Faculty, academic technology support staff, and students face with a variety of challenges in improving educational experiences and outcomes through the innovative use of technology. MERLOT (www.merlot.org) is a free, open, and international community and library of tools, resources, and services that can reduce the burden of innovation for faculty, academic technology support staff, and students. MERLOT enables people to go beyond one’s local boundaries and connect to a global community of expertise and resources. The presentation will review the five components of teaching (discovery and research for teaching, designing learning, teaching, enabling learning, and providing feedback on student works) and demonstrate how MERLOT can be used within each component to help everyone deliver quality educational experiences and outcomes without going crazy.

The audience will become familiar with “engaged learning” principles driving this post-graduate program and the incorporation of assessment methods to evaluate the program delivery. Participants will benefit from a review of the literature pertaining to online educational assessment materials and parameters considered in development of a program assessment instrument. Preliminary results of programmatic outcomes from the post-graduation survey will be shared. Successes and future suggestions will be offered to session participants, with opportunity for audience sharing of online assessment experiences and plans.

While attendees will learn how to access and participate in secondlife, the primary message from this session is that proper use of secondlife is an instructional tool that serves to decrease the isolation of on-line students and increases the potential for student learning.

We’ve all heard how ‘digital natives’ use technology more frequently and in different ways than previous generations. Some have suggested we use technology in order to “reach” these new learners. But “luring” students with technology is not the point; engaging them while supporting learning outcomes, problem-solving, and critical thinking, is. This panel will provide a window into today’s K-12 classroom where technology is an integral part of problem-solving, project-based learning, collaboration, and creativity while meeting learning objectives. Whether it is using Google Docs to collaborate on stories for a student newspaper, creating documentaries on history topics, or generating podcasts to teach others about a topic, today’s K-12 student is learning with, not about, technology. When they show up in our classrooms, will we be ready to continue this model of learning? Come find out what’s in store for us in the coming years!

Participants will leave this session with first-hand information about how to implement a student run business within their discipline. Participants will be provided with handouts and PowerPoint presentation materials.

1. Attendees see a syllabus that includes the Standards of Effective Practice and related indicators. 2. Attendees see specific examples of formative assessment tied to each indicator assigned to the course. 3. Attendees see specific examples of summative assessment tied to the standards and indicators 4. Attendees see summative performance assessment for the class standards and indicators in an e-folio. 5. Attendees see summative performance assessment for the program standards and indicators in a cap-stone efolio.

1. Participants will become aware of the potential for the use of collaboration webs in an instructional setting (collaboration webs are listed as one of the leading "emerging" technologies for 2008 in the Horizon Report with adoption time projected to be less than one year.) 2.Participants will be able to distinguish between web-based productivity applications and online collaborative workspaces. 3. Participants will become informed about free webware applications that allow creation of your own social network and/or sharable personalized “start” pages. 4. Participants will become informed about the newest tools for collaboration ( free, small, easy-to-use, with little or no set-up), that enable group of people to use their web browsers to collaboratively edit documents, co-create presentations, work together on the design of a spreadsheet, share information and data, and conduct meetings without leaving their desks. 5. Participants will receive a list of free "webware" applications, along with suggestions for use in an educational setting, including web-based applications that support productivity, web-based applications that assist with the design & management of multimedia projects, and online collaborative workspaces for instruction.

Participants will learn the principles of "Native Ways of Knowing" and its application in virtual education. They will come away with an understanding of how schools can reach four primary aspects of the whole person: body, mind, spirit and respect for all relations in ways that will improve student achievement. Participants will learn the features of Wyoming's only statewide virtual school, and the only virtual school in the country that focuses on Native American students.

This session identifies primary factors that support technology integration. Further, it highlights faculty training and technology leadership as key factors in the process of technology adoption in higher education. The information presented in this session is timely and relevant since higher education administrators, technology leaders as well as all faculty are faced with challenges to provide a seamless integration of technology into the learning environment.

First, participants will see how a student-produced digital video project can be used to help students learn course content. Second, participants will see how to plan, implement, and evaluate such projects. Finally, participants will see the results from an analysis of data collected from students using this type of project in a management theory course.

A participant attending this class will be able to see how the SMART Board can be used in all areas of the curriculum. A participant will be able to see how internet sites can be incorporated into lessons. A participant will be able to see how the SMART Notebook can be used to make interactive lessons. A participant will be able to learn how to use the SMART Notebook to make Venn diagrams, pie graphs, T charts, etc. A participant will learn how to use the "Essentials for Educators" to help develop lessons.

