Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
Career night blended learning 2016 print versionAnthony Picciano
This presentation entitled, The Online Education Landscape, was made as part of the CUNY Graduate Center Program in Urban Education Career Night Series. February 11, 2016.
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
Career night blended learning 2016 print versionAnthony Picciano
This presentation entitled, The Online Education Landscape, was made as part of the CUNY Graduate Center Program in Urban Education Career Night Series. February 11, 2016.
In late 2017, Learning and Teaching Services launched the first ever Navitas Global Student Technology Survey, building on several years of teacher and student research and input from stakeholders around the world. Our findings highlight some familiar aspects of technology and its potential to connect people, places, systems and experiences in learning and teaching, helping us to make connections across seemingly disparate colleges and learning contexts.
In this presentation, Lucy and Kooshan provide a quick tour of the big picture using data gathered from 7,240 participants studying at 96 Navitas colleges in 26 countries around the world, exploring themes such as trends in mobile, supporting student community and providing the foundations for a seamless digital experience.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
A Survey on Autism Spectrum Disorder and E-Learningrahulmonikasharma
Autism or mental imbalance is turmoil in the development and improvement of a mind or central nervous system that covers a huge range of skills, impairment and symptoms. The children who are experiencing autism (or mental imbalance) confront challenges in conveying and adjusting in the group as they experience difficulty in understanding what others feel and think. These days learning innovations changed instructive frameworks with amazing advancement of Information and Communication Technologies (ICT). Moreover, when these innovations are accessible, reasonable and available, they speak to more than a change for individuals with Autism Spectrum Disorder. In this paper, a writing study and foundation study is done on the Autism Spectrum Disorder (ASD) and E-Learning System for Autism Children.
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
In late 2017, Learning and Teaching Services launched the first ever Navitas Global Student Technology Survey, building on several years of teacher and student research and input from stakeholders around the world. Our findings highlight some familiar aspects of technology and its potential to connect people, places, systems and experiences in learning and teaching, helping us to make connections across seemingly disparate colleges and learning contexts.
In this presentation, Lucy and Kooshan provide a quick tour of the big picture using data gathered from 7,240 participants studying at 96 Navitas colleges in 26 countries around the world, exploring themes such as trends in mobile, supporting student community and providing the foundations for a seamless digital experience.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
A Survey on Autism Spectrum Disorder and E-Learningrahulmonikasharma
Autism or mental imbalance is turmoil in the development and improvement of a mind or central nervous system that covers a huge range of skills, impairment and symptoms. The children who are experiencing autism (or mental imbalance) confront challenges in conveying and adjusting in the group as they experience difficulty in understanding what others feel and think. These days learning innovations changed instructive frameworks with amazing advancement of Information and Communication Technologies (ICT). Moreover, when these innovations are accessible, reasonable and available, they speak to more than a change for individuals with Autism Spectrum Disorder. In this paper, a writing study and foundation study is done on the Autism Spectrum Disorder (ASD) and E-Learning System for Autism Children.
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
Implementation of the Asian Centre of Excellence in Networking Technologies under an Initiative between Cisco, MIMOS and IMS Asia to generate an environment for Proof of Concept testing, and hands on training of graduates and CCIE candidates
Successfully establishing a SOA Center of ExcellenceKelly Emo
This presentation was delivered by HP in a public webcast. It details out the effectiveness of establishing a Center of Excellence to accelerate SOA adoption and the role of SOA Governance to support the CoE
Similar to Leveraging Technology in Your Learning Center: Enhancing Services, Creating New Resources, Getting the Word Out, and Managing & Training Staff
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
NASPA Conference on Student Success: Designing for Student Success in a Hybri...brightspot
brightspot Founder Elliot Felix and Arizona State University Director of Projects Jonathan Myers presented Designing for Student Success in a Hybrid World at the NASPA Student Success Conference 2022.
Developing Accessibility Training Strategies in Higher Ed3Play Media
In this webinar, Jennifer Ismirle, Senior User Experience Researcher, and Phillip Deaton, Accessibility Coordinator, from Michigan State University will share how they developed a digital accessibility training program for different types of content and content creators. They will discuss why training is important, as well as share strategies for creating an engaging and successful program.
