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Concurrent SessionsA Solution to the Buy or Build Conundrum--Carnegie Mellon and Blackboard Building BlocksMonday, January 28, 2002 Daniel Cane, Vice President R&D, Co-Founder, Blackboard, Inc. Joel M. Smith, Vice Provost and Chief Information Officer, Carnegie Mellon University At Carnegie Mellon University, there are several examples of faculty who have developed high quality educational applications who, in order to successfully deploy their work, had to develop versions of their own user management systems to deliver their software. The time required to implement these management features was time lost to testing and improving the significant part of their work: the applications designed to improve student learning. Carnegie Mellon, in collaboration with Blackboard, will attempt to address this issue by leveraging Blackboard's Building Blocks initiative, which allows individual faculty members, institutions, or third-party commercial developers to create system extensions that can plug into the Blackboard platform. As Carnegie Mellon continues to explore the possibilities of this modular architecture, a number of ideas have emerged on how to leverage Building Blocks to enhance the core Blackboard learning environment at Carnegie Mellon, including creating a notification client that would notify student when a faculty member or fellow student has posted new information in a Blackboard course site as well as integrating a virtual chemistry lab for homework into the on-line quizzing system. The Blackboard Building Blocks initiative allows Carnegie Mellon to "buy" the fundamental backbone—Blackboard and "build" the educationally sound applications needed to plug into that backbone. This mix of "buy" and "build" seems an important new and viable model for educational technology and allows for the kind of innovation in education that only faculty (at all levels of education) can provide. Alignment in PlanningTuesday, January 29, 2002 John C. Cavanaugh, President, University of West Florida Helen Knibb, NLII 2001 Fellow, Fleming College In March 2001, the NLII sponsored a focus session, Alignment in Planning, in Worcester, Massachusetts. The intent was to examine the ways in which institutions have been able to successfully operationalise their strategic initiatives while engaging the academic community in creating and sustaining a meaningful planning process that is transparent, continuous, thoughtfully aligned, open and shared. Based on the results of front end research at their home campuses, and through panel presentations, small group discussion and exploration of strategic and tactical examples, participants began to develop a framework describing the characteristics of an aligned planning process and evidence of success. Themes included assessing the readiness for change, the roles of decision makers and stake-holders, understanding institutional culture and climate, communication strategies, dimensions of scalability and sustainability, variations in process, project selection and assessment of progress. This session synthesizes the findings from the focus group, invites commentary from participants and explores ways in which the material could be further disseminated. Combining Faculty Engagement with Readiness Assessment: A Case in PointMonday, January 28, 2002 Paul R. Hagner, University of Hartford The University of Hartford has developed a process where the twin goals of readiness assessment and faculty engagement are combined into one effort. This approach allows identification of four types of faculty members and begins the engagement process both in one step. Discipline Specific Teaching SupportTuesday, January 29, 2002 David G. Brown, Provost Emeritus, Wake Forest University Sally Jackson, Professor of Speech Communications and CIO, University of Illinois at Urbana-Champaign The best uses of technology in teaching and learning will be those that originate in specialized concerns of individual disciplines and that respond to the discipline's own teaching agenda. Figuring out how to support disciplinary development is different from figuring out how to provide generic support that can be used in any subject. In this presentation we extend an earlier analysis of faculty culture and discuss the problem of moving from 'generic' support for instructional uses of technology to support for the growth of disciplinary resources. Using examples from several programs at the University of Arizona and Wake Forest University, we show how to capitalize upon disciplinary loyalties by building tools that are specifically appropriate to one or two disciplines. It is likely, now that most universities have adopted similar course management systems, that these disciplinary specific tools will become increasingly important in the years immediately ahead. e-Extension/USA: Teaching an Old Dog New TricksMonday, January 28, 2002 David A. King, Department Head, Oregon State University We have begun research and development on a business model for "e-Extension/USA", an online educational service providing access to Land-Grant University system expertise for a larger and more diverse set of target audiences than are currently served by the traditional Cooperative Extension structure. The project includes research and analysis on the economic viability of a new venture in the e-learning marketplace. Eight basic business plan segments form the foundation of this research effort concluding in the assembly of a full business model and prototype learning modules for use with potential funding sources. The project also includes a national decision-maker briefing to be held with Land-Grant system and other associated leaders via satellite and two-way video upon completion of the