Presentation Descriptions

How to Get Your Online Videos Captioned at Southern Miss

Mr. Richard Baker, IDS Tech Coordinator
The University of Southern Mississippi

A Southern Miss consortium consisting of ODA, iTech, IDS, LEC, and faculty have designed a simple one-stop-shop to get your academic videos captioned in order to enhance the learner's experience and to be compliant with ADA Section 508. USM's process is designed to take the burden off the instructor. Join us for a step-by-step tour through the short process.

 

Distance Education Doesn’t Have to be Distant: Connecting to Students Through Technology
lec-_welshcreel_presentation.pdf 

Dr. Stacy Creel, Assistant Professor
Dr. Teresa Welsh, Associate Professor

The University of Southern Mississippi

According to George Siemens (2004), connectivism is a process of connection specialized nodes or information; it requires accurate, up-to-date knowledge, includes decision-making and requires nurturing and maintaining connections. Since it may reside in non-human appliances, connectivism has been associated with online learning using emergent technologies. SLIS has been an early adopter of offering courses in an online format - of the 58 library and information science programs currently accredited by the American Library Association (ALA) in the United States and Canada, the Southern Miss School of Library and Information Science (SLIS) is one of only 20 offered completely online. SLIS is the only ALA- accredited program in the state of Mississippi and has been meeting the challenge of providing quality education to students in remote areas since its inception; this provision took place first through travel to remote sites, then through Interactive Video Network, and later through the Internet. In 1999, SLIS offered the first fully online course ever at USM and in 2002 the MLIS program was the first USM degree program offered completely online (Norton, 2003, p. 299-301). SLIS has focused on making certain that distance education need not mean distant or disconnected education. This presentation focuses on using technology as a means of increasing interactivity and connectivity with students through the use of Blackboard 9.1 and Wimba Classroom synchronous audio and video, audio and video podcasts, group projects and chats, wikis and blogs. This session will present examples of actual course content as well as student feedback. 



YouTube and You: Using Video to Advance Your Course Goals

Dr. Dave Davies, Dean of the Honors College
The University of Southern Mississippi

YouTube offers instructors a large range of possible uses to advance course goals. This presentation will offer instructors a myriad of possible uses of YouTube video to deliver course content in an engaging way, touching not only on instructor use of video but also that by students. The presenter will offer numerous examples of effective YouTube use, with an emphasis on getting instructors quickly up to speed in making and editing videos using readily available technology.

 

Online Professional Development - Lessons Learned

Ms. Krista LeBrun, eLearning Coordinator
Mr. Terry Pollard, Director of Training and Professional Development

Mississippi Virtual Community College

The MSVCC initiated an online professional development program in the fall of 2007. The program, available to all community college faculty teaching in the Mississippi system, has now graduated over 1,000 faculty. Courses are delivered asynchronously with peer-to-peer learning opportunities for faculty across disciplines and institutions. The no-cost professional development program has slowly gained traction as a viable model for learning best practices for online instruction. But it hasn’t always been smooth sailing. In the beginning, permissions-based file management created technical challenges for faculty and the program’s growth outpaced the ability to support the program. Additional constraints placed on the state office created unique challenges that were challenging to solve. Still, community colleges have understood the value proposition offered in online professional development: as a platform for providing faculty with insight to online pedagogy as well as the knowledge necessary to utilize the tools and features available in the learning management system. Administrators at the local college level have been utilizing the courses as a means to enhance their own understanding and then disseminate what they have learned in their own training modules and workshops. In this session, Terry Pollard, Director of Training and Professional Development for the MSVCC, and Krista LeBrun, eLearning Coordinator at Meridian Community College, will speak of these challenges, offer lessons learned, and reflect on often overlooked aspects of group dynamics: articulating a common vision and establishing mutual trust.

 

Teaching Dance Online?

