Workshop Topics

Concurrent Workshop Session I

Concurrent Workshop Session II

eLIS and Library Drop-In Help Clinic (10:30am-2:00pm)
eLearning and Instructional Support and Ludcke Library Staff
Univ 2-078

Please drop in between 10:30 and 2:00 today to meet with eLearning and Instructional Support Staff and Ludcke Librarians for help on a variety of myLesley, library and Microsoft Office topics. Staff will work with you one-on-one or in small groups on the following:

• Finding and linking to Library resources
• Endnote Web
• eBooks
• myLesley (Uploading Syllabi to Courses; Organizing Course Content; Setting up Discussions; Grade Center; Assignment Submission; Customizing course menus)
• Wiki Setup
• Blogging Basics
• Microsoft Office (Word, PowerPoint and Excel)
• Digital Camera workshop follow-up (12:30-2:00)

Social Construction, Communication and a Wiki
Bill Barowy, School of Education
University Hall Amphitheater

Wikis are websites that are interactive and easily changed. This presentation will describe how two concepts from Vygotsky’s developmental psychology and one from M.A.K. Halliday’s social linguistics have influenced the design and role of wiki web sites to support two inquiry courses in Education: Research in Technology in Education and Emerging Technologies. Participants are invited to come with questions for discussion.

The Constructivist Online Classroom
Sarah Haavind and Ricky Carter, School of Education
Univ 3-097

Two key elements of a constructivist classroom are peer collaboration and formative assessment. In the online classroom, this is also true but can be more challenging to orchestrate. Just because there are a plethora of rote tools in Blackboard doesn’t mean you have to use them! This session shares models for both conducting formative assessments and peer collaboration in Lesley courses using specific examples from the NSF-supported Science in Education online program, and the Mathematics online masters program.

 
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Making Your Digital Camera Work for You
Fred Levy, Art Institute of Boston
Univ 3-089

*Note: A digital camera is not required for this session, but you are strongly encouraged to bring your own if you have one.
Digital cameras come with more features than a Swiss army knife. Even though the manufacturers try to make them as easy to use as possible, you may only be scratching the surface of what it can do. Some topics covered include choosing the right format, customizing camera settings, using the flash, shooting panoramic photos, online resources for editing and sharing, plus much more. In this session, Fred Levy will walk you through the basic features of most cameras so you can make sure the camera is working for you!

Creativity and Self-Care in the Digital Age
Barbara Vacarr, Lesley College and Marianne Reiff, School of Education
Univ 3-098

How can we think creatively about the possibilities for online learning? How can we construct online learning experiences that embody our pedagogical goals? How can we continue to innovate and think in new ways about course and program development? How do we engage this work in a reasonable and balanced manner? Come participate in a discussion that addresses these questions and is informed by the lessons we have learned.

Beyond the Textbook: Digital Repositories, Content and Tools
Jo-Anne Hart, School of Education
Univ 3-100

Online primary sources are great sources of digital collections from music, memoirs, photos, letters, cartoons, newspapers, oral histories and more. Jo-Anne Hart will share her use of selected repositories and how she’s integrated them into her Technology and Social Studies course. In this concurrent session, colleagues will get a good list of digital collections and some practical classroom activity ideas for students to use in moving themselves beyond the textbook.

Resources:
LesleyTIE's Bookmarks on Delicious

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The 21st Century Educational Village Green
Joan Thormann, School of Education
Univ 3-087

Whether online or face-to-face, building a supportive and effective learning community is one of the keys to having successful exchanges between classmates and faculty members. However, creating a learning community online requires some different techniques and forethought from those of a face-to-face community building. This presentation will provide eight concrete ways to encourage building a good learning environment that enhances participants’ abilities to exchange ideas and increase deep learning. Examples of community building will be shared, as well as guidelines for including these techniques in your course. Most of the community building ideas can be applied immediately in your current course.

Mooter, Grokker, The Wayback Machine and More: Easy-to-Use Resources for Planning Hybrid and Online Constructivist Class Activities
Maureen Brown Yoder, School of Education
Univ 3-098

When teaching hybrid and online courses, faculty need to incorporate online activities that were previously presented face-to-face. Millions of free, easy-to-use electronic tools and resources are available and there are treasures for any subject matter. You will learn about Google’s advanced features, how Mooter and Grokker work, and how to do the “Cha-Cha” (and I don’t mean the dance!). Participants will leave with a website of resources and examples of how they can be used thoughtfully and creatively in hybrid and online classes. If you are reading this description, you have the skills to use these valuable resources.

Using Audience Response Systems for Formative Assessment in College Classrooms
Linda Mensing Triplett, School of Education
Univ 3-087

Throughout the country, public K-12 schools and colleges are regularly using hand-held remote computer input devices, known as audience response systems or “clickers”, to gather immediate information and input from students. For the past eight years, TIE has been using these systems for formative classroom assessment in several courses. Linda Triplett has been conducting a research study focused on the questions of the relevance and effectiveness of such systems at the college level. During this presentation, Linda will demonstrate one of these systems with participants and share the results of her study. Practical suggestions for use of the system will be discussed.

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WWWWWW (World Wide Web Wiki Weebly Wonders): Some Examples of Student Uses in Group Research
David Morimoto and Michael Schindlinger, Lesley College
Univ 3-097

Whether you are new to using online tools in your courses, or a veteran, please join David Morimoto and Michael Schindlinger as they show and discuss examples of a couple of different web tools for collaborative student projects. David will share specific examples from his course where students have used both wikis and a site called Weebly to publish their work. Please bring your ideas and questions about using online tools to promote student collaborative research.

Promoting Media Literacy Through the Use of Database Research
Donna Halper, Lesley College
Univ 3-100

Because most students have an expectation that everything is online and they can just “Google” it, educators are faced with a new challenge: teaching how to critically evaluate the information students are finding. Not all information is created equal, and some of it, even from supposedly reputable sources, can be erroneous. Donna Halper, author of four books about media and communication, shares some tips about what database research can and cannot do, and discusses how to use both scholarly and mass-appeal databases to gain a greater understanding of changing attitudes in American life over the past century.

Where to Begin? Ideas for Web-Enhanced Courses
Mike Pabian, School of Education
Rob Wauhkonen, Lesley College
Univ 3-089

Please join Mike Pabian and Rob Wauhkonen as they share their initial experiences in bringing online tools, such as myLesley, into their face-to-face courses. Rob will also share examples of his use of Microsoft Word's track changes to provide comments and feedback to students. This session intends to demonstrate easy ways to get started on enhancing your regular courses while also providing ample time for informal, constructive conversation with peers on creating web-enhanced courses.

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