business plan development workshop. The critical question to be answered: Can we document and develop a plan, based on a sustainable balance of revenue generation and political capital, to create a viable and brand new technology-based Land-Grant outreach system? This effort is supported by Purdue University, the American Distance Education Consortium (ADEC), the Indiana Higher Education Telecommunication System, as well as several other land-grant universities around the country. Educational Technology Strategic Planning at the University of Colorado at BoulderMonday, January 28, 2002 Deborah Keyek-Franssen, Assoc CIO for Academic Technology Initiatives, University of Colorado at Boulder In spring 2000, the CU-Boulder campus began an educational technology strategic planning process with input from faculty, students, administrators, and IT staff. In its final report (May 2000), an issues identification group recommended that the campus collect data about and further investigate issues such as instructional technology support personnel and programs; the campus' course software environment; instructional facilities; and student information and IT literacy and fluency. CU-Boulder researchers collected data about these issues by surveying and interviewing faculty, students, IT support staff, and peer institutions. Fall 2001 saw the core of the strategic planning effort: a faculty-driven visioning process. Two faculty and staff groups developed campus visions for "IT and Information Literacy and Fluency," and for "Uses of Educational Technology in Learning and Teaching" (which includes pedagogical uses, facilities, support, and courseware). Spring semester 2001 brings the conclusion of the ETSP process, as the campus considers the financial and human resources, and cultural shifts needed to realize its educational technology vision; and as the ETSP conclusions drive a comprehensive, IT infrastructure strategic planning process. An inclusive, collaborative model for strategic planning has emerged during the ETSP process, one that will be of interest to other institutions facing similar planning processes and cultural shifts. Elearning at IU: 0-53,000 Users in 6 SemestersMonday, January 28, 2002 Jay Fern, Academic and Faculty Services, Indiana University-Purdue University Indianapolis Robert J. Lowden, Director, Enterprise System Infrastructure, Indiana University Indiana University launched Oncourse, an enterprise-wide elearning solution in 1999. With the growth of over 50,000 users in 6 semesters, Oncourse is fast becoming a ubiquitous teaching and learning solution for the University. The foundation of that success is based on a combination of IT systems integration and outstanding user support. The integration of back office administrative and academic computing systems and an enterprise-wide authentication provides easy access for all users. Additionally, proactive and systematic faculty engagement processes and outstanding distributed support models for both pedagogical and technical needs have contributed to the tremendous success of the initiative. This presentation will focus on how the inclusion of the wide variety of users is being addressed through pedagogical and technical support models, the important role of project administration on the systematic growth of users and future enhancements of the application including IMS-compliant tools. Evaluating the Scholarship of Teaching & Learning: MERLOT as an AlternativeMonday, January 28, 2002 Alison Morrison-Shetlar, Director, Karen Smith Faculty Center for Teaching & Learning, University of Central Florida James Muyskens, President, Queens College/CUNY Jessica Somers, Executive Director, Academic Innovation, Advanced Learning Technologies, Board of Regents of the University System of Georgia Cathy O. Swift, Director - Academic Partner Services, California State University, Office of the Chancellor As academic institutions place more emphasis on the Scholarship of Teaching and Learning, the professorate struggles to determine ways of recognizing achievements in teaching excellence. MERLOT (Multimedia Educational Resource for Learning and Online Teaching) provides a means of achieving peer reviewed critique of learning materials that have been authored by instructors. MERLOT is a web-based resource where faculty can easily locate digital learning materials to improve their teaching. MERLOT is also a community of academic institutions, professional discipline organizations and individuals who strive to enrich teaching and learning experiences. This panel will discuss the collaborative efforts of MERLOT from several perspectives: a University System administrator, a Co-Editor of the Business Discipline, and an Editorial Review Board member of the Biology Discipline. MERLOT represents a true collaborative effort on the part of administrators and faculty members across disciplines and across university systems. The peer review of online learning materials provides a mechanism for professional recognition for faculty developing and using instructional technology. Federal Policies and Programs Influencing Collaborative and Distance LearningMonday, January 28, 2002 Brian Lekander, Coordinator, LAAP & FIPSE Program Officer, United States Department of Education Garret Sern, Government Relations Officer, EDUCAUSE Between a new Administration, Congress and the tragic events of September 11, federal IT priorities and approaches to supporting education have changed. Brian Lekander will present an overview of the Department of Education's Office of Postsecondary Education funding goals and provide an update on projects important to higher education. Garret Sern will present an overview of the federal policy issues EDUCAUSE is currently tracking, including the status of congressional