Poster Sessions

Presenters will be stationing the Poster Sessions from 8:00am to 9:00am, but they may remain unmanned and open for viewing the entire day of the conference.

Recognizing Distress in Students – A Virtual Classroom Experience
The frequency, duration, and intensity of student distress is rising1. In the last academic year, half of all college students reported feeling so depressed it was difficult to function (i.e., attend classes, complete assignments)2. Data collected in 2009 illustrated the landscape at JMU; over 6% of JMU students reported seriously considering suicide in the past year3. Nationwide, over 1,100 students die by suicide each year.4 Unfortunately, even with warning signs present, 80% of students who die by suicide were never seen by a counselor1. Gatekeepers are important team members for assisting college students in distress. The eyes and ears of faculty and staff are essential to identify and refer distressed students to professional resources. A pilot study of Kognito: At Risk launched in April, 2010. A novel interactive web-based simulation allowed faculty and staff to use educational gaming technology to learn effective techniques to identify, approach, and refer students in distress. This poster will highlight the current body of evidence related to levels of student distress and explore the At Risk interactive simulation as a model for future education of faculty and staff gatekeepers.
Presenters: Colleen Slipka, Counseling & Student Development Center and Ilene Magee, Counseling & Student Development Center

Technology Intelligence in Middle School
The purpose of this presentation is to share the results of an ongoing project at Thomas Harrison Middle School. Over the last several years, we have introduced new technologies into several units in Jonathan Devier-Scott’s 6th grade science classes. The technologies included Nikon Coolpix cameras, FlipCams, iPod Nanos, and Ipod Touches, along with a variety of software applications students used to make instructional videos. We have been exploring several themes in Mr. Devier-Scott’s classes: the notion of technology intelligence – how quickly and easily the students are able to learn new technologies, effective uses of technology for project-based learning, the use of student design teams in middle school, and the effect of innovative technology use on students’ attitudes about science. To better understand the relationship between students’ ability and interest in technology, we analyzed a variety of data: the results of students’ multiple intelligence profiles, their responses on a technology scale, and the team-based movies they created. We learned that like other measures of intelligence, technology intelligence is not unique to those born after 1982, but appears to be an individual difference that may be measured on a continuum. We also learned that technology use seems to improve students’ science attitudes.
Presenters: Diane Wilcox, Department of Learning, Technology, and Leadership Education, Steve Purcell, Department of Middle, Secondary, and Mathematics Education, Karen Kellison, Department of Learning, Technology, and Leadership Education, Michele Estes, Department of Learning Technology, and Leadership Education, and Jonathan Devier-Scott, Thomas Harrison Middle School

MDID 3: New Features for Student Involvement
An overview of MDID 3 features related to student involvement and the available options for highlighting special content through exhibitions, web sites, and so forth.
Presenter: Andreas Knab, Center for Instructional Technology

Engaging Students with Clickers
Clickers can be used in the classroom to engage students in the material by utilizing software and hardware to allow interactivity while asking questions. Clickers can also encourage group participation, allow students to check their own understanding, as well as allow for just in time teaching. This topic will explore the ways clickers can be used in the classroom.
Presenter: Jamie Calcagno-Roach, Center for Instructional Technology

Educational Gaming Habits of James Madison University Students
The culture of video games in society and who engages in playing video games is evolving at a rapid rate. While educational video games are present in the K-12 setting, such games seem absent from the university setting, but may not be. There is a need to continue to developing a body of knowledge about how individuals use video gaming in their lives, which ultimately can inform the design and development of ‘serious games’ or those intended for teaching and learning. The presentation will present the results of a study conducted in Spring 2010 that examined James Madison University student’s gaming habits and experiences of gaming in formal learning environments.
Presenter: George Font, Department of Early, Elementary, & Reading Education, Karen Kellison, Department of Learning, Technology, & Leadership Education, and Joshua Mathews-Ailsworth, Center for Instructional Technology

***Confirmed presenters are listed above. Additional presenters may be added.