Browsing by Subject: Faculty
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Preservice Technology Integration Course Revision: A Conceptual Guide
Anne Ottenbreit-Leftwich, Indiana University, United States; Krista Glazewski, New Mexico State University, United States; Timothy Newby, Purdue University, United States
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 5–33
With technology rapidly changing, preservice teacher technology skills improving, and highly qualified teacher licensure requirements, more teacher education programs may need to reevaluate how... More
pp. 5-33
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The Digital Learning Faculty Certificate Program
Ekaterina Ginzburg, Sacred Heart University, United States; Peter Chepya, Post University, United States; David Demers, Sacred Heart University, United States
International Journal on E-Learning 9 (July 2010) pp. 313–324
To assist in the training and professional development of faculty new to teaching online, Sacred Heart University established the Digital Learning Faculty Certificate Program. This 8-week online... More
pp. 313-324
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The Academic Exception as Foundation for Innovation in Online Learning
Travis Huckell, Grant MacEwan College, Canada
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 6384–6393
Persons employed in teaching (primary, secondary or tertiary) have generally enjoyed ownership of their copyrightable expressions even when created as part of job duties. This is the teacher or... More
pp. 6384-6393
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Effectiveness and Issues of the Communication System Researched and Developed by a Venture Company Incorporated by a University With Industrial Collaboration
Yae Fukushige, Osaka University, Japan; Toshiyuki Maeda, Hannan University, Japan; Tadayuki Okamoto, Ehime University, Japan; Takayuki Asada, Osaka University, Japan
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 6316–6321
Abstract: The research group consisting of the author et al., established a venture company incorporated by a university with industrial collaboration, and has researched and developed an... More
pp. 6316-6321
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Responsibilities, Rights and Respect Online: a Web-based Tutorial for University Students
Lynne Wright, Robert Wright, Yvonne Kerr & Karl Mutimer, University of Wollongong, Australia
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 6099–6106
The Director EED, the Dean of Students and the interactive multimedia team from the Educational Media Laboratory (emlab) within the Faculty of Education at the University of Wollongong have joined ... More
pp. 6099-6106
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Creating Template-Based Course Websites Using Readily Available Tools
Paul Walcott, The University of the West Indies, Barbados
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 6087–6092
Course management systems (CMS), such as eCollege, Blackboard and Moodle, give course instructors the ability to publish their course materials online; communicate with students, assess students... More
pp. 6087-6092
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Simulated Learning for Clinical Skill Acquisition and Retention:
Iain Doherty, The University of Auckland, New Zealand; Margaret Hansen, University of San Francisco, United States; Lloyd McCann, Auckland City Hospital, New Zealand; George Oosthuizen, Dept of Surgery, Faculty of Medical and Health Sciences, University of Auckland, New Zealand; Karina McHardy, Faculty of Medical and Health Sciences, University of Auckland, New Zealand; Sam Greig, North Shore Hospital, Auckland, New Zealand; Tom Pasley, Middlemore Hospital, Auckland, New Zealand; John Windsor, Department of Surgery, Faculty of Medical and Health Sciences,, New Zealand
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 5865–5870
This paper reports on a research project conducted at the Advanced Clinical Skills Centre, University of Auckland, to determine whether the provision of a carefully engineered integrated virtual... More
pp. 5865-5870
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What works best a podcast or a study tool game in a web-enhanced class?
Kerrie Conover & Romana Hughes, Texas Christian University, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4671–4672
The Koehler Center for Teaching Excellence eLearning staff at Texas Christian University piloted two new technology options for our communications, history and modern languages faculty; podcasting ... More
pp. 4671-4672
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An E-Learning Strategy in Academic Physics Education
Franz Embacher & Christian Primetshofer, Faculty of Physics at the University of Vienna, Austria
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4083–4092
The e-learning strategy of the Faculty of Physics at the University of Vienna – developed and implemented since 2005 – is described, and experiences are reported. The strategy relies on a... More
pp. 4083-4092
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Examining Faculty Expressions of Computer Self-efficacy and Personal Attitudes Regarding the Viability of Distance Learning: A Matter of Ethical Consideration.
Larry Tinnerman, Indiana State University, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3944–3949
This mixed design study examines the attitudes of a sample of 98 faculty at five public universities regarding awarding of online graduate credit. The participants were divided into grouping based... More
pp. 3944-3949
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The Challenge of Feedback: Too little too late
Diane Salter, University of Hong Kong, Hong Kong
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3925–3926
Providing feedback is central to the learning process however, students often complain that feedback is either not provided or not effective, faculty often comment that they are challenged by large... More
pp. 3925-3926
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Gauging Faculty Attitudes Toward Online and Hybrid Learning
Jim Humphries, MacEwan College, Canada
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3771–3776
The MacEwan School of Business in Edmonton, Alberta, Canada has been offering online courses since 1995. Administration was interested in how faculty perceived online and hybrid learning. In... More
pp. 3771-3776
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Student Engagement Doesn't Just Happen, or Does it?
Shelly Heller & Yianna Vovides, The George Washington University, United States; Duan Van Der Westhuizen, RAU University, South Africa; P.B. Garrett, The George Washington University, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3761–3765
In a review of the faculty definitions of engagement, there is an understanding that challenge does not equal engagement, but that engagement is observed when students are eager to learn on their... More
pp. 3761-3765
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"Keep it Real!" Don't Steal" A Pedagogical Video Response to Cheating and Academic Dishonesty
Elaine Correa, Medaille College, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3661–3665
Despite advancements that digital learning opportunities have provided learners, the increase in access to education via technology raises many new ethical concerns. Allegations of plagiarism and... More
pp. 3661-3665
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Training Faculty and Students for New Roles & Technologies
Diane Tarkowski, Joseph Salwach & Robert Rotenberg, DePaul University, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) p. 3548
Technical departments often implement new educational technology without considering how it will impact instructor and student roles. At DePaul University, Information Services works closely with... More
p. 3548
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Lost in Space: Helping Faculty Find their Way Online
Beth Marcellas & Dina Kurzweil, Uniformed Services University of the Health Sciences, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3482–3483
This paper presents best practices for supporting faculty who are starting to use an LMS. It describes the solution implemented by an educational technology support office and demonstrates... More
pp. 3482-3483
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A Diamond Metaphor to Promote a Flexible Blended Teaching and Learning Model
Marena Lotriet, Willem Jorissen & Lynette Nagel, University of Pretoria, South Africa
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3472–3481
Faculty sometimes have difficulty to envisage the possibilities of implementing blended teaching and learning modes in a residential higher education institution. To illustrate the multi-faceted... More
pp. 3472-3481
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The Faculty - Instructional Designer Dyad
Dina Kurzweil & Beth Marcellas, Uniformed Services University of the Health Sciences, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3445–3446
This paper presents best practices for instructional designers and faculty working together to develop face-to-face and online courses. It describes and explains the rationale for an approach that... More
pp. 3445-3446
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Online Course Development – Where do we start?
Swapna Kumar, Boston University, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3440–3444
Faculty who are charged with adapting their on-campus courses for online delivery face multiple challenges due to their lack of experience with online course design, online interactions, and online... More
pp. 3440-3444
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A Mentorship Program to Support Faculty Transforming Traditional Courses to Online Courses
Janet Buckenmeyer, Purdue University Calumet, United States; David Freitas, Indiana University South Bend, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) p. 3394
Faculty are often responsible for transforming traditional courses to online courses through ill-define, haphazard processes with little institutional support. A major public U.S. university,... More
p. 3394