Technology Utilization among Graduate Assistants and FacultyMsRyals
Poster presented at the South Alabama Conference on Technology and Leadership on May 13, 2013. Authors: Lindsay Ann Parvin, Ashley Ryals, Dr. Paige Vitulli, and Dr. John Strange
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
Similar to Leveraging Technology in Your Learning Center: Enhancing Services, Creating New Resources, Getting the Word Out, and Managing & Training Staff (20)
Final Early Identification for Prior Learning Assessment (IITG Panel) Present...Lisa D'Adamo-Weinstein
Empire State University has a long and robust commitment for including college-level learning for courses offered at the institution, transfer credits, and Prior Learning Assessment (PLA) credits. For this grant project initiatives developed include early interventions for relatable student personas to illustrate the potential for using PLA and a preliminary prior learning intake form and professional development.
Integrating Open Educational Resources (OERs) into your learning center offerings is not only cost effective for students, but OERs can also positively impact student success and retention. Attendees will learn about the benefits and pitfalls of using OERs, gain access to a curated list of student success oriented OERs, consider ways to partner with faculty, and be presented with guides for development/evaluation of OERs.
A presentation I gave to the students involved in the Arts in Our Communities Residency I co-coordinated with Dr. Cynthia Bates and taught in the Spring 2022 term at SUNY Empire State University.
https://www.sunyempire.edu/residencies/arts-in-our-communities/
The Virtual Arts in Our Communities Residency celebrates the arts of New York State. Our inaugural 2022 residency focuses on the arts in the Capital District region with an emphasis on the Empire State Plaza and the New York State Museum in Albany, N.Y. During the spring term, students can register for one of five courses related to the practice, performance, support, and creation of the arts. The courses use a blended model that combines online learning with 3 virtual meetings. At these virtual meetings, students will have the opportunity to meet with their instructor and classmates, interact with students in other courses, explore virtual exhibits of historical sites, public arts displays, museum collections, and performing arts spaces.
“[W]omen's letters rarely just exchange information. Instead, they tell stories; they tell secrets; they shout and scold, bitch and soothe, whisper and worry, console and advise, gossip and argue, compete and compare. And along the way, they - usually without meaning to - write history"
(Grunwald and Adler, p.1).
Leading With Authenticity, Vulnerability, Inclusivity, Trust, and ReflectionLisa D'Adamo-Weinstein
Presented at the Spring 2022 SUNY Empire State College Student Conference in Sartatoga Springs, NY - There are innumerable theories and strategies related to the topic of leadership that people can become overwhelmed by trying to find the right “fit.”. Drawing on the works of Brene Brown, Angie Morgan, Courtney Lynch, John Maxwell, Simon Sinek, Angela Duckworth, Susan Cain, Kim Scott, and others, this workshop will focus on a presentation of leadership and the ideas of authenticity, vulnerability, inclusivity, trust, and reflection. Participants will be asked to reflect upon their own leadership in formal and informal contexts as well and create a leadership and life mission statement for themselves.
My creative nonfiction course, Narratives We Think We Know: American Women's Stories through Letters, is now offered with only Open Educational Resources (OERs). I actively sought out two professional development opportunities (IMTL and a Lumen Fellowship) to continue OER development work and design an open forum to allow for students and the public to write their own creative nonfiction responses to the letters we explore in the course. For this presentation, I will share course materials, samples of student work, as well as lessons learned from the OER design process and other research on women’s letter writing.
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
Forging Successful Learning Centers: Critical Considerations and Evidence-Based Practices for New LC Directors
Presented at NCLCA 2021 Annual Conference
Stepping into an LC leadership role and feeling overwhelmed about how to focus your efforts? Join members of the NCLCA Past Presidents Council for an in-depth exploration of evidence-based best practices that will help you improve the infrastructure and operations of your center.
Breakout groups will allow you to begin forging concrete plans in critical areas, including LC programs and services, utilization of online tools and technology, assessment and evaluation, professional development, and budgets and revenue generation.
