TCC 2006 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69144

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Using Personal Technology for Education
(2006) Mullett, Mendi; Noschese, Bert; Mendi Mullett - AACCESS Advanced, Inc.; Bert Noschese - AACCESS Advanced, Inc.
As Internet tools are developed and improved, opportunities to utilize these developments are abundant for the education community. The technology is widely available. Why not expand the usage into the distance learning environment? Our survey of students shows what they think of mobile classrooms. Colorado college students offer their opinions on the value of ten mobile uses, the same ten mobile use factors that were cited as being in-use at Duke University. The outcome indicates strong support for the use of personal devices in the mobile classroom.
Equipping Educators Engaging in Cross-cultural & Cross-media Digital Communication with an Essential Toolset
(2006) Barton, Siew Mee; Siew Mee Barton - Deakin University
Many educators have become accustomed, consciously or unconsciously, to teaching with one unchanging style in the conviction that it is the responsibility of the students to adapt to them and to their cultural framework. This has never made for the best approach to education and in the highly globalized world of modern tertiary education it fails basic standards of competency and professionalism for a number of key reasons. In helping educators working online become better teachers we need to be encouraging in them an awareness of the need to be constantly be adding to their toolbox and an understanding of how they can do this. We must help them acquire and learn to a comprehensive range of tools. These tools are, in the first instance, neither items of technology nor elements of mastery over technology, necessary though these things are. Rather, the tools are conceptual and cognitive in nature and are concerned with aspects of perception, analysis and communication and their application to teaching in a culturally plural and technologically hybridized environment. These tools help educators understand students from different cultural background or settings and respond to them in ways that maximize the effectiveness of the teaching-learning exchange.
Evaluation of SimNet Simulation Software in Large-enrollment Courses
(2006) Ogawa, Michael-Brian; Nickles, David; Michael-Brian Ogawa - University of Hawaii at Manoa; David Nickles - University of Hawaii at Manoa
A course at the University of Hawaii that has been redesigned 15 to account for issues in cost savings, large-enrollment and quality of 16 instruction is Information and Computer Sciences 101. This course has 17 suffered from many of the issues that exist in large-enrollment courses like 18 the inability to account for different student learning styles, inadequate 19 student interaction with learning materials, and inconsistent learning 20 experiences. Even though the course has been redesigned, nothing has 21 been done to determine if computer-simulated learning software, SimNet, 22 is an effective means of delivering course content. The investigators 23 compared pre and post-test scores, collected student surveys, and 24 interviewed teaching assistants to determine the effectiveness of this 25 means of content delivery. The investigators found that the students’ 26 scores improved by an average of 26.07% for Microsoft Word, 38.29% for 27 Microsoft PowerPoint, and 26.59% for Microsoft Excel. The investigators 28 found that this computer-simulated learning software is a worthwhile 29 investment, but should be investigated further.
Trial by Fire: Beginning the Game Designer's Journey
(2006) Calongne, Cynthia; Cynthia M. Calongne - Colorado Technical University
Today’s college student is accustomed to receiving a multimedia-rich flood of information. Students often share a game-based culture and prefer activities that are stimulating, engaging and fun. As we compete for the attention of our learners, we see a rise in the use of educational games to attract our students to the online course platform. This paper discusses educational game design issues and offers an introduction to game styles.
Learning through Action and Cognitive Skills in Distance Education
(2006) Lionarakis, Antonis; Antonis Lionarakis - Hellenic Open University
Since distance learning became an inclusive educational and pedagogical entity, new codes, new data and new fixed targets have been created. The trial period is long since over, as are its first tentative years. The concept of “distance learning” has been put into practice in a large number of research programs and academic papers, pursuing different paths of application and practice. There are thousands of users who obtain and use educational forms and models from the concept of “distance learning” in a way such as to facilitate their work and research, while there are others who use “distance learning” as a vehicle of information and knowledge in ways, which suit their needs and respond to their prerequisites. In most cases, these instances are scientifically legitimized by the “alibis” of individual choice. If one takes the structure of a model of distance learning and converts it into pyramidal form, he must work quite analytically, by subtracting or perhaps adding to achieve the final form. This process could be likened to the work of the archeologist who attempts to recreate from the beginning an unknown mosaic, the pieces of which are given to him one by one. Composing the final image by subtracting and adding is a intricate, time-consuming and particularly complex task.
Climbing the Technological Mountain to Success in an Introductory Science Based Laboratory Course: Technology Enhances a College Learning Experience
(2006) Himelbloom, Linda; Linda Himelbloom - Kodiak College
Educational technology enhances course content. An introductory science laboratory course partners perfectly with technology to achieve real-time instruction and learning. Technology is useful for tracking and inquiry about specific current events on a local and global scale. It is an important tool for instructors and students to view and analyze real-time data and experience updated course content.