legislation designed to facilitate digital distance learning, broadband deployment, and our community's responsibilities under the new anti-terrorism law. How to Solve the "Not-Invented-Here-Syndrome"Tuesday, January 29, 2002 John T. Harwood, Senior Director, Teaching and Learning with Technology, The Pennsylvania State University Ali Jafari, Professor of Computer & Information Technology, Indiana University-Purdue University Indianapolis Provosts, CIO's, deans, and departments heads have long lamented that their universities are reluctant to adopt courseware developed outside their institution. At the same time, a goal for NLII has been to encourage institutions to work collaboratively "in developing and implementing new learning products and new pedagogical methods." When Penn State decided to adopt a learning management system last spring -- one that would be support both resident instruction and our World Campus -- we had many good choices available from vendors, but we decided to adopt a product developed at IUPUI, a campus of Indiana University. The purpose of this session is to discuss the validity of adopting and adapting products developed by other Universities and to describe issues and challenges that emerge from consortial relationships. We suggest that in light of various open source movements (e.g., OKI or Merlot), it is time for us to re- examine not our beliefs (sharing is good) but our practices as well. Implementing and Adapting Multi-tiered Faculty Development InitiativesMonday, January 28, 2002 Jean Ann Derco, Executive Director, Educational Technology, The University of Tennessee Julie K. Little, Associate Director, ELI, EDUCAUSE This presentation will discuss how the Innovative Technology Center (ITC) at the University of Tennessee, Knoxville (UTK), supports and assists faculty in leveraging technology to extend teaching and learning within and beyond the classroom environment. The historical evolution of the ITC and our approach to implementing and adapting multi-tiered faculty development initiatives will be described. These initiatives include innovative programs regarding wireless learning environments; the creation of reusable learning modules and objects; a grassroots approach to excellent teaching; and a statewide online faculty development program. The ITC's approach to faculty development strives to touch all faculty, regardless of where they fall in the technology adoption cycle. Implications of Web-based Learning for Student Evaluation of University TeachingMonday, January 28, 2002 Charles D. Dziuban, Director, Research Initiative for Teaching Effectiveness, University of Central Florida Steven E. Sorg, Asst. VP and Director, Center for Distributed Learning, University of Central Florida Student rating of instruction plays an important role in the university culture-impacting faculty tenure, promotion, merit pay, and teaching awards. These ratings, however, are controversial in almost every setting, suffering criticisms regarding their 1) ability to index effective instruction, 2) insensitivity to student learning outcomes, and 3) inappropriate use for evaluating faculty. Interestingly, with the success of so many web-based learning programs, student rating of instruction is becoming more controversial. At the University of Central Florida (UCF) we find that one of the most often voiced considerations is that, in order for those ratings to be valid for online courses, the standard face-to-face instrument must be customized for the various web components in classes. The magnitude of the virtual branch campus at UCF makes student ratings particularly important when one considers online teaching and learning in the context of faculty involvement and satisfaction. Considering the web-based transformation at UCF, we have completed a comprehensive investigation of student perception of instruction on our campuses. The study involves approximately 750,000 student ratings of their professors for several years using the standard university instrument. This session will report comparative results for face-to-face courses with several modes of web-based courses using decision tree methodology that builds predictive categorical models. The major finding of the research is that there are strong rules for predicting the likelihood of an instructor receiving an excellent overall rating-independent of the mode, level, or college in which he or she teaches. The presenters will discuss the implications of the study for transforming evaluation of web-based courses. Complete findings will be available to participants. Improving Learning & Reducing Costs Through Redesigning Large-Enrollment Courses: Lessons Learned Through the Pew Grant Program in Course RedesignMonday, January 28, 2002 Carolyn Jarmon, Senior Associate, National Center for Academic Tranformation The Pew Grant Program in Course Redesign is a $6 million grant program that supports efforts of colleges and universities to redesign their instructional approaches using technology to achieve cost savings as well as quality enhancements. Redesign projects focus on large-enrollment, introductory courses, which have the potential to impact significant student numbers and generate substantial cost savings. The third round of grants was awarded this summer. What general lessons have been learned in the previous two years of experience? This session will provide an overview of the program and the insights that have been gained from it. Innovations in Institutional Co-operation for Online Learning MaterialsMonday, January 28, 2002 Tom Carey, Chief Learning Officer - MERLOT, Professor, University of Waterloo Steven W. Gilbert, President, The TLT Group The development of interactive learning objects has accelerated in recent years, but the take-up