Co-presented with NCLCA Past President's Council members Geoff Bailey, Lindy Coleman, Lisa D'Adamo-Weinstein, Jenny Haley, and Laura Sanders as part of the National College Learning Center Association (NCLCA) 47th Annual Conference. Birmingham, AL and online.
Capturing Creativity in Times of COVID: A Weekly Virtual Live ShowLisa D'Adamo-Weinstein
Capturing Creativity in Times of COVID: A Weekly Virtual Live Show
Lisa D'Adamo-Weinstein - SUNY Empire State College
Creative Expressions was a weekly virtual arts and culture series conceived of during the COVID-19 pandemic. In an attempt to recreate the in-person sharing of art, music, poetry, and other forms of creative works typically experienced at an annual college event, the series began as an experiment led by the faculty of the School of Arts and Humanities. That first session was so well received, that I continued to host and organize the show every Thursday for 30 weeks.
There were a total of 89 individuals - 34 staff/faculty presenters and 56 student/alumni/guest presenters - who shared their creative talents at least once as part of the series.
Approximately 790 attendees came to the Zoom platform across all 30 sessions. You can find the recordings, materials, and all biographical information about the presenters at the Creative Expressions website.
For this presentation, I will talk about the lessons learned and possibilities for educators to use Zoom and Google Sites to create a shared space for their students and school communities to celebrate the arts and other topic areas to build community, celebrate creativity, and develop an OER resource.
Conference Strand: How to/Integration
Target Audience: Grades K-12, Post-Secondary
Description: We and our students are faced with varying degrees of health, financial, and emotional changes as we all navigate the impact of the pandemic. In this session, we will (1) provide some concrete examples of how to engage in self-care for ourselves, (2) share some ideas about how to encourage our students to engage in self-care activities during these unprecedented and uncertain times, and (3) encourage you to share your own methods and examples.
Hosted By: Annie Crossland, Kristin Spencer, & Lisa D'Adamo-Weinstein (Associate Professor, Department of Arts & Media, SUNY Empire State College)
Presented as part of our ESC Connects Webinar series.
Communicating effectively is not always easy. Communicating well during highly emotional, high stakes situations is extremely difficult. Drawing from Kerry Patterson's book Crucial Conversations: Tools for Talking When Stakes Are High, this session will focus on strategies and tools for managing effect communication skills and crucial conversations within all aspects of our lives - family/friends, community, and workplace.
Co-presentation on March 26, 2020 with Dr. REbecca Eliseo-Arras and Mentor/Instructor JoAnn Kingsley as part of ESC Connects series in response to the COVID-19 crisis. Presentation was for the students, staff and faculty in the SUNY Empire State College community. The link to the Self-Care presentation recording is - https://vimeo.com/400687251.
Presentation for the SUNY Empire State College Student Leadership Institute (SLI) 2018 - Presentation on identifying personal leadership styles & drawing from the book Lead Yourself First.
Being a leader can be both a rewarding and challenging experience in any organization or group.
Leadership is hard work and includes understanding yourself, communicating effectively, managing conflict making tough decisions, and setting vision and tone.
Presentation at the Fall 2018 Student Conference
In this session, you will learn how to identify your leadership style and how to navigate these aspects of leadership with grace and tact.
This is Part 2 of the workshop pair
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning.
Part 1 - Identifying Immediate Needs
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term
How do we reflect, assess, resource for sustainability, and plan for future change?
Presentation as part of the SUNY Remote Teaching Clinic - The Remote Teaching Clinic is designed to help you temporarily deliver your face-to-face instructional materials at a distance. The free webinars in this clinic will provide you with the information and skills you need to teach anywhere.
Presentation given for the National College Learning Center Association
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning. Join this evolving conversation in one or both webinars:
Part 1 - Identifying Immediate Needs - this week (3/20/2020)
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term - next week (3/27/2020)
How do we reflect, assess, resource for sustainability, and plan for future change?