Participants will gain an understanding of the many facets of managing a successful virtual school. They will learn about the data that can be collected and the value of program evaluations in guiding the development of the school. The audience will hear about the current status of the North Dakota Center for Distance Education and its plans for growth.

Much has been written about utilizing PowerPoint. This session is an anthology of many of these writings. We will focus on the structure of your message, enhancing it and effectively delivering it. Emphasis will be placed on a cognitive planning strategy.

1. Participants will learn how students’ perceptual modality preferences (visual, auditory, kinesthetic) influence student use, satisfaction, and comfort with online learning; 2. Participants will gain some understanding about the potential strengths and possible limitations of web-based courses; 3. Participants will be asked to consider how they might apply what they have learned from the presentation when planning to use online learning in their own courses.

At the conclusion of this session, participants will be able to: •Describe ways to use electronic portfolios in their classrooms •List various software applications used in electronic portfolios •Identify electronic portfolio online resources •Recognize the value of electronic portfolios in assessing student growth

Distance learning programs are being designed and implemented in order to provide learning opportunities for individuals who may not be able to pursue educational opportunities in traditional formats. The occupational therapy program at the University of North Dakota developed and implemented an online transitional master’s of occupational therapy program for the practicing therapist in 2004. This presentation will provide background on the development of the program, how the program was designed and implemented and will address issues of recruitment and retention of students, course development, sequencing of course content, and program outcomes. The importance of planning and adequate needs assessment will be highlighted with a description of lessons learned throughout the process.

Online course development can suffer from many delays. Understanding the symbiotic relationship between the ISD process and the technical development process will greatly improve your time to market and your overall experience creating online courseware.

Attendees will learn about how a graduate research methods course can be taught using synchronous technologies. Attendees will learn about the tenants of constructivist learning theory and how this theory can be used to drive on-line education. Attendees will learn about the additive value of using synchronous communication in education.

Strategies for implementing blogging and pod casting with groups of students, particularly graduate students, will be shared. Attendees will learn how graduate students can be involved in establishing a code of conduct and setting parameters for evaluation when blogging and creating podcasts is part of the curriculum. Presenters will share lessons learned from the student and faculty perspective. Ways of assessing student learning, including collaborative group learning, through blogs will be discussed. Hearing about this action research project may assist others in developing their own projects.

This presentation will provide educators with some practical insight into the selection of inexpensive equipment, discuss the need for developing quality podcast, and presenters will give a live demonstration of a planning and recording session that will allow viewers to see a faculty team approach to recording and editing audio/video content. Those attending the workshop will participate in a brainstorming planning session and will gain some practical insights regarding student recruitment and the importance of selecting students as podcast team members. The presenters will also share insights about how their developed podcasts can be used to engage all students to better understand the content by a professor in his/her classroom.

At the conclusion of this session, participants will be able to: •Describe ways to use Google Earth, GPS receivers and Geocaching in the classroom •Recognize the Google Earth interface •Add place marks, insert video segments and add image overlays in Google Earth •Identify GPS, GIS, Google Earth and Geocaching online resources

Attendees will better understand some of the inherent challenges in modifying classroom-based practice courses to a web-based teaching environment. They will better understand both the strengths and the limitations of delivering practice courses using F2F (face-to-face) videoconferencing technology from the students' point of view, and be able to explore some of the program and pedagogical implications. They will also be able to identify ways to provide supportive environments for students and faculty using new web-based technology for distance education delivery.

Content will be presented in an honest and forthright manner with no gloss. This session will also describe how distance programs can improve on-campus teaching. Potential landmines in administering distance programs will be described, based on the presenters experience. Finally, the presentation will provide a brief historical backdrop surrounding the offering of degree granting programs at a distance in North Dakota and why the late Senator Quentin Burdick was so important to this movement.

The learner will understand the value of virtual communities for educators and learn some of the basic best practices of effective teaching in SL. The presentation will demonstrate those best practices as well as the blended learning environment used in the course; face-to-face, distance, asynchronous and synchronous and course management system to create both a local and an distance community based in the virtual environment.

The integration of technology in science teaching and learning is a key standard in the National Science Education Standards. Without having adequate level of technological pedagogical content knowledge (TPCK), science teachers cannot integrate technology into their teaching. This study sheds light on the nature and development of TPCK of science teachers. Having an understanding of what knowledge science teachers need to know to integrate technology into their science teaching can assist professional development designers to create programs to better develop TPCK of science teachers.

Attendees will be able to observe the training support materials used by SDSU to support their faculty in the use of D2L.

Attendees will learn processes to add captions/subtitles to iTunes and You Tube. The attendees will learn the importance of captions/subtitles for providing access to more students. Attendees will learn the differences between captions and subtitles and when they are used.