of these learning objects by instructors outside the originating institution has been disappointing. In this session we will report on several innovative approaches to address this challenge, featuring new co-operative models in the design, development and evaluation of interactive learning objects. The innovations to be discussed - all works in progress - include a Learning Technology Design Café using video-over-IP, a Co-operative Economy for exchanging online learning objects, a consortium for co-development of online programs across institutions, and an Open Source model for sharing faculty development resources. Institutional Partnerships for Excellence in Online Learning - A Case Study: Rensselaer Polytechnic Institute, TEC de Monterrey(ITESM), and the General Motors Technical Education ProgramMonday, January 28, 2002 Susan Bray, Assistant Dean for Strategy and Development, Rensselaer Polytechnic Institute Kim A. Scalzo, Director of Educational Technology and Information Systems, Rensselaer Polytechnic Institute Rensselaer Polytechnic Institute, TEC de Monterrey (the leading technological university in Latin America) and the General Motors Technical Education Program have entered into a unique partnership to design and develop an online graduate course in Organizational Behavior that will reflect the cross-cultural issues and challenges in today's world of work; the impact of technology on how organizations behave; and to do so in a convenient and flexible manner that can be delivered to GM employees and others all over the world. This partnership represents a joint development effort between a US university, a university in Mexico, and a corporate education group. The course is aimed at improving skills and understandings necessary to work in cross cultural and virtual work teams through a learning centered environment. One of the great promises of online learning is the opportunity for partnerships between diverse organizations that can produce learning experiences superior to that which any group can do on their own. Presenters will share their experiences to date with this exciting project. Institutions in Transformation - New Demography, New Technology and New Faculty RolesMonday, January 28, 2002 Henry T. Ingle, Vice Chancellor and CIO, San Diego Community College District Lori Lambert, Assistant Director, Distance Education, Salish Kootenai College Joyce Faye Williams-Green, Associate Provost for IR/CIO, Winston-Salem State University Many mainstream NLII institutions are experiencing a change in the demographics of their students, faculty and staff. This change mirrors the Nation's demography as it becomes increasingly populated by individuals of different nationalities, languages, and ages. In addition, institutions of higher education are exploring international education programs. Institutions which have been traditionally culturally diverse have already tackled the issues, experienced the working lessons and developed effective practices in dealing with instructional delivery that is culturally relevant in this diverse environment. These institutions also have a long tradition of being learner-centered, and have applied this tradition in their implementation of alternative instructional delivery systems, particularly in taking advantage of the ability of new technologies to provide customized learning environments. This presentation will offer case studies in how such institutions have integrated technology into their instruction to be responsive to culturally diverse learners, and will cover the learning theory, learning styles, and cultural issues that arise. ITS@Wisconsin - Education Serving EducationMonday, January 28, 2002 Charlene Douglas, Director, Small Client Initiatives, Desire2Learn Inc. Kris McGrew, Director, Learner Services, UW Learning Innovations, University of Wisconsin Extension Glenda Morgan, Director of Technology and Learning Initiatives, George Mason University The University of Wisconsin System has developed an extensive environment in the support of statewide e-learning. The nexus of this environment is one of frequent interactions of a variety of system-wide groups, both academic and technical, supporting the education enterprise. We will discuss this collaborative environment and take an in-depth look at three of these services -- our common library system, our common web based learning systems (dot.edu) and our high-touch learner management system providing student services for distance learners. All these services are provided to every campus within the University of Wisconsin System. dot.edu, also, offers its services (hosting, training, instructional design consultation, and a 24x7 Help Desk) to all educational institutions in Wisconsin and beyond at a fee. Learning and Cost Benefits in a Computer Fluency Course Redesigned Using TechnologyTuesday, January 29, 2002 Carl Alphonce, Teaching Assistant Professor, University at Buffalo Deborah Walters, Associate Dean, University at Buffalo A large enrolment computer fluency course was redesigned with the goal of using technology both to increase learning and to decrease costs. We will present the quantified results showing how learning increased and how costs decreased as a result of the redesign. The project website is:http://pew.cse.buffalo.edu/. This research was supported in part by the Pew learning and Technology Program LearnLink@Emory: Community Across an InstitutionTuesday, January 29, 2002 Alan R. Cattier, Director, Academic Technologies, Emory University Donald E. Harris, Vice Provost and Chief Information Officer, University of Oregon Adam Lipkin, Project Lead, Brandeis University In 1989, graduate students in the department of Biology at Emory established an online class conference environment that they