Communication strategies and tools for managing difficult conversationsLisa D'Adamo-Weinstein
Communicating well during highly emotional, high stakes situations is extremely difficult. Drawing from Kerry Patterson’s book, Crucial Conversations Tools for Talking When Stakes Are High, this session will focus on strategies and tools for managing what Patterson defines a crucial conversation: “A discussion between two or more people where the stakes are high, opinions vary, and emotions run strong”( p.3). We will explore key concepts and tools to help us manage crucial conversation situations with our family, friends, and in the workplace.
Presentation at the 2017 SUNY CIT Conference discussing the integration of Academic and Instructional Services at SUNY Empire State College into the college's learning envornoment.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Leveraging Technology in Your Learning Center: Enhancing Services, Creating New Resources, Getting the Word Out, and Managing & Training Staff
1. Leveraging Technology in
Your Learning Center:
Presented @
NCLCA Institute
July 2010
Napperville, IL
Dr. Lisa D’Adamo-Weinstein
Director of Academic Support
SUNY Empire State College, Northeast Center
Lisa.D’Adamo-Weinstein@esc.edu
Enhancing Services, Creating New Resources,
Getting the Word Out, and Managing &
Training Staff
2. Leveraging Technology in Your Learning
Center: Enhancing Services, Creating New
Resources, Getting the Word Out,
and Managing & Training Staff
Emerging technologies such as social networking, multi-media
sharing, collaborative workspaces, and mobile technologies are
significantly changing the nature of learning and learner
expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging
technologies in ways that can enhance they ways in which we
deliver services, create resources, market our centers, manage
and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on
how to best understand emerging technologies and how to
choose the technology tools that will help you meet your goals in
managing your learning center.
3. How “techie” R U? - LOL
• Who owns 2 phones… one for talking and one for texting?
• Who has more than 1 computer at home?
• Who surfs the net from nervous tension when their e-mail is
down?
• Who is on the web right now?
• How many of you paid full price for the iPhone when it 1st came
out?
• Since we started this presentation, who has thought about checking
their email?
4. ACTIVITY #1 – Wildest Dreams…
For Technology & Learning Assistance on Your Campus
What kinds of technology are you currently using?
What kinds of technology are your students using?
What do you have to support tech at your institution?
What goals do you have for enhancing student learning?
Directions: Don’t be burdened by constraints – what
(related to technology & the delivery of learning
assistance programs & services) do you wish you had,
could learn, has been on your “To Do” list that you
haven’t had the chance to get to?
List 10 things – Your Ultimate Wish List
5. What is the ONE GREAT PROJECT/IDEA/AREA that can be TECH RELATED
you want to work on when you get back to your campus?
6. Views from the front lines…
What some schools are doing?
• University at Albany (NY) just instituted a text messaging emergency
system, and was criticized by the students and some administrators that it
took so long. – Response to Virginia Tech (Facebook)
• Purdue and their Boilercast system - audio from class is recorded and
atomically downloaded to students’ computers.
•iTunes U – Public sites – content & orientation
• Students at dozens of colleges, such as Syracuse, American University and
Marist College, can check online whether a vacant washing machine is
waiting downstairs and how much time remains on each machine's cycle.
(Forbes online, 1/2006)
• University of Maryland's Smith Business School is handing a free BlackBerry
to each student — practice makes perfect.
• Students learn to manage the 24/7 access to data and people they'll
be expected to deal with as executives. (Forbes online, 1/2006)
• Ohio University, MIT and others go to 2nd Life.
8. Who are our students today?
Source:
A Vision of Students Today
http://www.youtube.com/watch?v=dGCJ46vyR9o
A short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals,
hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in
collaboration with 200 students at Kansas State University. There is a community college student video in response to this one at
http://www.youtube.com/watch?v=hN8GDHZPOvE
9. RESEARCH on Technology & Students Today
• 98.5% have some type of computer
• 82.2% have personal LAPTOP computers (2008, in 2007 - 75%)
• Average of 19.6 hours a week online for school, work and/or recreation.
