by following a comprehensive
approach to incorporating digital materials into your program.
Learning Goals:
• Understand the importance of developing a comprehensive
digital migration strategy and plan, and be able to identify
the major elements to include.
• Define and articulate measurable goals.
• Identify and engage key stakeholders.
www.teachingprofessor.com • 800-433-0499
17
The Teaching Professor Technology Conference 2014
Continued — Saturday, October 11
3:30 p.m. – 3:45 p.m.
Break
45-Minute Sessions
3:45 p.m. – 4:30 p.m.
Green Screening with an iPad?! NO WAY!
Arturo Cole-Escutia, Jacksonville University
Room: Plaza Ballroom A (Plaza Bldg., Concourse level)
Green screens can be used to display virtually any image
as part of your presentation conveying a simulated context or
location. This session will walk you through the steps necessary
to shoot a production (still photo shoot and/or video recording)
using the green screen technique. We’ll cover every aspect of
planning and setting up properly for best results. You’ll also learn
when to use this technique, how to light the screen, how to set
up your camera/mobile device properly, and how you can use
your iPad, iPhone, or iPod Touch as a professional teleprompter
for ultimate mobility. We’ll even explore some of the software
options and apps available.
Learning Goals:
• Light, prepare, and manage staged scenes before a green
screen using the 3-Point lighting technique.
• Produce and film scenes that are properly lit and blocked
against a green screen background using the Listec
Promptaware Plus mobile app as teleprompter.
•Manipulate filmed scenes and chroma-key out the
background using software (Motion 5) and mobile apps
for the iPad (Green Screen by Do Ink).
Blogging: Becoming Visible and Attracting Audiences
Daisy Pignetti, University of Wisconsin-Stout
Room: Plaza Ballroom D (Plaza Bldg., Concourse level)
Blogging can serve as a valuable interactive space for
recording ideas for future writing, for taking (and commenting
on) reading and class notes, for highly interactive peer review
and peer response work, and for the collaborative production of
knowledge. This session will focus on a semester-long blogging
initiative in an Intro to Professional Communication course,
which showcased my undergraduates’ creativity, helped improve
their writing skills, and cultivated their professional online
presence.
Learning Goals:
•Recognize the need to historicize the blog genre and
explain to students the value of cultivating an online
18
presence.
• Discover the range of options offered on WordPress.com
for both individually and collaboratively authored blogs.
•Assess student blog writing according to the following
rubric categories: content and creativity, voice, use of
graphics and multimedia, timeliness and tags, citations,
and quality of writing and proofreading.
Student Learning and Satisfaction in a Traditional vs.
Flipped Accounting Course
Kirk Fischer and Lynn Eaton, University of Mary Hardin-Baylor
Room: Governor’s Square 12 (Plaza Bldg., Concourse level)
This presentation will discuss the methodology, results, and
potential inferences of a study that compared simultaneous
sections of a second-semester accounting class—one that used
traditional lectures and another that used online lectures built
with state-of-the-art interactive training-delivery technology.
The traditional and flipped sections met for an identical but
separate weekly lab. All non-lecture aspects of the two courses
were identical—instructor, in-class problems, homework,
exams, and content. The traditional class returned higher test
scores. The flipped course returned higher student satisfaction
evaluation scores.
Learning Goals:
•Review the nature, scope, methodology, and empirical
outcome of the study.
•Discover what worked and what did not work when
implementing a flipped classroom.
• Recognize the overall strengths and weaknesses of a flipped
classroom when covering a technical subject, and make
an actionable list of ideas, practices, and pitfalls when
implementing a flipped classroom.
Technology: Enhancing Student Learning and
Engagement in an Online Course
Sherry Stewart and Lori Kogan, Colorado State University
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
In this session, we will utilize a series of image-rich
demonstrations to show how the quality of student engagement
and learning in an online course environment can be dramatically
enhanced by incorporating a variety of easily available
technologies. These include integration of animated images
to demonstrate form and function relationships, embedded
interactive quizzes, problem-based learning modules, audio
voice-overs (using ECHO 360), and 3D imaging. Other
examples include Interactive Quizlet flashcards and online
crossword puzzles, both of which can help students learn
terminology and factual information through solving problems
www.teachingprofessor.com • 800-433-0499
The Teaching Professor Technology Conference 2014
Continued — Saturday, October 11
and applying new knowledge.
Learning Goals:
•Locate and utilize free programs and/or applications
available on the Internet for creating interactive tools (e.g.,
crossword puzzles and “flashcards”) to enhance student
learning, particularly helpful for terminology-rich course
content.
•Demonstrate how to embed quizzes into online course
content to provide immediate feedback to students about
their learning and to instructors about their teaching.
• Employ three-dimensional imaging to effectively reproduce
“hands-on” experiences in the online environment within
one’s own courses.
Discover, Communicate, and Assess: Strategies for a
Diverse Learning Population
Invited presenter: Kimberly Hardy, University of Central Florida
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
There are a number of factors that should be considered
when it comes to success in the online classroom, particularly
with the diversity of today’s learners. Adult learners in particular
face many challenges, and they typically approach learning in a
different context than their younger counterparts. I will offer
strategies for working with a diverse student population in the
online classroom and provide a broader perspective of the issues
surrounding these students’ needs in an evolving educational
landscape.
Learning goals:
•Describe simple and quick strategies to discover who
your students are and how to assess their varying levels of
experience and learning backgrounds.
•Identify tips on how to accommodate the diversity of
learners within the classroom to create an effective learning
environment.
• Discuss a variety of communication and assessment tools
that you can apply to your online classes to best meet the
needs of traditional and nontraditional learners.
Using Virtual Tours for Hybrid and Online Learning
Clayton Brown, Utah State University
Room: Governor’s Square 16 (Plaza Bldg., Concourse level)
Virtual tours offer a dynamic and potentially revolutionary
but underutilized pedagogical resource with the capability to
transport students across the globe to explore the earth’s surface
or visit sites of historical, scientific, or artistic interest. This
session will demonstrate a range of sample tours and suggest
strategies for utilizing and then assessing outcomes from these
activities.
Learning Goals:
• Describe how to create a simple tour using screen capture
software.
• Summarize how to add narration or captions to the tour.
• Develop strategies for utilizing and then assessing outcomes
from virtual tour activities.