called LearnLink. In that year, 27 classes and roughly 600 students used the product and were converted to the experience of complementing in-class teaching with on-line learning. Since that time, LearnLink has grown in fits and starts, by leaps and bounds, sometimes by design, sometimes by accident, but what has emerged is a dynamic, vibrant, engaged academic community that thrives in the virtual world. As of fall 2001, there were over 17,000 users on LearnLink and more than 700 active classes that were using the text based conferencing system. On a daily basis, over 250,000 messages circulate within this environment. As a campus that has struggled to encourage physical community, LearnLink has emerged as the most substantial instantiation of community on Emory's campus, albeit virtual. Our presentation aims to discuss LearnLink as a campus wide presence, not as a technical product, and we will focus on the factors that we have identified that have made it successful as a teaching and community tool. Furthermore, we have recently expanded LearnLink's reach beyond the currently enrolled student body to also include pre-matriculants, who now have access to both current students and faculty. We are also in planning discussions with the alumni office to engage alumni in online discussions, ones that might now reach not only to the current community but also to the Institution's applicant pool, further broadening the nature of our online life. Research Based Learning Materials for the UnderservedMonday, January 28, 2002 Dan C. Cotton, Director, eXtension, University of Nebraska - Lincoln Janet K. Poley, President, American Distance Education Consortium (ADEC) ADEC is conducting learning effectiveness research as part of its cooperative program with Internet2 and the National Science Foundation's Advanced Networking directorate. ADEC is not only testing infrastructure solutions for the "last 10 miles" but is also conducting participatory learning research with tribal colleges and communities, rural and remote learners and locations, as well as historically black colleges and universities and "black belt areas" of the United States. ADEC has in place an outstanding team of university researchers from across the country. The presentation will focus on cultural diversity factors, participatory research and user factors including interface, learning styles, applications, media attributes and collaborative work. Technology Across the Curriculum at George Mason: An IT/Academic PartnershipMonday, January 28, 2002 Anne Scrivener Agee, Vice-Provost for Information Technology and Chief Information Officer, University of Massachusetts Boston Dee Ann Holisky, Senior Associate Dean, College of Humanities and Social Sciences, George Mason University George Mason University's award-winning Technology Across the Curriculum initiative insures that students graduate from the University with a wide range of technology skills. Its development and implementation is an ongoing collaborative project of the Information Technology Unit and the College of Arts and Sciences. This presentation highlights the impact of the program on the University and the contributions of each of the partners to the implementation and ongoing development of the project. The CMS and Institution’s e-StrategyMonday, January 28, 2002 Ted Dodds, CIO and Associate Vice President - IT, The University of British Columbia Michelle N. Lamberson, Director, Learning Technology, The University of British Columbia A Course Management System (CMS) plays a unique role as one component of an institutional e-learning environment; the CMS sits literally on the seam between the pedagogical and administrative functions of an institution. As a result, the selection of a CMS can provide a focal point for addressing the complex issues surrounding institutional transformation from the perspectives of learning and service. Using The University of British Columbia as an example, this presentation will look at the role of the CMS in an institution's e-strategy from two viewpoints: the institution and the vendor. From the institutional side, the CIO of UBC will provide an overview of UBC's e-strategy, outlining the major stakeholders and their requirements, the factors influencing the development of its strategy, and the role of the CMS with respect to the stakeholders. WebCT will outline how its development parallels the evolving needs of the institution, and the role of the institutional stakeholders in its development. Both presenters will discuss the importance of a partnering (with government organizations, standards bodies, related businesses, etc.) for success. The Myth of the LMS: We’re Already Managing Learning!Monday, January 28, 2002 Tom Lewis, Director, Catalyst Research & Development, University of Washington Oren Sreebny, Director of Emerging Technology, University of Washington What's all the fuss about "learning management systems"? If we haven't been managing learning already, why are we handing out degrees? In this session, we will argue that what we need in the new online environment is not yet another standalone, isolated application but the ability to integrate multiple existing systems: those that enable students to pick and register for learning experiences, those that create and publish online course content, and those that track student progress and award credit and grades. We will describe the progress to date at the University of Washington, where units responsible for centralized computing services, educational technology, and distance learning decided to tie existing Web-based content and communication tools with existing back-end systems in an open framework. Starting with the MyUW enterprise portal and a single Kerberos authentication mechanism, UW has created a