eLearning conference 2016: Session descriptions

Jump to sessions

Session 1 | Session 2 | Session 3 | Session 4  | Session 5 | Session 6 | Session 7 | Session 8

Session 1: 9:20-9:50

Using technology to promote social learning

Presenters: Cynthia Ayres and Mary Wunnenberg, Rutgers University–Camden

Track: Teaching online and hybrid courses | Level: Intermediate | Location: Multipurpose Room

The learning environment grounded in the constructivist framework is described as authentic and rich, with relevant content and multiple perspectives offered through interactive, collaborative learning (Whitton & Hollins, 2008). Students are self directed, taking responsibility for their learning, constructing knowledge and developing higher level cognitive abilities through their experiences. The many benefits of collaborative learning are well documented. During this presentation we will discuss the use of different technologies such as Tumblr and Glogster in both the traditional and online learning environments to promote social learning and enhance higher levels of cognition.

Implementing EHR into nursing curricula

Presenters: Gina Galosi and Genevieve Turner, Rowan College at Gloucester County

Track: Technology in the face-to-face classroom | Level:  Beginner | Location: South BC

The Centers for Medicare and Medicaid Services (CMS) mandated the use of electronic medical records to standardize and improve health care outcomes. To comply with these mandates healthcare facilities had to institute Electronic Health Records (EHR) by 2015 to continue to receive reimbursements.

To prepare nursing students for current practice, it is necessary to incorporate EHR into nursing curricula. Nurse educators have a responsibility to design programs that support new graduate nurses in current practice. Although there are many challenges with integrating informatics into nursing education, it is a necessary skill when practicing safe and current practice.

Some challenges with implementing EHR into nursing curricula are, having computer access, RN charting, student charting, ensuring charting was congruent with the RN staff, sign logons, clinical agency competencies, and HIPAA concerns with accessing patient records. RCGC faculty evaluated electronic products for reliability, ease of use for students as well as faculty and affordability. After vetting several different available programs, the RCGC nursing faculty chose EHRtutor.org. The decision was made in spring of 2015 and implemented in fall of 2015. The presentation will include the history of EHR implementation and how to incorporate technology in the classroom, lab, and clinical experiences.

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Bringing online resources into the online classroom

Presenter: Holly Ricker, Rowan College at Burlington County

Track: Roundtable discussion | Level: Intermediate | Location: Executive Meeting Room

A presentation and brainstorming session on utilizing different internet resources (most of which are free) to expand the excitement in any on-line course. Some of the structure I will discuss include creating my own Facebook Forum for my Cultural Anthropology Course and using real-time surveys and discussions to increase student involvement in Sociology. By sharing our ideas and strategies we will all leave with a toolbox of techniques to enhance our students’ experiences of on-line learning!

Presentation resources:

  1. Prof. Ricker’s Cultural Anthropology Forum and Student Engagement
  2. www.facebook.com
  3. Topical Postings on FB, Pop Quizzes and Discussion Forums
  4. Survey Monkey and other Survey Tools www.surveymonkey.com
  5. FlipGrid and other Videography Tools  http://flipgrid.com/#rcbcdistance
  6. Other fun websites and suggestions for Student Engagement?


Session 2: 9:55-10:25

Humanities in Action: How Online Humanities Courses Transformed My Students from Passive to Active Learners

Presenter: Lee Ann Westman, Rutgers University–Camden

Track: Teaching online or hybrid courses | Level: Beginner | Location: Multipurpose Room

In 2010, I taught the same interdisciplinary humanities course in a face-to-face format and online, and I found that the online students demonstrated better mastery of the course material than the face-to-face class. Curious about these differences, I examined national surveys on faculty regarding online learning, and developed a research project with colleagues at the University of Texas at El Paso. Our project included surveys of faculty and students about their own experience with online learning & mastering learning outcomes. This presentation will discuss the results of my own small sample (the two courses in comparison), as well as the data from the national surveys and the UTEP surveys, in particular the features of an engaging online course.

Using technology to improve deaf students’ writing

Presenter: Ellen Hernandez, Camden County College

Track: Technology in the face-to-face classroom | LevelBeginner | Location: South BC

This presentation will demonstrate the use of online essay submission and feedback to support developmental writing for deaf students. The presenter will illustrate how students submit essays for feedback through an online learning management system and how she uses features of MS Word to model and explain editing to students for whom American Sign Language is their first language.

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Hearing from every learner: Using online discussions to augment your face-to-face courses

Presenter: Carol Kaufman-Scarborough, Rutgers University–Camden

Track: Roundtable discussion | Level: Beginner | Location: Executive Meeting Room

Using a forum or discussion tool to supplement a face-to-face course can allow every student to participate in class dialogue, which is not always possible in the traditional classroom setting. Online discussions can be used to either begin or continue conversations in class. Examples of online discussion assignments and structure will be introduced.

