Lunch & Posters

Poster Presentations
Poster presentations will occur from 11:40am-12:40pm in the Festival Ballroom during lunch. Conference attendees are encouraged to view presentations, engage in active discussion with presenters and other attendees, and network during this time.

Effectiveness of using iOS and Apple Devices in Delivering Presentations
With iOS and Apple devices you can now deliver a presentation without a computer. You can use an iPad to create a Powerpoint, use an Apple TV to connect to a monitor and use an iPhone as a remote to control the presentation. This makes creating and delivering a presentation very easy.
Presenter: Dave Stoops, Center for Instructional Technology

Using GigaPan to Create Zoomable, Detailed, and Georeferenced Panoramic Images
Learn about the CIT’s GigaPan Epic 100 device and GigaPan Stitch software to create detailed gigapixel images that can be georeferenced, shared online, and capture 360º spherical panoramas.
Presenter: D.Lee Beard, Center for Instructional Technology

Can I do that: Fair Use, the TEACH Act and the Online Classroom
There are some things you can do in the face to face classroom that you can’t do (or at least have to do differently) online. The presentation seeks to create a better knowledge of copyright and IP policies and statutes, increase knowledge of tools available, and create a clearer picture of the future of teaching and copyright.
Presenter: Brian Cockburn, Libraries & Educational Technologies

Good Writing Matters: Using Google Docs to Enhance Student Writing Experiences In and Out of the Classroom
This presentation will address how Google Docs can be effectively applied in a course curriculum as a way to improve student writing and to foster greater accountability for final written work. The presentation will begin with an introduction to Google Docs, highlighting its capabilities and limits. The presentation addresses how Google Docs can be used by students to give and receive feedback on written work prior to submitting assignments for a grade. Genuine student work within Google Docs will be showcased. The presentation also includes the educational advantages and disadvantages of using/integrating such a platform in a curriculum.
Presenter: Cynthia Martin, Writing, Rhetoric, & Technical Communication

Piloting an Immersive Faculty Development Program in a Blended Mode
The purpose of this poster is to demonstrate the implementation and impact of a faculty development program in online course development. This immersive faculty development program was implemented in a blended mode in the spring of 2010. Participants in this program reported that their perceptions of online teaching changed as a result of participation. By the end of this program, 88.89% participants said that they were at least on the advanced stage of assembling the content for the course. Evaluation results indicated that participants benefited from learning and communicating in a classroom setting as well as in an online environment. Other implications of this pilot running will also be discussed in the poster presentation.
Presenter: Shenghua Zha, Center for Instructional Technology

eFollett CafeScribe – Going Beyond e-Books
Electronic versions of hardcopy books (so-called e-books) have become increasingly adopted in higher education due to a number of factors, chief among these, their lower-cost compared to their hardcopy counterparts. However, these e-books remain simply an electronic version of the hardcopy, adding little or no value to the academic proposition. Vendors such as Follett (a JMU textbook partner) extend the promise of e-books to include the benefit of Web 2.0 interaction to address student-centered learning within a traditional (albeit electronic) environment. The presentation takes an in-depth look at eFollett’s CyberScribe, conducted as a formative assessment of the recently released eFollett version 2.0 offering. Questions addressed include the benefits of CyberScribe to the instructor and student, including new textbook-centric virtual collaboration (such as the embedded discussion and best notes features) as well as the student-centric learning supports offered by the system (such as the notes aggregation feature). Particular attention is given to the integration of CyberScribe into the JMU environment, with specific step-by-step instructions describing how JMU instructors can implement CyberScribe for their own classes. The presentation includes student and instructor comments on CyberScribe utility and functionality with reflections on content vs. social epistemological authority in a collaborative social space.
Presenters: Rich Ingram and Michele Estes, Learning, Technology, & Leadership Education and Jamie Calcagno-Roach, Center for Instructional Technology