Dr. Kelly Ferris Lester, Assistant Professor
The University of Southern Mississippi

"Teaching Dance Online?" will lead participants through Kelly Ferris Lester’s research in teaching dance appreciation in many models, specifically in an online model. Then Lester will lead participants through one of the movement experiences from her current Dance Appreciation course to demonstrate the way these lessons and teaching strategies support the overall learning environment. This presentation will begin with a description of how research into teaching methodologies of Dance Appreciation in Higher Education led Lester to investigate the possibilities of teaching this course online. An emphasis in the design of this online course was translating the face-to-face course experiences into the online model. A specific line of inquiry was how can students experience dance in their bodies through this online version? As a dancer and an educator, Lester approaches her lesson plans and course design from the perspective of Howard Gardener’s multiple intelligences theory. Specifically, dance appeals to the kinesthetic learner. Thus, this intelligence must be represented in the Dance Appreciation course. Through a process of documentation and reflection, Lester has assessed the successes and challenges of different components of this model. "Teaching Dance Online?" will discuss this and more in hopes of inspiring other educators to embrace technology in the classroom, discover what is valuable in face-to-face models, and then creatively investigate ways to bring those values to the online model.


Teaching Strategies and Practices in Online Courses
lec-drwang_presentation.pdf
 
Dr. Shuyan Wang, Associate Professor 
The University of Southern Mississippi

This presentation will focus on an online graduate class - Computers in Education, which provided the students with theories regarding the concepts of teaching and learning through the extensive use of technology. This course used a blog, live classroom, voice board, discussion board, and emails for students to collaborate with their peers easily and effectively. E-books, video clips, podcasts, and a supplemental website enhanced course objectives. Students could also access online hardware and software skill-builder tutorials if they did not have a solid foundation of the basic technology skills in educational settings. The arrangement of this class met the needs of students' different learning styles. Students were asked to reflect on their understandings of each topic within their personal weekly blog after they read finished the weeks assignments.This presentation will illustrate how the current course design and course activities help to prepare teachers to understand the importance of successfully integrating technologies into the classroom to ensure that all students gain knowledge and skills required to function in society. The presentation will also demonstrate the experiences, thoughts, and perspectives that pre-service and in-service teachers acquire as they finish course works and develop their blogfolios. Furthermore, this presentation will also discuss the concerns and issues students had during taking the online course. Most students stated that interaction with peers provided them the opportunity to learn from other resources; they learned a lot from others through interaction. They also mentioned that interacting and communicating with peers required a large amount of self-motivation. Finally, from this online class setting, they learned how to integrate technology into their curriculum. 


Design Thinking: Cross-Disciplinary Teaching and Learning for the 21st Century

Dr. Gallayanee Yaoyuneyong, Assistant Professor
Dr. John Bishop, Assistant Professor
Ms. Shanna Luke, Instructional Specialist
The University of Southern Mississippi

Design Thinking is a method of challenging both students and teachers to see teaching and learning differently. Through a multistep process (Define, Research, Ideate/Brainstorm, Prototype, Choose, Implement, and Learn), the design thinking process opens up a wide, but manageable, range of possibilities for teaching and learning through phased problem-solving, which helps students become aware of their own process of thinking and learning. With origins in the field of Design, design thinking is ideal pedagogically for use in classes such as entrepreneurship and product development. However, design thinking has profound 21st century implications for faculty across disciplines as a tool for the productive redesign of curriculum and assignments. Design thinking helps students develop innovation, collaboration, creativity, and problem-solving skills. Additionally, design thinking promotes student reflection, which in turn helps ensure that content knowledge is absorbed as part of a meaningful learning experience. Essentially, through design thinking, faculty can create authentic situations for learning, which allow students to transfer knowledge directly into real-world applications, thus facilitating students’ success and transition into their chosen careers. In this session, presenters from three disciplines will engage participants in the design thinking process by using a simple team-based, project-centered learning activity used through their own instruction experiences, “The Starbucks Challenge.” The presenters will then share their own instruction experiences, and discuss ways in which technology and design thinking intersected in their curricular design. The particular technologies chosen were significant only insofar as their purpose, and covered a wide variety of tasks, from multimedia digital collaborative tools (blogs, wikis, social media, and video podcasts) to low tech solutions for brainstorming, mind-mapping, layout, and design.