Experiencing Active Learning and Student Satisfaction
Through the Clicker Sensation
Harriette L. Spiegel and Tara Tansil-Gentry, University of
Tennessee at Martin
Room: Governor’s Square 17 (Plaza Bldg., Concourse level)
In this session, we will describe the challenges and benefits
of implementing clickers in a face-to-face class. During the
spring 2014 semester, approximately 200 students in several
Health and Human Performance classes participated in a study
that examined the effects of clicker use on active learning and
student satisfaction. Students were given a choice of using either
hand-held devices or wireless licenses. We’ll share the results
and provide insight regarding question types, connectivity issues,
student device preferences, and logistics.
Learning Goals:
•Understand how to begin implementing clickers in
the classroom to address active learning and student
engagement.
• Identify ways to utilize the clickers to deliver a dynamic,
memorable learning experience for students.
• Conduct a similar study, keeping in mind the challenges
and recommendations discussed in the presentation.
Using YouTube Analytics to Improve Course Content
Samuel McGuire, University of Colorado, Denver
Room: Director’s Row E (Plaza Bldg., Lobby Level)
It is common practice to host video files on YouTube.com
that are embedded into online courses and used as supplementary
materials for on-campus courses. We will explore the analytics
tools that are freely available in the YouTube Video Manager,
and then show ways to use the collected data to improve content,
track student involvement, and increase overall social visibility.
Learning Goals:
• Interpret audience retention data as presented by YouTube
analytics.
•Summarize four key ingredients to improving audience
retention through creative content offerings.
•Describe how to interpret engagement reports as a
supplementary tool to understanding audience retention.
www.teachingprofessor.com • 800-433-0499
19
The Teaching Professor Technology Conference 2014
Continued — Saturday, October 11
Effects of Flipped Classrooms Teaching Strategy on
Student Learning Outcomes
4:30 p.m. – 4:45 p.m.
Break
45-Minute Sessions
4:45 p.m. – 5:30 p.m.
Going the Distance to Promote Excellence in Online
Teaching
Deborah Leialoha, Shelly Leialoha, and Sherry Leialoha-Waipa,
Graceland University
Room: Plaza Ballroom A (Plaza Bldg., Concourse level)
This session will address effective elements of online faculty
support through presentation of a model mentoring and supervision
program identified as UPLOAD (Understanding, Practice,
Language, Opportunities, Assessment, Distance Support). We
will discuss recommended strategies to retain quality faculty
through ongoing professional development activities that address
building effective teacher-student relationships, best practice
facilitation skills, and operational support. Attendees will review
how observation checklists based on best practices, rubrics, and
course evaluations can inform both formative and summative
evaluations.
Learning Goals:
• Evaluate your institution’s faculty support system.
•Analyze which aspects of your own support system need
remediation.
• Apply key aspects of the UPLOAD model (Understandings,
Practice, Language, Opportunities, Assessment, Distance
Support) to your own context.
Ready Set Action: Digital Stories in the Classroom
Matt Lewis, Mustafa Sakarya, and Sabrina Timperman, Mercy
College
Room: Plaza Ballroom D (Plaza Bldg., Concourse level)
This session will model how a digital story project can be
implemented in a classroom setting. You will learn how to
organize and structure your assignment, step through the process
from assignment creation to implementation, and finishing with
production. You will walk away from this session with a checklist
of exactly what you need to do to make a digital stories assignment
and a plethora of resources to help make it happen.
Learning Goals:
• Brainstorm and draft a sample digital story assignment.
• Summarize the steps involved in incorporating a digital story
assignment into a class.
• Describe how to guide students through script writing and
production.
20
Lynn Walsh and Mohamed Ibrahim, Arkansas Tech University
Room: Governor’s Square 12 (Plaza Bldg., Concourse level)
Despite the steady increase in the number of teachers flipping
their classrooms, the relative newness of the approach means there
is little research to support its effectiveness in improving learning
outcomes. This session will detail a study conducted across two
sections of an adolescent development course. We taught one
section using a standard lecture format, followed by activities. We
taught the other utilizing the flipped classroom model. Come hear
the results and discuss best practices of flipping.
Learning Goals:
•Understand how flipped instruction differs from standard
instruction.
•Identify and select activities to enhance flipped instruction
and student learning outcomes.
• Analyze the effect of flipped teaching strategies on learning
outcomes.
Utilizing Mobile Technologies to Empower Students in
Collaborative Learning Situations
Joseph Cates, Virginia Commonwealth University
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
We will demonstrate simple methods of utilizing smart-phone
apps to capture all parts of the collaborative process. The goal is
to create a lesson plan that provides opportunities for students
to uphold the highest scholarly standards while being held
accountable for their roles in the learning group. This essentially
allows the students to engage face to face in a more meaningful and
self-governed way. The possibilities for meta-cognitive reflection
in the development and presentation of the collaborative learning
sessions will be discussed with participant input and questions.
Learning Goals:
•Describe how to build a collaborative learning lesson plan
(with a group presentation as the final product) that will
demonstrate a high level of student engagement, creativity,
and accountability to group members.
•Outline the possibilities of employing simple technologies
that are widely available to students to make asynchronous
learning successful.
•Apply mobile technologies to your own teaching and
meta-lesson plan.
www.teachingprofessor.com • 800-433-0499
The Teaching Professor Technology Conference 2014
Continued — Saturday, October 11
Flipped Classroom for Improved Student
Engagement, Motivation, and Retention
Somersault Your School to the Engaged Learning
Experience
Dawn M. Ford and Will Stern, University of Tennessee at
Chattanooga
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
Ready to use the flipped classroom approach in your
college course? Flipping has garnered a lot of attention lately,
but it is much more than simply posting videos for students to
view before class. With this active learning approach, students
are engaged in learning activities during class based on
course content assigned before class, providing opportunity
for deeper learning and improved motivation and retention.
Participants will leave the session with concrete ideas on how
to implement the flipped approach in their college classroom.
Kathleen Reiter and Jill Sand, Southeast Community College
Room: Governor’s Square 17 (Plaza Bldg., Concourse
level)
This interactive session will explore the use of Engaged
Learning Experiences (ELE) and methods for approaching
each of the components: expectations, prepared students,
demonstrating preparedness, use of engaging classroom
activities, and higher-level student assessment. You will learn
that engaged learning is not limited to a specific teaching or
learning theory. Take-aways from this session will include
trying out several tools and techniques currently used by our
faculty and sharing experiences with other participants.