In this roundtable discussion, we’ll look at these examples of online discussion assignments and use them as a basis for brainstorming. We’ll also examine the benefits and challenges of using online discussions to augment face-to-face courses.

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Session 3: 10:30-11:00am

Creating a culture of learning online: assessment and feedback to promote student success

Presenter: Christie DeCarolis, Rutgers University–Camden

Track: Teaching online or hybrid courses | Level: Beginner | Location: Multipurpose Room

How does formative assessment contribute to student success in online learning? In this presentation, I’ll briefly describe the main tenets of the Community of Inquiry model and emphasize how formative assessment can enhance teaching, social, and cognitive presence in an online course, contributing to greater student success. In doing so, we will review basics about assessment. I will provide examples of how an instructor can implement formative assessment in their online courses.

Next, I’ll provide examples of formative assessments that enhance social and teaching presence in a course. I’ll discuss how to use forums/discussion boards effectively, the benefits of scaffolding large assignments into smaller chunks, and the use of frequent, low-stakes assessments that offer an opportunity for instructor feedback without the threat of a large grade looming. In addition, I’ll review examples of assessing student learning through multiple modalities, which can be done in a tool like VoiceThread.

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Utilizing Office Mix as an asynchronous learning platform

Presenter: Ethan Kinory, Rutgers University–Camden

Track: Technology in the face-to-face classroom | Level: Beginner | Location: South BC

I will demonstrate how to use Microsoft Office Mix as an asynchronous learning platform. Office Mix is a freely available plugin for Microsoft PowerPoint that allows instructors to easily transform ordinary PowerPoint slides into a dynamic online learning experience. The use of this technology might be particularly appealing to faculty who already utilize PowerPoint in their courses but want to benefit from Office Mix’s rich set of interactive learning technologies. These technologies enable instructors to solicit student responses, and incorporate quizzes, media, and narration into an otherwise static PowerPoint presentation.

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The Distance Education Users Group at Camden County College: Past, present and future

Presenters: Martine Howard and Nancy Raftery, Camden County College

Track: Roundtable discussion | Level: Beginner | Location: Executive Meeting Room

In September 2011, Martine Howard asked to start a working group for faculty who teach online and/or in the hybrid format at Camden County College. Over the years, the group has evolved and changed to meet the needs of the faculty; Nancy Raftery now chairs the committee. The group is not a governance committee; rather, it is a users group for faculty who are interested in discussing pedagogy, keeping abreast of available technology and sharing experiences with other faculty members in a collegiate environment. The group meets monthly each semester, and it works closely with the College’s Distance Learning Staff and Administration to address issues that face faculty who teach in these formats.

This roundtable will examine the benefits and challenges of having the Distance Education Users Group, and we hope to engage others in a discussion of similar groups at their institutions in the hope of gaining more insight and experience.


Session 4: 11:05-11:35am

Making managers: Practiced skills online

Presenter: Tim Perlick, Rutgers University–Camden

Track: Teaching online or hybrid courses | Level: Intermediate | Location: Multipurpose Room

In our Managerial Skills MBA course, we are leveraging both technological and pedagogical tools to bring a rich sense of community in our asynchronous online sessions. As teachers and facilitators, our challenge is to help students translate the core academic content into practicable application and behaviors. Pedagogically, we are leveraging the 3 Es of professional development (Education, Exposure and Experience) through content delivery, instructor and peer feedback and applied work assignments. Technologically, we are leveraging interactive tools such as Voice Treads to make the content relevant to current work assignments, graduate school networking and group work assignments. In our 30 minutes together, we will discuss some of our failures and successes, and facilitate a sharing of learnings among colleagues.

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Newsroom in the classroom

Presenter: Annie Humphrey, Rowan College at Burlington County

Track: Technology in the face-to-face classroom | Level: Beginner | Location: South BC

History and other subjects come alive with a moderated in-class discussion of current events and their relationship with the course’s focus. Students prepare summaries of news articles ahead of class time, present them to the class in a roundtable discussion, and then use technology such as tablets and smart phones to supplement their understanding of their and their classmates’ topics. The newsroom in the classroom makes any subject more relevant to students. Specific examples for this presentation will be given from introductory Western Civilization courses.

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Creating and managing lecture videos with Kaltura

Presenter: William Pagán, Rutgers University, Office of Instructional & Research Technology

Track: Demonstrating technology | Level: Beginner | Location: Executive Meeting Room

Rutgers University recently acquired a site license to Kaltura, a video creation and streaming service. All instructors at Rutgers have free access to this service. With Kaltura, you can easily create educational videos and share them with your classes, without the use of expensive video software. Kaltura is integrated into Sakai, so you can launch this video creation tool and share your videos directly from your Sakai account.