BBWordle: A Tool for Visualizing Student Assignments submitted via Blackboard
In April 2011 Anthony Hartshorn (Geology & Environmental Science) submitted an Open Resource Grant Proposal to CIT. He was teaching GSCI101 and had to grade assignments, which included fieldtrip reflections submitted as text files within Blackboard, related to the numerous fieldtrips to local venues. To utilize Wordle (http://wordle.net), an online text visualization tool that generates a graphic scaling relative word frequency to font size, he had to cut and paste individual student responses into a single text file; a tedious process that could easily take 20 minutes or more for each assignment. Andreas Knab worked on the Open Resource Grant and created “BBWordle”, a tool accessed through a simple bookmark in a web browser. Instead of downloading student responses from Blackboard, the instructor selects the bookmark and BBWordle automatically extracts and aggregates the text from all student responses and presents it for easy copying and pasting into Wordle. Students’ names and common English words are removed and the complete content is sorted, eliminating any remaining identifying information. The instructor is also shown the most frequent words, which can be excluded in case of irrelevance. The process to create a Wordle visualization is reduced to less than one minute of work.
Presenters: Tony Hartshorn, Geology & Environmental Science and Andreas Knab, Center for Instructional Technology

What’s Up with Systems, Research & Development
The poster will be an overview of the various projects the Center for Instructional Technology’s Systems, Research & Development unit has worked on over the last year, including MDID 3, JMUtube, and WordPress.
Presenters: Grover Saunders, Andreas Knab, Kevin Hegg, and Eric Hansen, Center for Instructional Technology

A Picture is Worth a Thousand Words: Using Screencast Videos in Email and IM
A screencast is an innovative way to respond to emails or instant messaging chats.  Screencasts are videos of recorded actions performed on a computer and usually include audio narration.  The use of screencasts allows students to see and hear the answer to their questions instead of reading a written response to an email or instant message.  Screencast videos are often used to create polished tutorials; thus, people typically view screencast videos as time-intensive projects that require a significant level of technological skills.  In reality, creating on-the-fly screencasts does not require significant time or technical ability.  Freely accessible software programs, such as Jing, make the creation of screencast tutorials a quick and easy task.  Screencasts enhance teaching and learning by addressing various learning styles.  Students can observe the answers to their questions and repeat the actions on their own computers, which will help reinforce the concepts.  In addition, research shows that Millennial students prefer multimedia over text and expect customized technology.  Lastly, screencasts can help make virtual communication more efficient and effective.  Qualitative feedback from students who received screencasts illustrates the value of this technology.  This poster presentation will illustrate previously-made screencasts, and provide the opportunity to create a screencast.
Presenter: Jonathan Paulo, Libraries & Educational Technologies

A Harrisonburg “Keeling curve”: Live-tracking and archiving hourly carbon dioxide concentrations outside Memorial Hall
Humans are changing the planet, and especially carbon dioxide (CO2) levels in the atmosphere.  The “Keeling curve” is an iconic graph that depicts the increase in CO2 levels in air atop Mauna Loa, Hawaii: from 313 parts per million (ppm) in 1958 to to 390 ppm last week.  The graph also shows how the greening of the Northern Hemisphere every summer reduces CO2 as plants begin photosynthesizing.

Through a collaboration between CIT staff and a Geology and Environmental Science faculty member, a badge and website were constructed to track CO2 levels outside Memorial Hall in real time.  Air is drawn into a laboratory Licor 820 infrared gas analyzer.  CO2 levels are intercepted from an XML feed and written to a CIT-served badge every minute, and then archived on a CIT server.

Place-based educational student exercises have been facilitated with this tool.  For example, students are asked: Why are Memorial Hall values higher or lower than those reported from the nearest station off the New Jersey coast?  Are CO2 levels higher or lower in January or July (the air intake is 25 feet from a 40′ tall oak tree)?  Additional possibilities will be discussed.
Presenters: Tony Hartshorn, Geology & Environmental Science and Andreas Knab and Sufi Nawaz, Center for Instructional Technology

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