Learning Goals:
• Experience a flipped lesson to understand how using this
approach can improve student engagement, motivation,
and retention.
• Understand the steps of developing a flipped lesson and
how to address challenges.
• Begin to create a flipped lesson.
Learning Goals:
• List free Internet programs that have been successfully
used by faculty in engaging their students.
• Engage students without using a computer.
•Explain to your school’s administration the value of
using engaged learning in the classrooms.
What’s Different About Teaching Online?
Joyce Kincannon, Virginia Commonwealth University
Room: Governor’s Square 16 (Plaza Bldg., Concourse level)
Our Center for Teaching Excellence has developed a
program to help faculty learn to teach effectively online. The
presentation will describe the course, the design strategies,
and the learning activities as they changed with several
iterations of our online program. Using Poll Everywhere,
participants will be asked to identify what they think are the
most important attitudes, skills, and knowledge for effective
online instruction.
Learning Goals:
• Compare your own experience to the description of the
Center for Teaching Excellence process for developing,
implementing, and evaluating a continuing program for
helping our faculty learn to teach effectively online.
• Relate our program framework to your own situation as
teaching faculty or faculty development practitioners.
•Describe changes in teaching practice when teaching
online and determine the most important skills,
knowledge, and attitudes needed by online instructors.
The Quest for Subject Mastery: Integrating Blended
Classroom Strategies
This session will be offered again on Sunday: 11:15 a.m.-Noon.
Lisa Hibbard, Spelman College
Room: Director’s Row E (Plaza Bldg., Lobby Level)
In this session, we will introduce strategies and technologies
that work well (or not so well) within the blended classroom
structure. You will walk away with some new ideas for
improving student learning and assessment. The blended
course offers students the flexibility to learn at their own
pace (within certain parameters) away from the classroom,
allowing for class time to focus on student-centered activities
(inquiry-based learning, team-based problem-solving, case
studies, or even Q&A sessions) that promote deeper learning,
with the instructor serving as a guide and information guru.
When course content and classroom sessions are integrated
thoughtfully, the blended course promotes subject mastery
as assessed by using a variety of methods, many of which
incorporate the use of technology. Participants are strongly
encouraged to bring their electronic devices to the session.
Learning Goals:
•Recognize how to integrate and coordinate online
course content with in-class sessions.
•Discuss the various technologies available (e-books,
screen recording systems, course management systems)
for content delivery.
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21
The Teaching Professor Technology Conference 2014
Continued — Saturday, October 11
•Explain how using in-class technologies (iPads, personal
response systems) for daily assessments and online
environments (digital adaptive learning/homework systems,
CMS assignments, online “gated” tests, and electronic
portfolio assignments) for self-paced summative assessments
can guide students toward greater subject mastery.
Repeat Session
Technology as a Catalyst for Student Involvement and
Engagement in Large Lecture Courses
Invited presenter: Ricky Cox, Murray State University
Room: Director’s Row H (Plaza Bldg., Lobby Level)
Student involvement and engagement in a large lecture
course can be challenging and frustrating. I will present a case
study about the use of technology-based teaching methods in
a large lecture class and how they fit into the SubstitutionAugmentation-Modification-Redefinition (SAMR) model.
We’ll discuss the learning management system, instructional
videos, flipped instruction, smartphones, virtual office hours, and
pen-based technology. You’ll rate each component of the case
study according to the SAMR model.
Learning goals:
•Describe the various components of the SubstitutionAugmentation-Modification-Redefinition
(SAMR)
model.
•Assess the educational value of various technology-based
instructional methods.
• Compare and contrast current methods of teaching large
classes and the ones discussed in this session.
5:30 p.m.
7:30 a.m. - 12:00 p.m.
Registration Open
Room: Plaza Registration Desk (Plaza Bldg., Concourse
Level)
7:30 a.m. - 8:30 a.m.
Continental Breakfast
Room: Plaza Ballroom BCEF (Plaza Bldg., Concourse Level)
8:30 a.m. – 9:30 a.m.
Strategy Swap
Room: Plaza Ballroom BCEF (Plaza Bldg., Concourse Level)
You asked for an opportunity to have more informal
discussions with your peers, and that’s what the Strategy Swap
is all about. These interactive roundtable discussions provide the
perfect forum for you to pose challenges, learn about solutions,
and share ideas on effective teaching and learning practices. Join
us for two 30-minute discussions where you can share what’s
working for you, learn from your peers, and meet others with
similar challenges. Tables will be arranged by topic. Find one
that interests you, take a seat, and begin swapping strategies.
After 30 minutes, you’ll rotate to a new table.
9:30 a.m. - 9:45 a.m.
Break
75-Minute Sessions
9:45 a.m. – 11:00 a.m.
Dinner on Your Own
If you are interested in getting together with colleagues for
dinner, please see the dinner sign-ups that are available on the
bulletin board by The Teaching Professor Technology Conference
registration desk. Various restaurant locations will be suggested.
22
Sunday, October 12, 2014
Intimate Online Classrooms: Translating Face-to-Face
Experiences to Online Environments
Dedra Demaree, Lucas Regner, Kyle Kuhn, Susan Pennestri,
Janet Russel, and Yianna Vovides, Georgetown University
Room: Plaza Ballroom A (Plaza Bldg., Concourse level)
This session will discuss how to successfully translate the
face-to-face learning experience to an online environment.
You will engage with different technologies and pedagogical
approaches for recreating specific experiences in the classroom
www.teachingprofessor.com • 800-433-0499
The Teaching Professor Technology Conference 2014
Continued — Sunday, October 12
and online, and apply these strategies to your own online
classrooms. We will draw upon the highly regarded Community
of Inquiry model, created by Garrison, Anderson, and Archer, to
design and assess online learning environments.
Learning Goals:
•Identify the available technologies and pedagogical
approaches for creating an intimate, asynchronous online
course environment.
•Design online courses with strong cognitive, social, and
teaching presences referencing the Communities of Inquiry
model.
• Evaluate existing online courses by drawing upon insights
from the Communities of Inquiry model.
