ELI Events by Month

Each year, the ELI community comes together to explore, network, and grow. A combination of plenary presentations, interactive sessions, and workshops - plus plenty of time to visit with colleagues - ensures that the ELI Annual Meeting brings lasting value to participants. ELI also encourages institutions to maximize the value they receive from the conference by sending institutional teams. Team participation facilitates shared learning and enhances the potential for collaborative initiatives back on campus based on ideas gained at the meeting.

Each year, the ELI community comes together to explore, network, and grow. A combination of plenary presentations, interactive sessions, and workshops - plus plenty of time to visit with colleagues - ensures that the ELI Annual Meeting brings lasting value to participants. ELI also encourages institutions to maximize the value they receive from the conference by sending institutional teams. Team participation facilitates shared learning and enhances the potential for collaborative initiatives back on campus based on ideas gained at the meeting.

Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, will moderate this webinar on the ECAR Study of Undergraduate Students and Information Technology, 2010 with special guests Shannon Smith and Judy Caruso. During this hour-and-a-half ELI webinar, we’ll explore the study’s findings on social networking, cloud-based collaboration tools, mobility, and faculty information technology training. We’ll also take a closer look at year-to-year trends and the ways in which higher education institutions are using the study to inform their initiatives.

Malcolm Brown and Veronica Diaz of the EDUCAUSE Learning, will moderate this webinar with Marilee Bresciani. In this session weÕll discuss what we know about the quality of higher learning in the United States. Specifically, weÕll explore the types of evidence of student learning that can be used to inform improvements in curriculum and student support services. In addition, weÕll discuss which types of evidence can be compared across institutions and why some such comparisons may hinder innovations in student learning. Participants will come away more informed about the types of evidence they can be collecting in their programs and within their institution.

ELIÕs online seminars offer an opportunity to hear from experts around the world on a specific teaching-and-learning-with-technologyÐrelated topic. The goal of this seminar is to examine one of the blended learning focus session topics in greater depth. With the help of the ELI communityÕs input, weÕve selected research and quality assurance of blended learning as the topic for our first online seminar.

With more faculty members teaching in the blended learning mode, effective course design is critical to maintaining quality while incorporating both face-to-face and online components. In this online seminar, participants will learn how to develop assignments that fit the learning objectives and align with the blended format of the course. In addition, participants will learn how course assignments can be used to provide evidence that students are meeting program goals. Finally, weÕll discuss the benefits of classroom-based research to evaluate the impact of technology on teaching and on studentsÕ learning. Participants will learn how they can successfully accomplish scholarship of teaching and learning (SoTL) research and use it to improve course and program outcomes.

The maturing of online learning practices and engagements have opened new possibilities for curriculum design: one that includes both face-to-face and online learning opportunities. The ability to design a course that blends the desired amount of face-to-face and distributed interaction allows institutions to address learners' unique needs and customize the learning environment, thereby avoiding the "one size fits all" approach. But these options lead to a variety of questions: what’s the right mix of face-to-face and online? How do you decide when to employ an online activity or interaction? How can you best map the mix of blended elements to student needs and requirements? How can these elements be most effectively orchestrated to meet a course’s learning objectives? What are the strengths and weaknesses of various online techniques and methods? The goal of this focus session is to revisit the potential of blended learning instructional models, student learning outcomes, and successful implementation practices.

ELI will moderate this web seminar with Diana Oblinger. Worldwide changes catalyzed by information technology are changing our traditional notions of what the future of higher education will be. The Òdigital ageÓ offers new opportunities, such as online learning, as well as threats, such as competition from other institutions. Information technology can help address these challenges and opportunities⎯it also may change how we frame the future. Common themes are emerging worldwide, such as cloud computing, identity management, and open educational resources. The presentation will sketch the emerging landscape and explore the implications for higher education.

Malcolm Brown and Veronica Diaz, moderate this web seminar with speakers representing six projects featured in the latest Horizon Report. In this special one-and-a-half hour ELI webinar, youÕll be taken on a tour of their work in electronic books, open content, and augmented reality. The six presentations will be followed by an open question and answer period with the presenters.

We are in transition to an era in which the authority of previously dependable sources of understanding is called increasingly into question, in tandem with societal and global challenges that require new ways of thinking. Correspondingly, hard questions are now being asked about our education system’s fitness for purpose. Our challenge is to create the infrastructures in which “K-Life” learners develop the capacities to thrive personally, and as citizens, under unprecedented conditions of uncertainty. The capacity to make sense of complex personal, intellectual and social dilemmas is what we need to foster in our children, graduates, researchers, and employees: these can be summarized as “Social Learning."

Fostering student engagement through technology requires institutions to meet students where they are—literally, figuratively, and virtually—and help them get to where they need to be. In this seminar, we will explore what it takes for a college to build a “culture of connection” in which students are engaged across multiple dimensions. We will share findings from the 2009 CCSSE national report, Making Connections: Dimensions of Student Engagement, including new primary research on the use of Web 2.0 social networking tools at more than 300 colleges nationwide. We will also discuss exciting technology implementations at LaGuardia Community College like student e-portfolios and online vertical learning communities that are increasing student engagement in class, on campus, and beyond.

