Featured Sessions

Accountability As Opportunity: Tapping the Transformative Power of Accreditation

Monday, January 26, 2004
9:25 a.m. - 10:25 a.m. FS01

Gary Brown, Director, Center For Teaching, Learning & Technology, Washington State University

Stephen C. Ehrmann, Vice President & Director, The Flashlight Program, The TLT Group

Joan K. Lippincott, Associate Executive Director, Coalition for Networked Information

Vicki Suter, Director, iCohere

NLII Key Theme - Transformative Assessment

Over the past three years, the Transformative Assessment Project (TAP) team has been working on tools designed to help institutional teams that have been tasked to plan and/or implement a major change for their program or institution to transform teaching and learning with technology, in institutions that:
- are involved in significant institutional improvement of teaching and learning with technology
- use assessment in a variety of ways to guide and support that effort
- share a commitment to the purposeful application of assessment and dissemination of assessment results to support deep change

At the same time, increasing pressures are being brought to bear on higher education for accountability to external agencies and stakeholders, ranging from regents to state legislatures to accrediting agencies. Steve Ehrmann refers to these forces as "lightening strikes" on the institution and notes that institutional responses can dissipate such energy into dysfunctional behavior, or turn it into a force for transformation. Representatives of the TAP team will review the work of the team and of participants at the NLII 2003 summer focus session on the topic; they will present the plans for a kit for transforming accreditation self-study pressures into a catalyst for a new institutional culture of evidence and transformative assessment.

Postconference Resource

Individual and Institutional Folio Learning

Tuesday, January 27, 2004
9:30 a.m. - 10:30 a.m. FS05

Darren Cambridge, Assistant Professor of Internet Studies and Information Literacy, George Mason University

Helen L. Chen, Research Scientist, Stanford University

Kathi Ketcheson, Director, Office of Institutional Research and Planning, Portland State University

NLII Key Theme - Electronic Portfolios

E-portfolios are more than just a technology: they imply a process of planning, keeping track of, making sense of, and sharing evidence of learning and performance. Using e-portfolios well requires embracing a set of practices and an understanding of learning that Helen Chen and her colleagues have dubbed "folio thinking." In this presentation, we will detail our shared understanding of folio thinking as it applies to both individual and organizational development, drawing on examples from our experiences and those of other e-portfolio practitioners from around the world. We will explore in-depth how folio thinking applies to student learning portfolios based on research conducted at Stanford, how it applies to the development of an institutional portfolio and its application in accreditation at Portland State, and how this student and institutional folio thinking can inform the development of next-generation e-portfolio technology.

Postconference Resource

Gaming As a Next-Generation Learning Technology

Tuesday, January 27, 2004
9:30 a.m. - 10:30 a.m. FS04

Joel Foreman, Associate Professor, George Mason University

NLII Key Theme - Games, Simulations & Learning

Regardless of any new developments in learning technologies, the large lecture persists as the primary "technology" in use. Expanding on the theme of the article he authored for EDUCAUSE Review ("Next-Generation Educational Technology versus the Lecture," July/August, 2003) the speaker will explain why the large lecture format is ripe for replacement, review the activity in the field of game-based learning and the claims of the authorities, and explore how learning objectives can be achieved in an immersing environment, and which impediments need to be removed for game-based learning to become viable.

Postconference Resource

The Authority of Consensus: Next-Generation Course Management Systems

Monday, January 26, 2004
9:25 a.m. - 10:25 a.m. FS02

Ronald Bleed, Vice Chancellor Emeritus, Maricopa Community College District

Malcolm B. Brown, Director of Academic Computing, Dartmouth College

Jean Kreis, 2004 NLII Fellow-Web-Based Instruction, Sr. Program Coordinator, Casa Grande Union High School

Patricia A. McGee, Associate Professor/2003 NLII Fellow, University of Texas at San Antonio

NLII Key Theme - Learner-Centered Principles, Design & Practice

A diverse set of participants at the NLII 2003 Spring Focus Session on next-generation course management systems (CMSs) agreed to share a common conceptual framework of learner-centered principles, and within that framework, discussed how the use of a course management system can support teaching practices and learning activities that result in deeper learning. The participants identified and prioritized a set of related issues and functional requirements for next-generation CMS. An NLII workgroup was chartered in response to the recommendations of the participants, and four teams emerged and developed the following work products, which will be shared with the NLII Annual Meeting attendees:
- Refined conceptual framework for orienting the use of CMSs around learner-centered principles
- Suite of scenarios for the use of next-generation CMSs
- Intra-institutional issues and recommendations for the use of next-generation CMSs to support deeper learning
- Inter-institutional issues and recommendations for the use of next-generation CMSs to support deeper learning

(If you are interested in giving your perspective as an NLII member on appropriate next steps for the NLII, plan to attend the Next-Generation Knowledge and Learning Management Systems Forum and Feedback Session, Tuesday, 1/27, 3:00–5:00 p.m.)