Repeat Session
Using Social Media to Boost Completion and Retention
Rates
Rebecca Knapp, Saddleback College
Room: Plaza Ballroom D (Plaza Bldg., Concourse level)
This session addresses how faculty and administrators can use
the most current and emerging forms of social media, apps, and
productivity sites to enhance their courses and better connect
with their students. You will have the opportunity to create
some of the technological tools presented in this session and
share these virtual creations with the group. You will also have
the opportunity to follow along with the social media that the
presenter is demonstrating, in real time. You are encouraged
to bring a smartphone, tablet, or laptop with Internet access in
order to most effectively participate in this technology-orientated session. This session is intended for educators of all levels of
technological ability, in any discipline.
Learning Goals:
•Understand how social media has formed your students’
attention spans, and how you can insert your messages in
your students’ minds.
•Incorporate social media tools and techniques in your
teaching and communication styles to boost retention and
completion rates.
•Identify a wide variety of practical social media tools,
techniques, and inspiration to interact with your students
via 21st-century technology.
Repeat Session
Moving Your Online Course from Lackluster to Pizazz
Penney Carden and Ruth Cox, Trevecca Nazarene University
Room: Governor’s Square 12 (Plaza Bldg., Concourse level)
This session will address the challenges (and strategies)
involved with making online courses that are both exciting
and fulfilling for students. We will also explore a number of
strategies to boost student engagement online through engaging
online courses. We will identify a wide variety of technological
strategies (animated cartoons, QR codes, online sticky notes,
virtual field trips, etc.) to engage students and demonstrate their
practical use in the classroom. You are encouraged to bring
your cell phone, tablet, or laptop in order to most effectively
participate in this high-tech session.
Learning Goals:
• Create activities to engage online students.
• Apply free resources to design active assignments.
•Plan successful methods to use these strategies for both
instruction and student assignments.
Technology-enhanced Teaching in the Face-to-Face
Classroom
Alejandrina Estrada, John F. Kennedy University
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
This session will discuss the latest digital technologies and
web-based resources for educators to use in the face-to-face
classroom to update their teaching, incite curiosity, and increase
learners’ engagement. As a group, we will discuss methods to
evaluate what, when, and how to best implement technology
in the face-to-face classroom and, oppositely, we will discuss
situations when it is best to refrain from using technology.
Working in small groups, you will have the opportunity to get
hands-on experience using the technologies presented in this
session.
Learning Goals:
• Identify practical, free, and inexpensive technologies such
as Socrative, Slide Shark, Prezi, Popplet, VideoScribe,
Prezi, Final Argument, and Lecture Tools to enrich
face-to-face teaching and increase student engagement in
the classroom.
• Incorporate digital technologies and web-based applications
into your lesson plans and future curriculums.
•Determine which technologies to use in the classroom,
and when it is appropriate to use these technologies to
maximize learning outcomes.
www.teachingprofessor.com • 800-433-0499
23
The Teaching Professor Technology Conference 2014
Continued — Sunday, October 12
Repeat Session
Three C’s of Online Discussion: Community,
Configuration & Coaching
Lolita Paff, Penn State Berks
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
This session will focus on the fundamentals of establishing
and maintaining purposeful student discussions online. We will
focus our discussion on the Three C’s of Online Discussion:
Community (class climate, opportunities for personal
connection, netiquette, humor), Configuration (group selection,
frequency and timing of discussions, and other format issues),
and Coaching (questioning, listening, responding, encouraging,
challenging, reflecting and summarizing). This session will
conclude with recommendations for efficiently monitoring and
assessing online discussion. You will have the opportunity to
discuss in small groups your own classroom challenges and how
to address them.
Learning Goals:
• Identify at least one “Community” characteristic you could
implement in an online discussion.
• Apply at least one “Coaching” component into one of your
current classes, face-to-face or online.
• Create a framework for incorporating online discussion in
a course you are currently teaching, face-to-face or online.
A Day in the Life of an iPad Junkie
Jennifer Welch and Katrina Florea, Madisonville Community
College
Room: Governor’s Square 16 (Plaza Bldg., Concourse level)
Okay, so you’ve bought an iPad, now what? Our presentation
will give you a list of both free and paid apps, matched up to
the classroom activities for which they are most appropriate.
Our focus is on the many roles of the instructor throughout
an instructional day—from preparing for class to teaching and
assisting students, to assessing, grading, and analyzing student
learning. Bring your iPad or iPhone!
Learning Goals:
• Identify specific iPad apps for the appropriate instructional
usage.
• Prepare a classroom lesson—including presentation, video,
homework, quiz, and grading—using only iPad apps.
• Demonstrate basic usage skills for featured apps and the
ability to use them for instructional purposes.
24
A College Guide to Wikis
Kisha Tracy, Fitchburg State University
Room: Governor’s Square 17 (Plaza Bldg., Concourse level)
Creating wikis helps students apply what they learn. This
session will discuss the pedagogical benefits of wikis and
provide practical, hands-on guidance in administering a wiki,
and offer suggestions for its management and assessment. You
will gain access to my College Guide to Wikis site during and
after the conference, which includes a PDF guide I developed
for my own campus.
Learning Goals:
• Identify pedagogical uses for wikis and how wikis could be
utilized in your classrooms.
•Experiment with wiki platforms and potential active
learning strategies.
•Design at least a basic wiki and begin to consider
development of a wiki.
Blogging to Engage Students, Enhance Learning and
Save Time
Jean Ramirez and Jim Luke, Lansing Community College
Room: Director’s Row E (Plaza Bldg., Lobby Level)
Blogs can promote student engagement, enhance learning,
and help professors save time. You will learn how we use
WordPress blogs for student assignments, for creating, storing,
and delivering course materials, and for improving your own
productivity. You will create and post to their own blog in the
session (no experience required!) and develop ideas for how
blogs can improve their teaching. Bring your laptop or tablet.
Learning Goals:
• Create a blog using WordPress.
• Identify and evaluate opportunities in your courses where
blogs can improve student engagement and learning.
•Identify and evaluate opportunities for using blogs to
improve you own course materials and productivity.
Hands-on Science Labs for Online Term and Flexible
Programs
Cathy Hunt and Jan Benedict, Henderson Community College
Room: Director’s Row H (Plaza Bldg., Lobby Level)
Have you considered creating online science lab courses but
struggled to provide academically sound labs and hands-on
experiences that support accreditation standards? We will
demonstrate and share experiences in the design and teaching
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The Teaching Professor Technology Conference 2014
Continued — Sunday, October 12
of online biology labs and modular courses with flexible start/
end dates. You will interact with the eScience lab kits with
instructional video and simulation support integrated fully in our
Blackboard LMS.