system for both campus-based and distance learning courses that responds to faculty and student needs. This system, MyClass, incorporates communication and collaboration tools from the Catalyst toolset and will soon include central authorization/groups systems. Our incremental, measured approach using existing systems demonstrates that universities can craft their own scalable, integrated, and standards-based systems to manage learning. The Role of IT and Partnering in Creating New Educational "Wealth"Monday, January 28, 2002 William H. Graves, Senior VP, Academic Strategy, SunGard Higher Education "The role of leadership is not to manage expenditures, but rather to create new wealth." .....Walter Wriston While struggling valiantly to mange information technology (IT) expenditures, higher education leaders are simultaneously being pressured to spend more on such competitive IT necessities as upgrading the administrative system, licensing and supporting a course management system, and creating an "enterprise portal" to provide integrated, comprehensive, personalizable self-service meeting the expectations of Internet-savvy younger students and working adult students and their employers. Integrated, comprehensive, personalizable online self-service is not the demise of human mediation, but it is a challenge to rethink the form and substance of human mediation in the educational process. That challenge is the key to creating Wriston's new educational "wealth" - an increase in societal and private educational benefits derived from technology-enabled increases in academic productivity. In other words, IT can be more than an expenditure, provided that leaders embrace it as the means to increase not only the quality and flexibility of academic and administrative services and their attendant levels of "customer" satisfaction, but also the ratio of institutional revenues to expenditures - or some other measure of productivity. Success may require additional IT resources, IT expertise in new areas of technology, new 24x7 levels of IT quality assurance, and academic change management experience. Such resources are often unavailable internally, and so partnering is frequently a strategy for achieving both an internal and societal return on investment in the technologies of the Internet revolution. This presentation expands on the role of IT and partnering in the creation of new educational "wealth" in the form of strategic, measurable outcomes. The SUNY Learning Network: The Online Program of the State University of New YorkMonday, January 28, 2002 Eric E. Fredericksen, Associate Vice Provost, University of Rochester Peter J. Shea, Professor, University at Albany, SUNY This session will provide an overview of the SUNY Learning Network, the premier online learning program of the Office of the Provost of the State University of New York. Discussion will focus on how SUNY has implemented this replicable, scalable, and transformational program that has helped create a high-quality, enterprise-wide, online teaching and learning environment serving 53 SUNY colleges; more than 1,000 online faculty; and tens of thousands of students enrolled in more than 40 complete, online SUNY degree programs. SLN is the winner of the 2001 EDUCAUSE Award for Systemic Progress in Teaching & Learning. The UNC Teaching and Learning with Technology Collaborative: Sixteen Campuses Working Together to Promote TLTMonday, January 28, 2002 Hilarie Nickerson, Program Coordinator, UNC TLT Collaborative, University of North Carolina General Administration Frank T. Prochaska, Executive Director, T & L Technology Collaborative, University of North Carolina at Chapel Hill The UNC TLT Collaborative, created by the President of the University of North Carolina in 1999, is a consortial organization of the sixteen campuses of the UNC system. Its mission is to promote communication, research, professional development, resource sharing, resource development, and policy development in the area of teaching and learning with technology. The Collaborative's major start-up initiatives are the design and implementation of a Professional Development Portal, several system-wide faculty and staff development activities (including support and promotion of the Merlot project), and a number of programs to assist campus support of TLT. This presentation will review the organization and initial projects of the UNC TLT Collaborative, and will report on "lessons learned" as this young consortium works to effect systemic support and change in the area of teaching and learning with technology. Who is This "New Student," Who Grew up Being Digital?Monday, January 28, 2002 Christopher Arismendez, Arizona State University West Colleen Carmean, Director of Research -University Technology Office, Arizona State University Jeremy Haefner, Dean, College of Engineering & Applied Science, University of Colorado at Colorado Springs John-Michael Warner, Student, University of Colorado at Colorado Springs Two thoughtful, articulate students will share insights about how they learn and work. They will also share their perceptions about how that might differ from previous generations--particularly in how they use technology--and what this might mean for facility and instructional design, and new faculty roles. The NLII 2002 Fellows, both of whom lead the instructional technology initiatives on their home campuses, will discuss changes in how students are learning and what that means about learning environment(s) from a faculty member and IT staff member's perspective. These four (perhaps very) different points of view will result in a lively dialog about whether there really is such a person as the "New Student," and what he or she might be like. |
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