Presenter: Susan Gautsch, Director of e-Learning and Information Systems Instructor, Graziadio School of Business and Management, Pepperdine University

GLEAN is a "personal collection of online tools to learn, gather, discover, and form insights, bit by bit." Powered by Google Apps, GLEAN is a stable framework that integrates and uniformly authenticates our traditional learning systems with an ever-growing collection of ‘long-tail’ Web 2.0 and social media tools. Identifying the issues that provided the impetus to implement such a framework, we will outline GLEAN’s technological infrastructure, followed by a discussion of its implementation, rollout, ongoing support, and assessment. Delving deeper into the pedagogical implications, we will highlight the integration of a Facebook-like social network and its impact and potential as a robust social constructivist learning tool.

Presenter: Larry Michaelsen, Professor of Management, University of Central Missouri and David Ross Boyd Distinguished Professor Emeritus, The University of Oklahoma.

Although mobile learning has different meanings for different communities, we know that learning is deepened and enriched when students have options for their learning for multiple paths through course content. Mobile technology not only enables students to take their learning with them beyond the physical walls of the classroom, but it also makes possible a new array of interactions in the classroom as well. Mobile learning encompasses participating in learning activities anywhere, at any time, and utilizing mobile technologies that are rapidly evolving. Possible applications of mobile technology include enabling authentic learning engagements (such as real-time data collection), spontaneous mash ups (such as populating a map with local data), synchronous interactions with classmates and subject experts, and a rich variety of interactions with course content. Precisely because of its fluidity and independence from physical boundaries, mobile learning offers vast potential to enhance all types of instruction: face-to-face, blended, and online. The goal of this focus session is to re-assess the potential of mobile technologies and identify new ways in which mobility can contribute to the learning experience.

Presenters: Mara Hancock, Director for Educational Technologies at UC Berkeley and the lead of Opencast Matterhorn, Adam Hochman, Opencast Matterhorn Project Manager, UC Berkeley, Ben Hubbard, Manager, webcast.berkeley, UC Berkeley and Olaf A. Schulte, Opencast Matterhorn Product Manager and Head of Production and Distribution and ITS-Multimedia Services at ETH Zurich

Each year in late January, the ELI community comes together to explore, network, and grow. A combination of plenary presentations, interactive sessions, and workshops - plus plenty of time to visit with colleagues - ensures that the ELI Annual Meeting brings lasting value to participants. ELI also encourages institutions to maximize the value they receive from the conference by sending institutional teams. Team participation facilitates shared learning and enhances the potential for collaborative initiatives back on campus based on ideas gained at the meeting.

Presenter: Candace Thille, Director or the Open Learning Initiative (OLI) at Carnegie Mellon University

Bridget Piernik-Yoder, Assistant Professor, Department of Occupational Therapy, University of Texas Health Science Center at San Antonio

Doug Duncan, Faculty, Department of Astrophysical and Planetary Sciences, University of Colorado, and Director, Fiske Planetarium

ELI conducts in-depth workshops on two topics each year. Online and face-to-face focus sessions help participants develop a deeper understanding of a topic and gain practical knowledge that can be applied on campus. As with the Annual Meeting, institutions are encouraged to facilitate this process through team participation.

Michelle Pacansky-Brock, Director, Online and Hybrid Support Center, California State University, East Bay

Heidi Alvarez, Director, Center for Internet Augmented Research and Assessment, Florida International University and Masoud Sadjadi, Assistant Professor, Florida International University

Janet Salmons, Professor, Capella University

Barbara Draude, Assistant Vice President for Academic and Instructional Technologies, Middle Tennessee State University and Gail Matthews-DeNatale, Associate Director, Academic Technology, Simmons College

Jude Higdon, Managing Director, Technology-Based Learning, University of Minnesota and Karen Howell, Head, Leavey Library, University of Southern California

Louise Thorpe, Head of Academic Innovation, Sheffield Hallam University

Julie Evans, CEO, Project Tomorrow

Each year in late January, the ELI community comes together to explore, network, and grow. A combination of plenary presentations, interactive sessions, and workshops - plus plenty of time to visit with colleagues - ensures that the ELI Annual Meeting brings lasting value to participants. ELI also encourages institutions to maximize the value they receive from the conference by sending institutional teams. Team participation facilitates shared learning and enhances the potential for collaborative initiatives back on campus based on ideas gained at the meeting.

Larry Johnson, CEO; Rachel Smith, Vice President, NMC Services; and Alan Levine, Vice President, NMC Community and CTO, the New Media Consortium

Tom Reeves, Professor of Educational Psychology and Instructional Technology, University of Georgia

Malcolm Brown, Director of Academic Computing, Dartmouth College

ELI conducts in-depth workshops on two topics each year. Focus sessions help participants develop a deeper understanding of a topic and gain practical knowledge that can be applied on campus. As with the Annual Meeting, institutions are encouraged to facilitate this process through team participation.