Learning Goals:
• Identify and address challenges experienced when science lab
courses are moved into the online environment.
• Demonstrate the ease of use of online labs fully integrated
into the LMS with text, video, and lab materials provided by
a custom kit.
• Demonstrate tools for the support of the assessment needs in
online science labs.
45-Minute Sessions
11:15 a.m. – 12:00 p.m.
Flipping Together: A Faculty Cohort Approach to Classroom Technology Integration
Scott Gabriel and Gretel Stock-Kupperman, Viterbo University
Room: Plaza Ballroom A (Plaza Bldg., Concourse level)
Has your department been slow to embrace technology in the
classroom? At Viterbo University, we have made significant strides
in improving the use of technology and initiated a change in our
teaching culture using a cohort-based training approach. This
session will describe how the cohort process facilitated the adoption
of flipped classroom techniques, supported the exploration of
flipped classroom pedagogies, and created a foundation for further
adoption of technology-enabled teaching across campus.
Learning Goals:
•Identify issues that prevent your campus community from
integrating technology into the classroom.
• Apply at least one aspect of the cohort approach to increasing
technology-enabled teaching.
•Adapt the lessons learned at flipping a general chemistry
course to a course of your choosing.
Repeat Session
The Quest for Subject Mastery: Integrating Blended
Classroom Strategies
Lisa Hibbard, Spelman College
Room: Plaza Ballroom D (Plaza Bldg., Concourse level)
In this session, we will introduce strategies and technologies
that work well (or not so well) within the blended classroom
structure. You will walk away with some new ideas for improving
student learning and assessment. The blended course offers
students the flexibility to learn at their own pace (within certain
parameters) away from the classroom, allowing for class time
to focus on student-centered activities (inquiry-based learning,
team-based problem-solving, case studies, or even Q&A sessions)
that promote deeper learning, with the instructor serving as a
guide and information guru. When course content and classroom
sessions are integrated thoughtfully, the blended course promotes
subject mastery as assessed by using a variety of methods, many of
which incorporate the use of technology. Participants are strongly
encouraged to bring their electronic devices to the session.
Learning Goals:
•Recognize how to integrate and coordinate online course
content with in-class sessions.
•Discuss the various technologies available (e-books, screen
recording systems, course management systems) for content
delivery.
•Explain how using in-class technologies (iPads, personal
response systems) for daily assessments and online
environments (digital adaptive learning/homework systems,
CMS assignments, online “gated” tests, and electronic
portfolio assignments) for self-paced summative assessments
can guide students toward greater subject mastery.
The Blackboard Guru: User-friendly Solutions for
Technologically Reluctant or Timid Faculty
Letitia Harding, University of the Incarnate Word
Room: Governor’s Square 12 (Plaza Bldg., Concourse level)
This session will describe the creation and use of a team
of faculty mentors to promote the use of Blackboard and
provide training, focusing especially on faculty members who are
technology resistant and/or timid. We will review the training
process, the promotion of the initiative to the university faculty,
and, most important, the results of that effort.
Learning Goals:
• Identify ways that you might adopt a similar initiative using
your own LMS.
• Select the right people to train as “gurus.”
•Extend the program from a workshop for a few early
technology adopters to an initiative that is recognized and
appreciated by all faculty in every department.
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25
The Teaching Professor Technology Conference 2014
Continued — Sunday, October 12
Use #SocialMedia NOW to Engage with Your Students
Brian Gloor, Spartanburg Methodist College; and Adeline
Meira, Baylor University
Room: Governor’s Square 14 (Plaza Bldg., Concourse level)
In this session, we will give practical demonstrations on
how faculty can implement social media in the classroom.
Facebook groups vs. pages, Twitter backchannels vs. class
profiles, Pinterest and Delicious for social bookmarking are
some of the tools that you can start implementing after attending
this session. We will walk you through the step-by-step
processes of creating and maintaining the previously mentioned
social media environments and will share accounts of how we
and other faculty at our institutions have used these social media
in their classrooms.
Learning Goals:
• Create and manage Facebook pages and groups.
• Create and manage Twitter backchannels.
• Create and manage Pinterest accounts and boards as well as
Delicious accounts for social bookmarking.
• Describe the principles of digital citizenship associated with
social media and social media use for academic purposes.
Repeat Session
Electronic Textbooks: Embracing the Technology for an
Engaging Learning Experience
Tammy Stephenson, University of Kentucky
Room: Governor’s Square 15 (Plaza Bldg., Concourse level)
It is expected that by the end of 2014, e-textbooks will
account for approximately 11% of textbooks sold in the United
States. Because e-textbooks offer a variety of interactive learning
features, the act of reading, studying, and interacting with an
e-textbook is significantly different than that of a traditional print
textbook. As such, faculty should consider how the e-textbook
can be used to promote active learning. Attendees will explore
common features of e-textbooks and receive practical recommendations for integrating e-textbooks into a college course.
Learning Goals:
• Describe current trends in the use of e-textbooks in higher
education.
• Identify the most common features of e-textbooks.
• Explain successful strategies for integrating an e-textbook
into a course to foster an engaging and meaningful learning
experience.
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Creating and Maintaining an Ethical Online
Environment
Steven Varela, University of Texas at El Paso
Room: Governor’s Square 16 (Plaza Bldg., Concourse level)
Successful communication and academic integrity are
essential to quality online courses. Faculty need to foster
a respectful, welcoming environment, but also prepare for,
prevent, and/or intervene when potential problems arise, such
as cyber harassment, trolling, flaming, and academic dishonesty.
This presentation will provide best practices for creating and
maintaining an ethical online environment, including managing
online communication and dealing effectively with issues like
plagiarism.
Learning Goals:
• Develop and incorporate ethical expectations into syllabus
policy.
•Design and moderate an online course to minimize
problematic communication and academic dishonesty.
•Utilize technology within, and outside of, learning
management systems to ensure the authenticity of work
submitted in an online class.