Attendees will learn how The Fourth Shift Theory emerged from patterns of background, patriarchy, and societal change found in the literature on women and education, women and computer technology, women and communication, and women and work. Although technology is not inherently gendered and does have benefits for women, there are barriers for women and other minorities that accompany the "fourth shift." Hegemony accompanies computer technology and is upheld in society through gender ideology. The Fourth Shift Theory asserts that gender-typed computer technology proficiency is necessary in a woman's world in order for her to function and manage her responsibilities. Women and others will realize they have a "say" in computer technology and that they can excel in the technological field.

This session will present what the faculty at North Dakota State College of Science has found to be best technologies and pedagogical practices for the development and facilitation of online courses. Though some technologies are on the expensive side, plenty of inexpensive and free tools and strategies will be presented. Attendees will discover uses for Wimba, blogging, Bloom’s Taxonomy, and other tools for development. In addition, they will learn of practical support strategies for online students. Ideas taken today, can be used tomorrow!

This presentation explores the benefits of learning with technology. Secondly, it examines the difference between learning from technology and learning with technology. It argues for the use of computers as tools to support meaningful learning. It shows the link between active learning and meaningful learning. Finally, it advocates for active learning strategies in the classroom to maximize student learning.

1. Participants will learn how technology has been used to enhance an interdisciplinary service learning project concerning the problem of diabetes. 2. Participants who spend a significant amount of time on a computer will learn how they can become more fit while riding a recumbent bike and using a computer at the same time. 3. Participants will learn how physical activity can be incorporated into classroom instruction for children through the use of technology. 4, Participants will see how a tribal college and a university have established a service learning partnership that is mutually beneficial to both institutions. 5. Participants will see how cooperation between technical support personnel and college faculty has made an interdisciplinary service learning project more effective and beneficial to the community.

This session addresses the five key elements according to Titsworth that contribute to student success. Then this session discusses the a survey conducted to test these elements against other common elements such as expertise and student support. This session reveals interesting insights into the success of Millennial learners.

By attending this presentation, you will learn why combining video with concept maps is an effective strategy, how you can do it, and how you can teach your students to do it. Participants will learn how use of Photostory 3 movies and Concept Map Tools can be integrated to improve critical thinking and analysis of key online learning concepts. Participants will develop a story board for the integration of their concept maps with a Photostory 3 movie, locate and convert movies from YouTube for instruction, and integrate the movies with concept maps using free tools.

Participants will learn how the Early Childhood Education program at Red River College has been integrating technology into its course delivery. Examples and lessons learned from a variety of technologies including websites, online and blended learning, digital video, and online curriculum will be provided. A focus on hands-on, in-house resource development will be highlighted.

Those who attend will learn that by increased collaboration in online classes and on the ground courses contributes to student satisfaction and student retention. It's easy to do with Wimba.

Narrated PowerPoints can be a powerful tool as part of a course management system. Multiple software systems (including Jing, Camtasia, Microsoft, and MediaSite) are available for narrating a presentation. Each of these systems has pros and cons related to ease of use, output, and cost. The process involved in narrating a PowerPoint in each of these systems will be demonstrated using a screen capture program and examples of the finished product for each will be viewed. Finally, participants will be provided with the information they need to obtain each of these systems.

Attendees will learn the steps to make audio comments to Word 2007 documents through the edit function within word. I will demonstrate the inexpensive microphone to attach to the computer via USB port and use to create the audio clip. Attendees will hear the miss-steps to avoid; and recommended steps to efficiently use this tool in Blackboard. Preliminary results from a technology survey of students in my course indicate the audio feedback was helpful to improve a later assignment.

The attendee will learn how libraries are using the open URL protocol and the technologiesbuilt around it to make the connection between services and resources in a web based environment. A demonstration of how the UND Libraries have implemented these technologies will be given.

How you can add pictures and movies to Google Earth descriptions.

Instructors can utilize text messaging as a communication tool with students without using a cell phone or giving students a personal number. The text message is sent directly from the instructor's computer.

This Technology Tidbit focuses on ten “Tips and Techniques” for classroom use of YouTube, a video sharing website where users can upload, view and share their video clips. Today’s student yearns for participation in internet communities and this session provides specific advice for successful integration of YouTube technology in the classroom. Attendees leave with a framework and foundation for introducing internet video technology to students. All levels of experience in internet posting, from the novice to the advanced user, learn how to avoid potential pitfalls to ensure success when teaching with this technology. A brief clip of student work posted on YouTube will be displayed to show the outcome of transferring written text to student-made videos designed for a worldwide audience.