– 69% < 20hours
– 7.4% > 40 hours
– Community college students show significantly less time online – 14.8 hrs
• More than 82% have used a Course Management System (CMS), with more than
46% saying that they have use a CMS many times every week
• 85.2% have interacted with at least one SNS - social network service (Facebook,
Myspace, etc…). with Facebook being the predominate SNS. (2008, in 2007 -80%)
• 61% of respondents agree that IT within a course improved their learning
• Over 40% said that they are more engaged in a course requiring IT
Sources: EDUCAUSE Applied Research Center (ECAR)
2008 Study of Undergraduate Students & Information Technology
2007 Study of Undergraduate Students & Information Technology
How’d They & Who’d They?
27, 317 respondents – most “traditional” (under 25 years of age – 78.8%),
Attending 4yr institutions (87.8%)
Most full-time (84%)
Most public (74.8%)
32.2% at schools > 15,000 students.
They have the
technology
& they are using
it, and…
10. RESEARCH on
Student Engagement & Technology
Sources National Survey of Student
Engagement (Promoting
Engagment for All Students: The
Imperitive to Look Within, 2008
Results)
“For both first-year and senior students, online learners were more likely than
classroom-based learners to:
• Be older, transfer, and first-generation students.
• Very often participate in course activities that challenged them
intellectually.
• Very often participate in discussions that enhanced their understanding
of different cultures.
• Very often discuss topics of importance to their major.” (p. 16)
“Online courses seem to stimulate more intellectual challenge and educational
gains. This suggests that integrating technology-enhanced courses into the
curriculum for all students might have some salutary benefits.” (p. 16)
11. But, while most
respondents like
information
technology (IT) as
part of their
learning…
Conclusion of the
Executive Summary
of the 2008
Educause Study
13. So, students are online and on computers, they are more
engaged when there is online learning,
and they also want F2F interactions…
• While, colleges are exploring, integrating and infusing technology into every aspect
of the college experience, we need to be mindful that technology is not the only
way that students today want to engage.
• BUT, students expect to have technology be a part of their daily lives, so F2F is not
the only way to engage students.
• When we take this need for blending F2F with technology, many college
professionals don’t have the time, support, resources, nor expertise to infuse
their existing F2F programs and services with technology.
• BUT, professionals in Academic Support and Student Services need to adapt the
ways in which we deliver services in order to better enhance and engage students in
their college experience using a blended approach to service delivery and resource
access.
How can these complicated and
somewhat conflicting needs/concerns be addressed?
14. Technology Enhancing Learning
What you should consider for academic support and learning assistance…
– BENEFITS to LEARNERS
– BENEFITS to COLLEGE OVERALL & ACADEMIC
SUPPORT/STUDENT SERVICES
– BENEFITS to ACADEMIC SUPPORT/STUDENT SERVICES STAFF
Learning is flexible, accessible, and tailored to a variety of learning
preferences. Students can explore, have choice, & engage/create using
different modalities where and when they choose to access…
Beneficial in both face-2-face and technology enhanced mediums. One
does not necessarily have to replace the other – center and college
missions as well as learner needs drive the blended use of these learning
engagements.
Maximize resources (human and time), training options open up,
F2F interactions can take on depth when students come into a
learning center or seek out student services having gone over the
“basics” online – deeper conversations faster – high touch and
high quality at the same time
15. Grounding Points:
Quotations to Remember
“The particular characteristics and needs of each
individual institution drive the organization of
[academic support] programs, the format of service
delivery, the overall management and operation of the
program and the methods of program evaluation.”
- Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental
Education. San Francisco: Jossey-Bass. p. 71
“In addition to background, aptitude, ability to learn
quickly, and the desire to learn, students need
persistence, flexibility, and a willingness to cooperate
with instructors’ demands and institutional policies if
they are to succeed in college.”
- Maxwell, M. (1997). Improving Student Learning Skills.