Identifying Exceptional Online Learning: Optimal Tools and Strategies in Distributed Environments
(2006) Menchaca, Michael; Michael Menchaca - University of Hawaii at Manoa
The purpose of the research was to evaluate an existing online Masters delivered through distributed, distance learning. Through the evaluation, the significance of technology tools, pedagogic strategies, and how they interact in distributed environments was addressed. Data were collected from student surveys, faculty surveys, student interviews, and student portfolios. The Empowerment Evaluation methodology was used to triangulate data collected from multiple stakeholders to lend credence to the conclusions made, which included: technology tools in distributed environments should appeal to multiple learning styles of students; appropriate strategies in distributed environments included: processing content, discussing content, problem-solving through collaboration, reflecting, and building a community of learning; tools and strategies complement each other; face-to-face interaction was significant; and the evaluation revealed the program met goals and objectives.
A Students Perspective: Online Educational Techniques Improved by Increased Video Segments
(2006) Hammond, Michelle; Michelle Hammond - Colorado Technical University
Online education is an emerging educational tool supporting user preferences. In the current on-demand world, education without time constraints is an attractive method for furthering education for many students. The one drawbacks of online education is the lack of face-toface relationship and personal attention from professors. By using ondemand video that the student can download at their leisure, the perception of face-to-face and personal attention can still be achieved and result in more effective education. This paper discusses the iTunes U application and other video educational tools for future online course integration.
Describing learning objects: Seeking simple solutions
(2006) Clayton, John; John Clayton - Waikato Institute of Technology
It has been argued the development and deployment of learning objects in digital environments has the potential to be cost effective and provides an efficient and meaningful way of creating quality content. However, the potential benefits from the use of learning objects can only be realized if participants can locate, review and re-use the objects created. This paper describes how a project team of the Open Source Learning Object Repository, a Tertiary Education Commission of New Zealand, funded project, looked for simple ways to describe learning objects.
Technological Chickens and Informational Eggs: Cogeneration to Breed Communication
(2006) Watson, Katherine; Katherine Watson - Coastline Community College
A paradox exists in online learning: While the technologies that are used to deliver educational data exhibit features of uncompromising, rectilinear “hard architecture”, learning is a “soft” phenomenon. But simple ways exist to help educators adapt the digital hardness of technology to the often analogical soft architecture of worldwide information. Offshore ideas in information science, including freely available systems from around the world, provide alternatives to the standard course-in-a-box or ready-made learning materials. And sociologist, psychiatrists, and architects offer useful ideas as well. These globally oriented, “sociopetal” systems are customizable to individual learners’ needs and may open their minds to new ways of seeing the world.
Getting Horizontal Toward Becoming a Digitally-Enabled University
(2006) Fulkerth, Robert; Robert Fulkerth - Golden Gate University
This writing addresses the current state of a private university that is growing its use of technology. The ‘horizontal’ organization is a theoretical ideal, in that common information and processes no longer exist in function area silos. This ideal state might also be called the digitally-enabled university. Our university shares the enrollment drops being suffered by many business schools, at the same time as it is using technology more. These contrary forces are modulated by a third, that our students are savvy technologists, and have greater expectations of their college experience. This writing addresses two questions: How do we now move to the next higher level use of technology? What does that higher level look like, and how might it work? Information technology does not of itself solve any problem. Improved use of technology should be in service to better communication and improved processes that serve students. A conclusion is that the need for human contact – discussion, discourse, problem-solving, mediation, and counseling – is not lessened by greater uses of technology. Technology has to complement and support how people interact with their world.
Types and Tallies of Instructor-to-Student Interactions
(2006) Davidson-Shivers, Gayle; Gayle V. Davidson-Shivers - University of South Alabama
Interaction is often considered an important element in online instruction with instructor-to-student interaction being crucial in the course effectiveness. However, instructor-to-student communications can also change an instructor's role and workload. Analyzing these interactions in a specific rather than general manner is an attempt to understand the work involved in online instruction. After developing a classification scheme, the number of instructor-to-student interactions were calculated and categorized by type and content. Findings, suggestions for teaching online, and areas for future research are presented in this paper.
Creating Community in the Virtual Classroom:Choosing Tegrity As A Pedagogical Tool
(2006) Wise, Deborah; Deborah Wise - Colorado Technical University
As the demand to meet the needs of the non-traditional student increases, institutions need to adopt tools that leverage the technical knowledge of existing faculty with the ability to create curriculum that is interesting and applicable to an active learning model. Multimedia tools that don’t require specialized knowledge can have substantial returns in terms of student interaction and retention – as long as they are used to enhance, not replace, what is currently used in the classroom. Features for one such product are highlighted, along with suggestions for where it can best assist current pedagogical methods.