Very Distant Learning: From Hilbert College to Vietnam
Through Distance Learning
Joan Crouse and Jenna Dulak, Hilbert College
Room: Governor’s Square 17 (Plaza Bldg., Concourse level)
We will demonstrate how to construct blogs with embedded
video uploaded through YouTube files. We will show some of
the learning modules we created for and during our Vietnam
project. Especially interesting should be seeing the juxtaposition
of sources—historical and live—made possible through applied
technology. Attendees with a mobile device or laptop will be able
to participate in polls throughout the session.
Learning Goals:
• Construct interactive learning modules using a wide array
of interactive course tools.
•Evaluate distance course delivery methods through
self-evaluation and reflection using the Exemplary Course
Rubric.
• Describe options for incorporating distance learning into
course design.
www.teachingprofessor.com • 800-433-0499
The Teaching Professor Technology Conference 2014
Continued — Sunday, October 12
Repeat Session
Teaching Research Skills and Plagiarism Avoidance
Through Online Technology
Chandra West-Fort, North American University
Room: Director’s Row H (Plaza Bldg., Lobby Level)
In this session, you will learn how to use online technology
such as EasyBib, Turnitin, and Moodle to assist students
through the research process in learning how to create a
works-cited entry, avoid plagiarism, and receive helpful feedback
on their essays. Through the use of EasyBib, a free online tool,
students can see how to create an entry for a cited work. You will
also learn how to help your students avoid plagiarism. Although
Turnitin is not a free service, many users in secondary and higher
education are finding it to be a useful tool to teach students how
to avoid plagiarism. Finally, you will learn how to use Moodle
to give your students instant and useful feedback on their essays
during the drafting process.
Learning Goals:
• Demonstrate to students how to use EasyBib to create a
works-cited entry and then apply that knowledge to create
a works-cited page.
• Use Turnitin and show your students how to apply that
knowledge to evaluate their own work for plagiarism.
•Use Moodle to give students feedback on their essays,
which students should then apply as they revise their drafts.
12:00 p.m. - 1:00 p.m.
Lunch and Informal Discussions
Room: Plaza Ballroom BCEF (Plaza Bldg., Concourse Level)
1:00 p.m.
Conference Adjourns
Thank you for a great conference. Please take the tools and
connections you’ve made at The Teaching Professor Technology
Conference and utilize them on your campus. We hope to see
you next year. Have a safe trip home!
www.teachingprofessor.com • 800-433-0499
27
The Teaching Professor Technology Conference 2014
Preconference Presenters
Selected Presenters
We would like to thank the following individuals for their
expertise and outstanding contributions to The Teaching Professor
Technology Conference.
Our Call for Proposals generates a significant number of
session proposals. The conference advisory board members
conduct a blind review process to select the best presentations.
We would like to thank the following selected presenters for their
outstanding contributions to The Teaching Professor Technology
Conference.
See page number in parenthesis for their session description.
Shayle Adrian, Seton Hall University, (p. 7)
Renee Cicchino, Seton Hall University, (p. 7)
Stephanie Delaney, Seattle Central Community College, (p. 7)
Oliver Dreon, Millersville University of Pennsylvania, (p. 7)
Tyler Griffin, Brigham Young University, (p. 7)
Linda K. Enghagen, University of Massachusetts at Amherst, (p. 8)
Plenary Presenters
See page number in parentheses for their session description.
Alec Couros, University of Regina, Canada, (p. 8)
Timothy D. Wilson, associate professor, University of Western
Ontario, Canada, (p. 9)
Invited Presenters
Our conference program lineup is a combination of invited
and selected presenters. Each year, we invite outstanding
presenters from the previous conference so that more conference
attendees can learn from them. We also invite experts, including
those who have written books, had experiences with special
programs, or possess recognized knowledge about a particular
instructional area. We would like to thank the following invited
presenters for their expertise and outstanding contributions to
The Teaching Professor Technology Conference.
See page number in parentheses for their session description.
J. Ricky Cox, Murray State University, (p. 16, 22)
Oliver Dreon, Millersville University of Pennsylvania, (p.14 )
Kim Hardy, University of Central Florida, (p. 19)
Ike Shibley, Penn State Berks, (p. 12)
Greg Szczyrbak, Millersville University of Pennsylvania, (p. 14)
Dave Yearwood, University of North Dakota, (p. 12)
28
See page number in parentheses for their session description.
Staylor Anamuah-Mensah, Virginia Commonwealth
University, (p. 15)
Joan Anderssen, Arapahoe Community College, (p. 17)
Wendy Barron, Lehigh Carbon Community College, (p. 13)
Jan Benedict, Henderson Community College, (p. 24)
Rebecca Birch, Dominican University of California, (p. 16)
Karen Birkenfield, Samford University, (p. 13)
Denise Bisaillon, University of New England, (p. 15)
Clayton Brown, Utah State University, (p. 19)
Michael Buck, Ithaca College, (p. 10)
Jennifer Bussen, St. Charles Community College, (p. 11)
Penney Carden, Trevecca Nazarene University, (p. 12, 23)
Joseph Cates, Virginia Commonwealth University, (p. 20)
Haejung Chung, Tufts University, (p. 17)
Brian Claesson-Patten, North Central Michigan College, (p. 11)
Arturo Cole-Escutia, Jacksonville University, (p. 18)
Ruth Cox, Trevecca Nazarene University, (p. 12, 23)
Joan Crouse, Hilbert College, (p. 26)
Susan Deane, SUNY—Delhi, (p. 15)
Dedra Demaree, Georgetown University, (p. 16, 22)
Darlene Diaz, Santiago Canyon College, (p. 14)
Kirsty Digger, SUNY—Delhi, (p. 15)
Jenna Dulak, Hilbert College, (p. 26)
Karen Dunlap, Texas Woman’s University, (p. 12)
Lynn Eaton, University of Mary Hardin-Baylor, (p. 18)
Alejandrina Estrada, John F. Kennedy University, (p. 23)
Kirk Fischer, University of Mary Hardin-Baylor, (p. 18)