Postconference Resource

Bending and Blending Cultures: Three World Views on Learning Objects

Monday, January 26, 2004
9:25 a.m. - 10:25 a.m. FS03

Laurence F. Johnson, Chief Executive Officer, The New Media Consortium (NMC)

Susan E. Metros, Deputy CIO & Associate Vice Provost, University of Southern California

Patricia Stevens, Director for Cooperative Initiatives, OCLC, Inc.

NLII Key Theme - Learning Objects

The NLII, the New Media Consortium (NMC), and Online Computer Library Center (OCLC) are three very diverse organizations with three very different missions serving three distinct audiences, yet all three groups are deeply involved in examining the theory and practice regarding the use of learning objects in higher education. NLII's members are predominately interested in the pedagogical transformation possible if learning objects are used and openly shared by educators; NMC is focused on design professionals tasked with creatively authoring learning objects and their applications; and OCLC's member organizations are asking tough questions about how libraries can use their expertise to further learning object access, management, and preservation. The presenters, representing each of the organizations, will use the NLII's Learning Object Ontology (developed by the NLII Learning Object Workgroup) to identify where their organizations' interests lay currently and in the future. They will then debate the intersections and interstices between their respective cultures and the potential for conflict, collaboration, and convergence.

Learning Space Design

Tuesday, January 27, 2004
9:30 a.m. - 10:30 a.m. FS06

Dan Gilbert, Academic Technology Specialist, Stanford University

Christopher G. Johnson, Adjunct Assistant Professor, The University of Arizona

Phillip D. Long, Assoc. Dir, Office of Educational Innovation and Technology, MIT

NLII Key Theme - Learning Space Design

As students become increasingly engaged in "ambient learning," how does the relationship between learning activity and physical space foster or impede academic goals? What principles should apply to the design of physical space on campus? This featured session will explore the relationships that occur at the nexus of technology, pedagogy, and physical space, building on the understandings gained through a charrette held at MIT, the design of and experiences in Wallenberg Hall at Stanford University, and the development of an integrated learning environment created for first-year students at University of Arizona.

