are traditional one-hour breakout sessions that form the core of
conference offerings. Most feature a successful practice, program, or key issue related
to information technology, or a demonstration of a technological
approach or software solution. Forums are intended for an audience
of approximately 50-100 people, and a maximum of three speakers
per Forum is recommended. Presenters are expected to use active
learning techniques to engage audiences, to distribute materials,
and to respond to follow-up requests for more information. Lecture-only
presentations are strongly discouraged.
Forum Session Descriptions
Supporting Online Students: Maximizing Effectiveness via
In serving 35,000 online students annually, members of the
Michigan Community College Virtual Learning Collaborative have
recognized that high-quality academic and student support services
are essential elements of student retention. Michigan community
colleges have been awarded a FIPSE grant to develop selected support
services. Educators attending this session learn about the
collaborative development process, have the opportunity to review
preliminary project outcomes, and discuss options for future
Students for Web-Based Portfolio Development
The presenters address the need to assist students with the use
and development of professional-looking web-based portfolios.
Participants learn practical approaches to assisting students and
see a demonstration of a web-based portfolio program that makes 3 MB
of storage space free to all Minnesota students throughout their
lifetime. This session should interest any faculty or college staff
person with an interest in electronic portfolio development.
sessions are one-hour hands-on sessions conducted in the special
Hands-On Alley computer labs throughout the conference. Hands-On
Alley labs feature presentations by community college practitioners
and League corporate sponsors that allow conference participantss to
experience state-of-the-art hardware and software applications.
Lab sessions are offered to audiences of 30 to 50 and are expected
to center on hands-on exercises and learning activities.
Hands-On Alley Lab Descriptions
Mathematics Help for
Students and Faculty
Participants examine the factors that support student
learning, develop content understanding, and help keep students
current when classes are missed. Examples include interactive
practice problems, guided solutions, homework problems, a grade
book, test creation, and Excel spreadsheets. Come and receive
hands-on practice embellishing and personalizing what your students
learn. Participants experience these factors and supplemental
materials using mathematics software and Blackboard.
Want to Buy, Use, or
Integrate a PDA Into Your Classroom? Start Here!
Personal digital assistants (PDAs) are useful tools in the
classroom and have hundreds of educational uses. Participants use a
Palm Pilot V to learn basic PDA features and operating functions,
how PDAs can be used in the classroom and in the office, and how to
obtain the latest downloads to improve organization and time
Learning Center Courses, facilitated by recognized leaders, provide in-depth coverage of current information technology topics. Learning Center Courses are fee-based, three- or six-hour, lab- or nonlab-based sessions that deliver a body of practical knowledge and applications. Learning Center Courses augment the conference program by providing in-depth exposure to specific topics. Selection of faculty for these courses is very competitive and is based on course content and thoroughness of the proposed course design. Lecture-only presentations are not accepted.
Learning Center Course Descriptions
Implementation of an Institutional Web Strategy: Considering the
Website and the Classroom
This course offers participants the exceptional opportunity to
experience instructional technology from two sides: The
student-teacher front line, including examples of face-to-face,
online, and hybrid learning, as well as the IT backend that supports
learning and the business operations of the college. The presenters
alternate between demonstrating a collegewide system that uses a
portal and database-driven content management tools and hands-on
exercises using Macromedia Dreamweaver, Fireworks, and Flash. This
course gives participants the opportunity to examine the complete
range of educational technology services in and out of the
classroom. By examining in-class as well as organizational
technology solutions, participants will be better prepared to
develop their own varied and integrated technology skills and
solutions, as well as answer the big-picture question, "How do all
of the parts of instructional technology fit together?"
Outcomes in a Technology Mediated Learning Environment
Rapidly proliferating online and blended learning environments
create newly emerging challenges for faculty and administrators.
Inconsistent results or even catastrophic failures may result when
adapting successful courses from traditional settings to online and
blended learning environments. Online delivery environments interact
with curriculum choices, making organizing for outcomes critical.
Participants in this course examine a communication-based,
student-centered, outcomes-driven model for designing and evaluating
online delivered curriculum. Participants apply model elements to
personal examples to examine the model's impact on course design,
student outcomes, and quality control.
Session presentations take the form of an exhibit and are delivered
primarily through the use of graphs, diagrams, pictures, data, and
narrative text on bulletin boards. Presenters must arrange for their
own display materials. During their assigned time periods, participants
informally discuss their presentations with conference participants
by making brief remarks, sharing information, and answering questions
about the presentation topic. Conference participants are free to
move from one presentation to another during the Poster Session.
Presenters are encouraged to have ample handout materials available
for participants. The conference will provide a table and two chairs
for each accepted Poster Session presentation. Please note:
No electrical support or internet connections are available in the
poster session area.
Poster Session Descriptions
A Survey of the
Use of Distance Learning in Postsecondary Career and Technical
This session presents findings of a survey of 554 colleges to
determine how distance learning is being used in the delivery of
career and technical education courses. Participants learn the
extent to which it is being used in rural, suburban, and urban
schools and the types of delivery technologies being used. It is
particularly beneficial to instructors, administrators, and
Technology = Our E-Business Program
The presenter demonstrates how one community college worked to
merge business knowledge and information technology skills into a
single degree program that meets the needs of businesses engaged in
e-commerce. This session provides information about how the DACUM
process was used to create a program that meets the needs of the
workforce, and should benefit individuals interested in developing
an interdisciplinary curriculum that is based on workforce needs.
sessions afford a personal and interactive setting for exploration
of key issues related to each conference track. Roundtables are
particularly well suited for exploratory topics and topics that
require small group interchange. Roundtable presenters are expected
to facilitate substantive discussions or small group activities
and to distribute handouts. Roundtables are aimed at
audiences of 10-12, are limited to two presenters, and cannot accommodate
equipment other than a laptop computer provided by the presenter(s).
Please note: Laptop computers will need to be battery operated,
as Roundtables do not have access to power outlets. Roundtables
also do not have access to an internet connection.
Roundtable Discussion Descriptions
About Teaching in Online Classrooms
Are you new to teaching online, an experienced online instructor,
or just thinking about teaching online? This roundtable session is
for you. Participate in stimulating conversation regarding online
teaching led by English and business instructors who have been
teaching online for several years. Concerns about grading papers,
test taking, cheating, and web-page creation are just some of the
issues discussed. Bring your experiences, ideas, and concerns to
Distance Learning Class Duties Into Faculty Workloads
A college administrator and faculty member share their college's
experiences establishing faculty loads for online and TV courses.
Related faculty loads from four other community colleges are also
discussed. Handouts include current faculty loads from these five
institutions. The presenters encourage participants to share factors
considered in faculty distance learning loads at their respective