Katrina Florea, Madisonville Community College, (p. 24)
Dawn Ford, University of Tennessee at Chattanooga, (p. 21)
Scott Gabriel, Viterbo University, (p. 25)
Karen Gardiner, University of Alabama, (p. 10)
Brian Gloor, Spartanburg Methodist College, (p. 26)
Sharony Green, University of Alabama, (p. 10)
Letitia Harding, University of the Incarnate Word, (p. 25)
Lisa Hibbard, Spelman College, (p. 21, 25)
Amy Hoagland, Samford University, (p. 13)
Rebecca Hoss, College of Saint Mary, (p. 10)
Jolene Hubbs, University of Alabama, (p. 10)
Cathy Hunt, Henderson Community College, (p. 24)
Mohamed Ibrahim, Arkansas Tech University, (p. 20)
Dana Joyner, Trace Crossings Elementary, (p. 13)
www.teachingprofessor.com • 800-433-0499
The Teaching Professor Technology Conference 2014
Joyce Kincannon, Virginia Commonwealth University, (p. 21)
Rebecca Knapp, Saddleback College, (p. 11, 23)
Amy Koehler, St. Charles Community College, (p. 11)
Lori Kogan, Colorado State University, (p. 18)
Katherine Krcmarik, Mott Community College, (p. 11)
Kyle Kuhn, Georgetown University, (p. 22)
Eric Kyle, College of Saint Mary, (p. 10)
Deborah Leialoha, Graceland University, (p. 20)
Shelly Leialoha, Graceland University, (p. 20)
Sherry Leialoha-Waipa, Graceland University, (p. 20 )
Matt Lewis, Mercy College, (p. 20)
Jim Luke, Lansing Community College, (p. 24)
Eszter Major-Rohrer, ED MAP, Inc., (p. 17)
Andrea McCourt, Texas Tech University, (p. 9)
Debbi McCuin, Mount Marty College, (p. 17)
Samuel McGuire, University of Colorado, Denver, (p. 19)
Adeline Meira, Baylor University, (p. 26)
Jeffrey Melton, University of Alabama, (p. 10)
Vicky Morgan, College of Saint Mary, (p. 10)
Letha Mosley, University of Central Arkansas, (p. 9)
Ivan Most, University of New England, (p. 15)
Bonnie Ordonez, Seton Hill University, (p. 13)
Lolita Paff, Penn State Berks, (p. 10, 24)
Susan Pennestri, Georgetown University, (p. 22)
MJ Petersen, College of Saint Mary, (p. 10)
Daisy Pignetti, University of Wisconsin-Stout, (p. 18)
Daniel Quigley, New York Institute of Technology, (p. 12)
Mahesh (Michael) Raisinghani, Texas Woman’s University, (p. 14)
Jean Ramirez, Lansing Community College, (p. 24)
Lucas Regner, Georgetown University, (p. 22)
Kathleen Reiter, Southeast Community College, (p. 21)
Keith Restine, Texas Woman’s University, (p. 12)
Janet Russel, Georgetown University, (p. 22)
Mustafa Sakarya, Mercy College, (p. 20)
Jill Sand, Southeast Community College, (p. 21)
Nancy Sayre, Metropolitan State University of Denver, (p. 16)
Jason Schlesiger, College of Saint Mary, (p. 10)
Nick Shudak, Mount Marty College, (p. 17)
Harriette L. Spiegel, University of Tennessee at Martin, (p. 19)
Tammy Stephenson, University of Kentucky, (p. 14, 26)
Will Stern, University of Tennessee at Chattanooga, (p. 21)
Sherry Stewart, Colorado State University, (p. 18)
Gretel Stock-Kupperman, Viterbo University, (p. 25)
Amanda Stone, Trace Crossings Elementary/UAB, (p. 13)
Wendy Stubbs, South Dakota State University, (p. 10)
Tara Tansil-Gentry, University of Tennessee at Martin, (p. 19)
Sabrina Timperman, Mercy College, (p. 20)
Kisha Tracy, Fitchburg State University, (p. 24)
Elizabeth Truesdell, Dominican University of California, (p. 16)
Virginia Tufano, College of Saint Mary, (p. 10, 11)
Steven Varela, University of Texas at El Paso, (p. 26)
Yianna Vovides, Georgetown University, (p. 22)
Joseph Wakeman, Hocking College, (p. 17)
Lynn Walsh, Arkansas Tech University, (p. 20)
Jennifer Welch, Madisonville Community College, (p. 24)
Chandra West-Fort, North American University, (p. 14, 27)
Erin Wood, Catawba College, (p. 15)
Jillian Yarbrough, Texas Tech University, (p. 9)
Michelle Yeung, Loyola Marymount University, (p. 17)
Kathleen Zajic, College of Saint Mary, (p. 11)
Kevin Zeiler, Metropolitan State University of Denver, (p. 16)
Poster Session Presenters
The conference advisory board also selects the poster sessions.
We would like to thank the following poster session presenters
for their outstanding contributions to The Teaching Professor
Technology Conference.
Please see page 6 for poster session information.
Ronald Anderson, Texas A&M International University
Julie Bauch, Metropolitan State University
Karen Birkenfeld, Samford University
Kacie Cleary, Boston University
Benjamin Cline, Western New Mexico University
Ann Diker, Metropolitan State University of Denver
Donielle Dominguez, Swedish Medical Center
Karen Dunlap, Texas Woman’s University
Rebecca Evers, Winthrop University
Chad Freed, Widener University
Tammy Gravel, MCPHS University
Oliver Grundmann, University of Florida
Lisa Harris, Winthrop University
Lauren Hess, Boston University
Sally Hipp, Grand Valley State University
Amy Hoaglund, Samford University
Catherine Kelly, DeVry University
Kimberly Kenward, Grand Valley State University
Sarah Kesler, Metropolitan State University
Lindsay Kindler, Kaiser Permanente Center for Health
Research
Mark Ludorf, Stephen F. Austin State University
Lorrie MacDonald, MCPHS University
Hope Nordstrom, Lipscomb University
Ashly Spencer, Wesleyan University
Teresa Starrett, Texas Woman’s University
Susan Stillwell, University of Portland
Amanda Stone, Trace Crossings Elementary School
Jill Whalen, Canisius College
Bonnie White, MCPHS University
Stefanie Zahourek, University of Nebraska at Lincoln
www.teachingprofessor.com • 800-433-0499
29
The Teaching Professor Technology Conference 2014
The Teaching Professor Technology
Conference Exhibitors
We would like to thank the following exhibitors for their contributions and commitment
to The Teaching Professor Technology Conference.
Platinum Sponsor
Examsoft
6400 Congress Ave. Ste. 1050
Boca Raton, FL 33487
info@examsoft.com
learn.examsoft.com
ExamSoft offers a market-leading exam management and analytics platform that delivers powerful, actionable data
to assess learning outcomes and improve learning, engagement, and retention. Its software suite enables clients to
efficiently and practically administer exams and analyze resulting data to improve curricular design, test design, and
accreditation compliance. ExamSoft has served hundreds of prominent institutions for more than 15 years and has
successfully administered millions of exams.