This session will demonstrate how you can create and share videos using Kaltura from the Sakai integration. You can also access Kaltura outside of Sakai at http://ru-stream.rutgers.edu. Rutgers faculty who are interested in learning more about Kaltura, but do not use Sakai regularly, can still attend this session to learn how to use this service.

Teaching coding and writing with electronic literature

Presenter: Jim Brown, Rutgers University–Camden

Track: Demonstrating technology | Level: Beginner | Location: Electronic Literature: A Matter of Bits exhibit (Stedman Gallery, Fine Arts Building)

This session will address how to use works of electronic literature to teach some basic computer programming skills. Computer programming is a writing practice, and discussing it in this way can help students from various disciplines learn some of the basics of programming. The session will cover how some of the works currently on display in the Stedman Gallery’s “Electronic Literature: A Matter of Bits” exhibition can be used to teach basic programming and to helps students understand the various audiences and purposes of computer code. The presentation will take place in the Stedman Gallery and will invite attendees to brainstorm potential assignments.

Note: This is a potential double session. Feel free to use the next session to explore the Electronic Literature exhibit, or return to the Campus Center for more sessions.


Session 5: 11:40-12:10

Asynchronous groups: What works and what does not

Presenter: Michelle Harkins, Rowan College at Burlington County

Track: Teaching online or hybrid courses | Level: Intermediate | Location: Multipurpose Room

Learning online often creates a sense of isolation and focuses on individual learning, but pedagogically, instructors are aware of the many benefits to student comprehension that can come from working with others. As a Spanish and ESL teacher, the idea of staged interactions with a computer program and relatively low human interaction did not correspond to current research and my own teaching practices; therefore, online, I had to seek out many methods of asynchronous communication. With careful planning and implementation, groups can work asynchronously and create final products rivaling in quality to those found in a face to face classroom. In this presentation, the focus will be on the incorporation of group work in a fully online environment, based on my own experiences. I will share some of my challenges and successes. Although I teach languages, the presentation really focuses on the process, so it is applicable to a wide variety of disciplines.

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Using publisher-provided technologies to enhance online and face-to-face learning

Presenter: Allyson Meloni Scavuzzo, Camden County College

Track: Technology in the face-to-face classroom | Level: Intermediate | Location: South BC

This presentation will examine the integration of two technologies: Connect by McGraw Hill and My Virtual Life by Pearson in online classroom and face-to-face classroom formats. These technologies have created opportunities to engage in a variety of learning techniques that can enhance the classroom experience for students.

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Critiques/peer reviews in online courses

Presenter: Ken Hohing, Rutgers University–Camden

Track: Roundtable discussion | Level: Beginner | Location: Executive Meeting Room

I will lead a roundtable discussion on critiques/peer reviews that were instituted in my online course “Photography in Social Media.” It will start with a brief overview of how they were carried out and then open the topic up for discussion.

Some things we may discuss: What are the benefits of using peer review? The challenges? How are different ways others are using peer review in their online courses? How can it be leveraged to add a sense of community to an online course?


Lunch: 12:15-1:15

Location: Campus Center Multi-Purpose Room

Session 6: 1:20-1:50

Experiential learning in Biology

Presenter: Kwangwon Lee, Rutgers University–Camden

Track: Teaching online or hybrid courses | Level: Beginner | Location: Multipurpose Room

In the traditional class model, a Biology class is where students are expected to memorize ever-increasing amounts of facts. It is difficult for students to learn ‘critical-thinking skills’ in this conventional content-delivery focused class model. In this presentation, I will discuss a case study of a course, Principles and Practices of Biological Research (PPBR) at Rutgers University-Camden. In this course, students learn basic academic skills in performing biological research; asking a good question for biological research, formulating hypotheses, designing experiments to test a hypothesis, generating experimental data for hypothesis testing, performing statistical tests on experimental data, presenting experimental data by writing a scientific article in one semester. This class could be successful in part by using the online teaching tools, and by a non-conventional flipped classroom model.

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Flipped classroom with distance technology: an experiment

Presenter: Sunil Shende, Rutgers University–Camden

Track: Technology in the face-to-face classroom | Level: Beginner | Location: South BC

I am currently teaching a graduate course in Computer Science with about 10 students from Camden (in the MS and CCIB PhD programs) and 6 from New Brunswick (in the MBS program) using complementary distance-classroom setups in Armitage 124 (in Camden) and Tillett 118 (in New Brunswick). This presentation will describe an experiment in which flipped classroom techniques and iPad-based apps are blended with distance education technology.

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Introduction to Canvas

Presenter: Emily Corse, Rutgers University–Camden

Track: Demonstrating technology | Level: Beginner | Location: Executive Meeting Room

At Rutgers–Camden, our fully-online degree programs will be moving from the eCollege LMS to Canvas in the near future. In this brief demonstration, I’ll offer a “first look” for curious online instructors. We’ll see what an online course might look like in Canvas, exploring basic tools such as Assignments, Modules, and Pages. If you download the Canvas app for your mobile device—Canvas by Instructure (iOS 8.0+, Android 4.0.3+)—you can try taking a Canvas quiz from your smartphone.