H&H Publishing: Clearwater, FL. p. 135
Student
Success
Academic
Support
&
Learning
Assistance
16. Successful Academic Support Programs &
Student Services include…
* Proactive interventions,
* Supportive environments,
* Personalized support systems,
* Small group tutorials,
* Development of students’ basic learning skills,
* Teaching of study skills and learning strategies in the
context of academic content courses,
* Opportunities to interact in informal settings and develop
personal relationships with faculty, and
* Opportunities to experience success.
Adapted from:
Maxwell, M. (1997). Improving Student Learning Skills. Clearwater, FL: H&H Publishing.
Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education.
San Francisco: Jossey-Bass.
17. Alexander and Serafass’ (1999)
planning model for educational
institutions.
Alexander, W.F., Serfass, R.W. (1999). Futuring Tools for Strategic Quality Planning in Education. Quality Press; Milwaukee.
19. You’ll get some hands on time in the computer lab to explore…
http://nclcainstitute2010.pbworks.com
LRNASST Listserv
http://www.lists.ufl.edu/archives/lrnasst-l.html
20.
21. ACTIVITY #2 – Focusing on Just One Thing
For Technology & Learning Assistance on Your Campus
Directions: Pick from your wish list. What is your number one interest/priority?-- You
can determine this based on your center/college’s constraints, $$$, time (workload,
seasonal demands, etc.), staff desires/access, student needs, access to technology,
etc.
Defining your top priority…
Major idea/goal/priority -
Narrowing it down…
List at least 3 components related to this idea/goal/priority –
1.
2.
3.
What research/people/resources/etc. do you need to connect with to get a start on
making your idea/goal/priority a reality? Outline some of the first steps you need to
take.
22. ACTIVITY #3 – Making Your Plan
For Technology & Learning Assistance on Your Campus
Directions: In Small Groups – review your focus and flesh out what you can
do to take action – develop your action plan with your group.
What new insights and ideas to enact your plan do you have?
CREATING A Detailed “To Do” List for this Project
While at the conference….
Immediately upon my return to the office…
2nd Week after the conference
1st Month – Convo with Group via wiki/Lisa
23.
24. What Have We Done @ ESC???
• What kinds of technology are WE currently using?
• What kinds of technology are OUR students using?
• What do WE have to support tech at OUR institution?
• What goals do WE have for enhancing student learning?
Our environments – Online & Face-to-Face/Blended
25. Empire State College
Mission& Commitments
The Mission of Empire State College
• Empire State College enables motivated adults, regardless of geography or life circumstance, to design a
rigorous, individualized academic program and earn a college degree.
The Commitments of Empire State College
• To support self-directed, intellectually curious learners who collaborate with faculty mentors.
• To document, evaluate and award credit for an adult’s prior college-level life learning.
• To offer each student an array of learning experiences through independent study, seminars, short-term
residencies, and online courses.
• To develop, implement and assess new approaches to learning that recognize the strengths and needs of adult
learners.
• To provide access to degree programs at multiple locations in New York state and abroad, and through the
World Wide Web.
• To expand degree opportunities for adult learners through partnerships with employers and unions, government
agencies and the armed forces, and community organizations and educational institutions.
26. CREATING PROGRAMS & SERVICES
Academic Support = Student Support
• Merging college mission & goals with students’ needs & skills
– regardless of geography or life circumstance – students can have
access 24/7 - ANGEL is available to all NEC students as a community
group
– individualized, self-directed, curious learners – students self-select
what they want or be directed to what they need
– collaborate with faculty, professionals, and mentors in the creation, use,
& assessment of resources
– array of learning experiences – allows for multimedia, interaction,
discussion, & enhancements to workshop content
– new approaches to learning that recognize the strengths & needs of
adult learners – can review at their own time & own pace, access to
resources for unit students is enhanced, & access to self-assessments
27. WHAT ARE OUR TECHNOLOGICAL PRIORITIES?
• Collegewide
– Centralization of resources
– Culture shift
– Give the power to the content expert, not the designer
• Center specific
– Culture shift
– Center needs drives design
– Center sharing
• DAS based
– What can be customized for students?
– What can we be in control of, or provide feedback for?