Learning Objects: Seeking Simple Definitions, A New Zealand Experience
(2006) Clayton, John; John Clayton - Waikato Institute of Technology
A learning object is generally a reusable digital resource that exists in a repository and can be retrieved over the Internet. Learning objects have the potential to reduce costs and improve the quality of content presented to learners. However, there appears to be confusion on what a learning object actually is. This paper describes how the project team of the Open Source Learning Object Repository, a Tertiary Education Commission of New Zealand, funded project, looked for simple definitions.
The University Library and Online Technology Books
(2006) Clarke, Susan; Susan Clarke - Stephen F. Austin State University
Online full-text books have a valuable place in today's university libraries providing the student with access to newer, varied titles remotely. Marketing and monitoring of these services is a critical part of the librarian's new responsibilities in order to ensure the users know they exist and how to best utilize them. The Safari online technology book service is particularly useful for computer science and point of contact technology questions.
Online Community-Connections of the Mind and Heart: Interdisciplinary Projects Conducted by Moanalua and Molokai High School and Osaka Gakuin University
(2006) Buchalter, Perry; Fujimoto, Jeff; Nakajima, Koji; Sueoka, Lynne; Tanoura, Ellen; Perry Buchalter - Molokai High School; Jeff Fujimoto - Moanalua High School; Koji Nakajima - Osaka-Gakuin University; Lynne Sueoka - Moanalua High School; Ellen Tanoura - Osaka-Gakuin University
Studies have shown that smaller learning communities increase student engagement and personalization. With the increased capability of and access to online communication, online learning communities may have the potential to provide more meaningful learning experiences at the high school and college level. Two years of project work in an international, interdisciplinary online learning community have resulted in students attaining depth in their thematic studies as well as finding more meaningful connections of these themes to their own lives and to the ideas and lives of their peers.
One on One with Everyone: An Exemplary Dissolution of Distance in Distance Education
(2006) Watson, Katherine; Katherine Watson - Coastline Community College
Learning communities develop one by one. Techniques are available that have proven effective in attracting and retaining students of all ages in all fields of interest to learn, study, chat, and do research together across international boundaries. An exemplary group of Coastline Community College online French language and culture students have remained together separately for more than 12 years; their persistence results from one-on-one work with materials designed for each of them individually for shared success. Readily available synchronous and asynchronous communication tools and research aids have proven to be the keys to student success.
Bridging Great Divides: Innovation Diffusion in Hawaiian Distance Learning
(2006) Henry, Paul David; Motet, Atsuko; Paul David Henry - University of Phoenix; Atsuko Motet - Punahou School
This article characterizes Internet-based distance learning innovation by faculty and schools in Hawaii from the perspective of Rogers’ diffusion of innovation model. It also describes representative cases of innovation at varied educational levels and academic fields based on subject interviews and Web site content analysis. Besides the practical necessity for using distance learning as an educational outreach to people on the islands of Hawaii, several themes emerged - all of them highlighting the need to create distance learning bridges to span the physical and cultural space of Hawaii and its links to the world.
Making the Shift from Live to Virtual Lectures: Experiences of an Adjunct Professor of Business
(2006) Caudill, Jason; Jason Caudill - Grand Canyon University
There are many practices that a professor must modify when making the transition from an on-ground to an online classroom environment. Depending on the technologies used, modifications may be needed to pedagogical practices. One that is particularly challenging is when moving from live, physical lectures to live, archived, online lectures. Not only does the live audience need to understand the material, but material must be presented in such a way so that students downloading the archive at a later time can gain the same understanding. Compounding this pedagogical challenge are the very real concerns of managing the online environment with all of its challenges. This paper presents background on other studies of online lecture pedagogy as well as a case study of one instructor’s experiences.
A Technology-Based Online Design Curriculum
(2006) Dale, Janice Stevenor; Janice Stevenor Dale - Boise State University
This paper is a description of the development of a university level curriculum integrating technology to produce a progressive interior design undergraduate program. This program will require students to have computer literacy, writing and drawing skills, knowledge of the global environment and sustainability, digital presentation and document production. It will integrate multimedia and computer-aided design technologies into a traditional design baccalaureate program that would meet national accreditation standards from the Foundation of Interior Design Education Research (FIDER). The delivery method is online. It is intended to serve the global marketplace. This program will accurately portray the current practice of interior design, preparing students for the practice in architectural and interior design firms. The entry-level courses are delivered through a website, in an asynchronous manner following a traditional college semester system. Both high-achieving and lowachieving students will have the guidance to meet the basic objectives of the course. Advantages of this technology include access to international and rural students; an increased level of communication visuals through audio, video, film and animation; increased emphasis of technology within the design profession; a better understanding of visual spatial skills leading to heightened global design and a closer relationship of education to the practice of interior design.

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