Note: The 2:30 session “Teaching online with the Canvas LMS” is an optional part 2 of this session.

Methods of digital storytelling

Presenter: Robert Emmons, Rutgers University–Camden

Track: Technology in the face-to-face classroom | Level: Beginner | Location: Electronic Literature: A Matter of Bits exhibit (Stedman Gallery, Fine Arts Building)

Digital storytelling has its roots in autobiographical documentary film. Last year I began teaching a course that transposes the format from the moving image to game design and cartooning.

I will lead a presentation in the “A Matter of Bits” exhibition space in the Stedman Gallery on a variety of digital storytelling approaches and tools. I will use the exhibition to demonstrate examples as well as provide the audience with links and resources to conduct their own digital storytelling modules in the classroom.

Note: This is a potential double session. Feel free to use the next session to explore the Electronic Literature exhibit, or return to the Campus Center for more sessions.

Download presentation (PDF)


Session 7: 1:55-2:25

Onboarding in a blended learning Elementary Algebra course

Presenter: Lester Owens, Camden County College

Track: Teaching online or hybrid courses | Level: Beginner | Location: Multipurpose Room

One of the most enjoyable and important processes you’ll ever be involved with is the new student onboarding process. The onboarding process is called organizational socialization in the business world. It is a series of activities designed to help the new student become aware of the knowledge, skills, behaviors, and connections needed to become an effective member of the classroom. It is also a process that makes sure the new student hits the ground running post onboarding.

The presentation will discuss the different types of information and experiences the student needs to receive long before their first day of a formal class. It also addresses many of the tasks you’ll want to complete before they arrive such as access to course web sites, apps, and printed material. When the student arrives to start their new course they will be helped, by faculty-student interaction, peer-to-peer interaction, and the use of technology, to structure things to ensure their success.

A new student’s first few weeks with the new classmates, instructor, and course is a special time. How the new students perceive and judge these initial experiences will heavily influence how they view the remainder of their time with instructor, and the course.

Yes, I Tweet while I lecture: How social media can engage (not distract) students

Presenter: Stephen Danley, Rutgers University–Camden

Track: Technology in the face-to-face classroom | Level: Beginner | Location: South BC

Let’s be honest. I use my phone under the table in faculty meetings. And plenty of students do the same thing during my lectures. So I’ve incorporated social media activities into class — using those phones as another avenue for reflection, debate, sharing and questioning. This presentation looks at the pros (and cons!) of incorporating Twitter into the classroom. Let me know your thoughts @SteveDanley

Independence, Innovation, and Application in Senior Capstone

Presenter: Gail Caputo, Rutgers University–Camden

Track: Demonstrating technology | Level: Intermediate | Location: Executive Meeting Room

An approach to the senior capstone course in Women’s and Gender Studies that takes students out of the classroom to real-life research on interdisciplinary topics. Explains the use of open source and digital technologies in the formulation of content, dissemination, and application of work. Offers student perspectives on this method.


Session 8: 2:30-3:00

Teaching online with the Canvas LMS

Presenters: Jennifer Kay, Rowan University & Emily Corse, Rutgers University–Camden

Track: Teaching online or hybrid courses | Level: Beginner | Location: Multipurpose Room

At Rutgers–Camden, our fully-online degree programs will be moving from the eCollege LMS to Canvas in the near future. Rowan University has been using Canvas for years in its Rowan Global online programs. Emily will offer a brief demo of creating an online course shell using the Assignments tool, then Jennie will demonstrate how she runs her online course in Canvas, using SpeedGrader and peer evaluation in assessing student quizzes, exams, and discussions.

Using in-class video to improve teaching

Presenter: Bill Whitlow, Rutgers University–Camden

Track: Technology in the face-to-face classroom | Level: Beginner | Location: South BC

This presentation will describe my experience using the in-class video recording system available through the RUCAMS portal.  Benefits of recording lectures on a regular basis will be discussed, along with the challenges that need to be addressed.

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Voicethread: Using technology to build community and increase proficiency

Presenter: Dana Pilla, Rutgers University–Camden

Track: Demonstrating tech | Level: Beginner | Location: Executive Meeting Room

Participants will learn how to create audio and video discussions on VoiceThread during this hands-on workshop. Participants will learn how to use the webcam function to pose questions to the class, upload pictures with audio voice-over, and leave written comments as feedback. Please bring a laptop if you’d like to participate in the hands-on portion of this workshop, but you can also attend without one!

Hosted by Instructional Design & Technology at Rutgers–Camden
(856) 225-6090 • idt@camden.rutgers.edu