Postconference Resource

2004 Annual Meeting		Featured Sessions Accountability As Opportunity: Tapping the Transformative Power of Accreditation Monday, January 26, 2004 9:25 a.m. - 10:25 a.m. FS01 Gary Brown, Director, Center For Teaching, Learning & Technology, Washington State University Stephen C. Ehrmann, Vice President & Director, The Flashlight Program, The TLT Group Joan K. Lippincott, Associate Executive Director, Coalition for Networked Information Vicki Suter, Director, iCohere NLII Key Theme - Transformative Assessment Over the past three years, the Transformative Assessment Project (TAP) team has been working on tools designed to help institutional teams that have been tasked to plan and/or implement a major change for their program or institution to transform teaching and learning with technology, in institutions that: - are involved in significant institutional improvement of teaching and learning with technology - use assessment in a variety of ways to guide and support that effort - share a commitment to the purposeful application of assessment and dissemination of assessment results to support deep change At the same time, increasing pressures are being brought to bear on higher education for accountability to external agencies and stakeholders, ranging from regents to state legislatures to accrediting agencies. Steve Ehrmann refers to these forces as "lightening strikes" on the institution and notes that institutional responses can dissipate such energy into dysfunctional behavior, or turn it into a force for transformation. Representatives of the TAP team will review the work of the team and of participants at the NLII 2003 summer focus session on the topic; they will present the plans for a kit for transforming accreditation self-study pressures into a catalyst for a new institutional culture of evidence and transformative assessment. Postconference Resource Individual and Institutional Folio Learning Tuesday, January 27, 2004 9:30 a.m. - 10:30 a.m. FS05 Darren Cambridge, Assistant Professor of Internet Studies and Information Literacy, George Mason University Helen L. Chen, Research Scientist, Stanford University Kathi Ketcheson, Director, Office of Institutional Research and Planning, Portland State University NLII Key Theme - Electronic Portfolios E-portfolios are more than just a technology: they imply a process of planning, keeping track of, making sense of, and sharing evidence of learning and performance. Using e-portfolios well requires embracing a set of practices and an understanding of learning that Helen Chen and her colleagues have dubbed "folio thinking." In this presentation, we will detail our shared understanding of folio thinking as it applies to both individual and organizational development, drawing on examples from our experiences and those of other e-portfolio practitioners from around the world. We will explore in-depth how folio thinking applies to student learning portfolios based on research conducted at Stanford, how it applies to the development of an institutional portfolio and its application in accreditation at Portland State, and how this student and institutional folio thinking can inform the development of next-generation e-portfolio technology. Postconference Resource Gaming As a Next-Generation Learning Technology Tuesday, January 27, 2004 9:30 a.m. - 10:30 a.m. FS04 Joel Foreman, Associate Professor, George Mason University NLII Key Theme - Games, Simulations & Learning Regardless of any new developments in learning technologies, the large lecture persists as the primary "technology" in use. Expanding on the theme of the article he authored for EDUCAUSE Review ("Next-Generation Educational Technology versus the Lecture," July/August, 2003) the speaker will explain why the large lecture format is ripe for replacement, review the activity in the field of game-based learning and the claims of the authorities, and explore how learning objectives can be achieved in an immersing environment, and which impediments need to be removed for game-based learning to become viable. Postconference Resource The Authority of Consensus: Next-Generation Course Management Systems Monday, January 26, 2004 9:25 a.m. - 10:25 a.m. FS02 Ronald Bleed, Vice Chancellor Emeritus, Maricopa Community College District Malcolm B. Brown, Director of Academic Computing, Dartmouth College Jean Kreis, 2004 NLII Fellow-Web-Based Instruction, Sr. Program Coordinator, Casa Grande Union High School Patricia A. McGee, Associate Professor/2003 NLII Fellow, University of Texas at San Antonio NLII Key Theme - Learner-Centered Principles, Design & Practice A diverse set of participants at the NLII 2003 Spring Focus Session on next-generation course management systems (CMSs) agreed to share a common conceptual framework of learner-centered principles, and within that framework, discussed how the use of a course management system can support teaching practices and learning activities that result in deeper learning. The participants identified and prioritized a set of related issues and functional requirements for next-generation CMS. An NLII workgroup was chartered in response to the recommendations of the participants, and four teams emerged and developed the following work products, which will be shared with the NLII Annual Meeting attendees: - Refined conceptual framework for orienting the use of CMSs around learner-centered principles - Suite of scenarios for the use of next-generation CMSs - Intra-institutional issues and recommendations for the use of next-generation CMSs to support deeper learning - Inter-institutional issues and recommendations for the use of next-generation CMSs to support deeper learning (If you are interested in giving your perspective as an NLII member on appropriate next steps for the NLII, plan to attend the Next-Generation Knowledge and Learning Management Systems Forum and Feedback Session, Tuesday, 1/27, 3:00–5:00 p.m.) Postconference Resource Bending and Blending Cultures: Three World Views on Learning Objects Monday, January 26, 2004 9:25 a.m. - 10:25 a.m. FS03 Laurence F. Johnson, Chief Executive Officer, The New Media Consortium (NMC) Susan E. Metros, Deputy CIO & Associate Vice Provost, University of Southern California Patricia Stevens, Director for Cooperative Initiatives, OCLC, Inc. NLII Key Theme - Learning Objects The NLII, the New Media Consortium (NMC), and Online Computer Library Center (OCLC) are three very diverse organizations with three very different missions serving three distinct audiences, yet all three groups are deeply involved in examining the theory and practice regarding the use of learning objects in higher education. NLII's members are predominately interested in the pedagogical transformation possible if learning objects are used and openly shared by educators; NMC is focused on design professionals tasked with creatively authoring learning objects and their applications; and OCLC's member organizations are asking tough questions about how libraries can use their expertise to further learning object access, management, and preservation. The presenters, representing each of the organizations, will use the NLII's Learning Object Ontology (developed by the NLII Learning Object Workgroup) to identify where their organizations' interests lay currently and in the future. They will then debate the intersections and interstices between their respective cultures and the potential for conflict, collaboration, and convergence. Learning Space Design Tuesday, January 27, 2004 9:30 a.m. - 10:30 a.m. FS06 Dan Gilbert, Academic Technology Specialist, Stanford University Christopher G. Johnson, Adjunct Assistant Professor, The University of Arizona Phillip D. Long, Assoc. Dir, Office of Educational Innovation and Technology, MIT NLII Key Theme - Learning Space Design As students become increasingly engaged in "ambient learning," how does the relationship between learning activity and physical space foster or impede academic goals? What principles should apply to the design of physical space on campus? This featured session will explore the relationships that occur at the nexus of technology, pedagogy, and physical space, building on the understandings gained through a charrette held at MIT, the design of and experiences in Wallenberg Hall at Stanford University, and the development of an integrated learning environment created for first-year students at University of Arizona. Postconference Resource
		© Copyright 1999-2008 EDUCAUSE Need Help? \| Feedback \| Privacy Policy
	Unless otherwise noted, EDUCAUSE holds the copyright on all materials published by the association, whether in print or electronic form. In certain cases the work remains the intellectual property of the individual author(s) (see Special Circumstances).