Gold Sponsors
Proctor U
3083 Independence Drive, Suite A
Livermore, CA 94551
Telephone: 925-273-7588
Toll Free: 855-772-8678
contact@proctoru.com
www.proctoru.com
ProctorU watches students take exams online using webcams and screen-sharing technology. The service gives
students the convenience of testing at home and instructors the ability to ensure exam security.
ProctorU uses a three-step process that confirms that the student who registered for the exam is the student who
is taking the exam and is following the institution’s testing requirements. Test monitors can see the student, see what
they are doing and know who they are monitoring. ProctorU provides live, person-to-person, real-time monitoring to
more than 475 colleges, universities and certification organizations worldwide including the University of Florida and
the Bloomberg Institute.
The Online Learning Consortium (OLC)
P.O. Box 1238
Newburyport, MA 01950
info@onlinelearning-c.org
http://onlinelearningconsortium.org/
The Online Learning Consortium (OLC) is the leading professional organization devoted to advancing the quality
of online learning worldwide. The member-sustained organization offers an extensive set of resources for professional
development and institutional advancement of online learning, including, original research, leading-edge instruction,
best-practice publications, community-driven conferences and expert guidance. OLC members include educators,
administrators, trainers and other online learning professionals, as well as educational institutions, professional societies
and corporate enterprises. Visit http://onlinelearningconsortium.org/ for more information.
30
www.teachingprofessor.com • 800-433-0499
The Teaching Professor Technology Conference 2014
Gold Sponsors
Top Hat
2 Carlton St. Suite 1317
Toronto, ON • M5B 1J3 • Canada
Marketing@tophat.com • gifts.tophat.com/get-a-demo
Top Hat is an active learning platform, exclusively focused on higher education, which allows professors to engage with their
students in a way that makes learning more fun and interactive. Top Hat has been in business for 5 years and has secured over $22M
in funding since 2009. Top Hat allows students to use any mobile device they have such as a cell-phone, smartphone, laptop or tablet.
Top Hat provides a sophisticated web based gradebook and data management system, including LMS integration. We also offer
functionality for out of class use, such as homework and review. Top Hat includes standard polling as well with multiple-choice, word
answer, numeric, sorting, matching, and image based questions, as well as free-form discussions.
Silver Sponsors
eScience Labs LLC.
1500 W Hampden Avenue, Building 2
Sheridan, CO 80110
888-ESL-KITS
info@esciencelabs.com
www.esciencelabs.com
eScience Labs LLC. provides complete and comprehensive
hands-on science kits to support online and traditional courses
in need of a laboratory solution. These are the same experiments
you would find in a traditional academic lab, but designed and
scaled to be performed by students anytime, anywhere. Written
by PhD level educators and scientists, our labs compliment any
teaching style or curriculum.
Each kit includes all materials, lab manual with pre and post
lab exercises, questions, and online content. Whether you are
experiencing online growth, shortage of lab space in traditional
settings, or feeling the pains of budget cuts, we are the answer!
eScience Labs Inc. offers solutions for Biology, Physics,
Anatomy & Physiology, Chemistry, Environmental Science,
Forensics, Geology, Microbiology, Allied Health, and custom
kitting options.
Flip It Consulting
P.O. Box 33464
Raleigh, NC 27636
919-480-2407
barbi@flipitconsulting.com
www.flipitconsulting.com
dent-centered learning environments using the FLIP! The
FLIP means to “Focus on your Learners by Involving them in
the Process.” When you FLIP, you reverse the way you design
the learning environment so students engage in activities, apply
concepts, and focus on higher level learning outcomes. And
best of all, we practice what we teach! We FLIP it! We apply
flipped strategies and share our secrets so you can see and feel
how it works. The FLIP focuses on your students, and Flip It
Consulting focuses on you.
YouSeeU
1215 S. Grant Ave
Loveland, CO 80537
970-225-1175 x 707
christie.dillon@youseeu.com
www.youseeu.com
Not just lecture capture – STUDENT CAPTURE! YouSeeU
is leading the evolution of education through the use of student
and instructor-generated video to enrich the learning experience.
Educators use YouSeeU to conduct high-engagement activities
such as oral communication assessment, spontaneous response
Q&A, speeches, group presentations, role plays and student
demonstrations of key skills. By enabling deeper connections
between participants YouSeeU broadens student engagement,
improves outcomes and increases retention.
We facilitate workshops and create professional development
programs to teach educators how to create engaging stu-
www.teachingprofessor.com • 800-433-0499
31
The Teaching Professor Technology Conference 2014
The Teaching Professor Technology
Conference Host
Magna Publications, Inc.
2718 Dryden Drive
Madison, WI 53704
800-433-0499
support@magnapubs.com
www.magnapubs.com
For more than 40 years, the higher education community has turned to Magna
Publications for timely, high-quality professional development products and services.
Today the company’s growing portfolio of award-winning newsletters and
programs represent some of the most trusted names in higher ed, including:
Magna Online Seminars
Live and interactive, Magna Online Seminars feature leading educators and
consultants delivering thought-provoking, content-rich presentations. They are
lively, collaborative sessions that include opportunities for a healthy exchange of
ideas. Visit www.magnapubs.com/online/seminars for upcoming events.
Newsletters
• The Teaching Professor
• Academic Leader
• Online Classroom
• Distance Education Report
• Faculty Focus
• Recruitment & Retention
Conferences
• The Teaching Professor Conference
• The Teaching Professor Technology Conference
• Title IX Compliance Institute
• National Conference on Student Leadership (NCSL)
Cloud-Based Resources
• Magna Commons
• Mentor Commons
Additional Professional Development
• White Papers
• 20 Minute Mentors
• Magna Courses
• In-Person Workshops
Stop by Magna Publications’ booth for more information on these products and
to enter your name into a drawing for numerous prizes, including a free registration
to next year’s conference, a one-year subscription to The Teaching Professor newsletter,
and lots of other free items.
32
www.teachingprofessor.com • 800-433-0499
Lobby Level
Sheraton Denver Downtown Hotel
Concourse Level
Teaching Professor
Registration