Susan Metros, Deputy CIO, Associate Vice Provost for Technology-Enhanced Learning, and Professor of Design and Clinical Education, University of Southern California

David Vogt, Executive Director of the Mobile MUSE Network and Director of Digital Learning Projects, Faculty of Education, University of British Columbia; CEO, CrowdTrust Technologies Inc.

Karen Swan, Research Professor, Research Center for Educational Technology, Kent State University

Marsha Lovett, Associate Research Professor, Department of Psychology and Associate Director, Eberly Center for Teaching Excellence, Carnegie Mellon University

Judy Perry, Research Associate, Teacher Education Program, MIT

ELI conducts in-depth workshops on two topics each year. Online and face-to-face focus sessions help participants develop a deeper understanding of a topic and gain practical knowledge that can be applied on campus. As with the Annual Meeting, institutions are encouraged to facilitate this process through team participation.

Terry Anderson, Professor and Canada Research Chair in Distance Education, Athabasca University

Aaron Delwiche, Assistant Professor of Communication, Trinity University, and Co-Founder, Metaversatility, Inc.

Each year in late January, the ELI community comes together to explore, network, and grow. A combination of plenary presentations, interactive sessions, and workshops - plus plenty of time to visit with colleagues - ensures that the ELI Annual Meeting brings lasting value to participants. ELI also encourages institutions to maximize the value they receive from the conference by sending institutional teams. Team participation facilitates shared learning and enhances the potential for collaborative initiatives back on campus based on ideas gained at the meeting.

Gardner Campbell, Professor of English, University of Mary Washington

Candace Thille, Director of the Open Learning Initiative, Carnegie Mellon University, and Neil Heffernan, Assistant Professor of Computer Science, Worcester Polytechnic Institute

John Campbell, Associate Vice President of Teaching and Learning Technologies, Purdue University

Bryan Alexander, Director of Research, National Institute for Technology and Liberal Education (NITLE)

ELI conducts in-depth workshops on two topics each year. Focus sessions help participants develop a deeper understanding of a topic and gain practical knowledge that can be applied on campus. As with the Annual Meeting, institutions are encouraged to facilitate this process through team participation.

Cerise Oberman, Dean of Library and Information Services, SUNY College at Plattsburgh

Rob Abel, CEO, IMS Global Learning Consortium

Jared Lang, Jessica Vargas, and Christopher Conover, Students, University of Central Florida

John Cook, Principal, The Sextant Group, and Paul Knell, Senior Principal, WTW Architects

ELI conducts in-depth workshops on two topics each year. Focus sessions help participants develop a deeper understanding of a topic and gain practical knowledge that can be applied on campus. As with the Annual Meeting, institutions are encouraged to facilitate this process through team participation.

Shirley Dugdale, Director, Learning Environments, DEGW North America LLC, and Phillip D. Long, Associate Director, Office of Educational Innovation and Technology, MIT

Ellen D. Wagner, Senior Director of Worldwide eLearning Solutions, Adobe Systems, Inc.

Join us at the 2007 EDUCAUSE Learning Initiative Annual Meeting, “Creating a Successful Learning Culture: Connecting Learners, Communities, and Information,” to explore our fundamental assumptions about what, where, and how we educate. We'll focus on the ways institutions can enhance student learning, going beyond specific examples of innovation to the processes and practices that enable systemic progress toward more effective learning.

Carie Windham, Former Undergraduate, North Carolina State University; Graduate Student, University of Ulster, Northern Ireland

Chris Dede, Timothy E. Wirth Professor of Learning Technologies, Graduate School of Education, Harvard University

Sawyer Hunley, Coordinator of the School Psychology Program and Learning Teaching Fellow, University of Dayton, and Molly Schaller, Assistant Professor, Coordinator of the College Student Personnel Program, and Learning Teaching Fellow, University of Dayton

Peggy L. Maki, Higher Education Consultant and Former Senior Scholar & Director of Assessment, American Association for Higher Education

Crit Stuart, Associate Director for Public Services, Library and Information Center, Georgia Institute of Technology

Richard Van Eck, Associate Professor, Instructional Design & Technology, University of North Dakota

Alan R. Cattier, Director, Academic Technology Services, Emory University, and
Kim Braxton, Manager, Centers for Educational Technology, Emory University

Larry Johnson, CEO, The New Media Consortium (NMC)

Pam Tate, President and CEO, Council for Adult and Experiential Learning (CAEL)

Pat Terenzini, Distinguished Professor of Education and Senior Scientist, Center for the Study of Higher Education, Pennsylvania State University

Ron Bleed, Vice Chancellor for Information Technologies, Maricopa Community Colleges

Cyprien Lomas, ELI Scholar-in-Residence and Director of the Learning Centre, Faculty of Land and Food Systems, University of British Columbia

Peter Grunwald, President, Grunwald Associates