30. ANGEL Community Group - NEC
• How it started… NEC Academic Support
– Online repository of academic support workshop materials and student
services information and website links
• What it is now…
– Comprehensive range of resources, weblinks, presentations, &
discussion forums designed to support & enhance NEC students'
success
– Utilized by students, staff, & faculty
• What it is evolving into…
– We’re not sure…
– What we hope for is all of the above PLUS…
• An interactive meeting place for students, faculty & staff
• Creation of materials by students & faculty
31. Log into Angel – www.esc.edu/ole
Choose COMMUNITY GROUP - Northeast Center Academic Support
32.
33. The Good, the Bad, & The Ugly
• The Good
– Students have access 24/7 and are using it when and where they want
– Faculty are using the site to support their work with students
– Usage reports to determine how & who
• Can more appropriately target resources based on demand, ask for feedback, & seek input for other
areas of interest/need
• The Bad
– The ANGEL environment is password protected and some students think of it as only
for online courses. Those students in online courses are comfortable, but others might
not be.
• Therefore, we are expanding into other formats but still linking to this password protected site
• The Ugly
– No instructional design support at the early stages
• We didn’t start with template development & “retro-fitting” – consistency & ease of use – HARDER
after the fact
– Site maintenance is difficult without fulltime support – as we can
• FUTURE – co-creation of materials with students, networking, peer-tutoring,
& so much more…
34. Moving Beyond CMS to More Means of Blending
• Resource Repositories
– Course Management Systems – ANGEL
– Wiki spaces – Career Services, Non-traditional Student Week
& AcademicEye
• Interactive & Communication Systems
– Smarthinking
– Elluminate
– Instant Messaging
– YouTube & Facebook
• Where we might go (exploring)…
Who knows? ;)
38. JING
• Example -- Providing video screen capture
feedback to student papers via a free program
http://www.jingproject.com/
39. Some tutors/estructors are available for live tutorials 24 hours a day and others have set hours.
What is Smarthinking?
Smarthinking is an online tutorial service that is
available to students 24 hours a day, 7 days a week.
www.esc.edu/smarthinking
www.smarthinking.com
40. Northeast Center Learning Coaches
What is a learning coach? A learning coach is someone who provides academic support to students in one-on-one or small group settings
in all areas of the writing process and related study skills strategies including time management, organization, reading efficiency, developing a
study plan, goal setting, critical thinking, library research skills, note-taking, and learning styles.
Office of Academic Support
Dr. Lisa D’Adamo-Weinstein, Director
Northeast Center 21 British American Boulevard Latham, NY 12110
phone 518 783-6203 ext 5939 fax 518 783-6443
Lisa.D’Adamo-Weinstein@esc.edu
Mary Sanders-
Shartle is located in
Saratoga working
with Saratoga
& Queensbury
students.
Contact Mary to make an appointment :
(518) 587-2100 ext 2827 or
Mary.Sanders-Shartle@esc.edu
Sarah Spence-
Staulters is
located in
Latham working
with Schenectady
& Latham/
Albany students.
Contact Sarah to make an appointment :
(518) 783-6203 ext 5992 or
Sarah.Spence-Staulters@esc.edu
Kate Stockton is located
in Latham working with
Johnstown &
Latham/Albany students
Contact Kate to make an appointment :
(518) 783-6203 ext 5992 or
Kate.Stockton@esc.edu
For students studying in the Plattsburgh, you may contact any of the learning
coaches to work at a distance via phone or computer,
or contact Lisa D’Adamo-Weinstein, Director of Academic Support to arrange
for face-to-face support.
Her hours are:
Mondays – 12pm-2pm
Wednesdays – 3pm-6pm
Thursdays 4pm-6pm
Her hours are:
Mondays - 4:30pm-8pm
Wednesdays - 4:30pm-8:00pm
Fridays - 9am-11:15m
Her hours are:
Mondays - 4:30pm-7:30pm
Tuesdays - 4:30 pm-7:30pm
Thursdays - 4:30 pm-7:30pm
42. How to Participate in the
NEC Academic Support & Student Services Elluminate Web Conferencing Room
• First time users will need to follow online instructions carefully and download a JAVA script. This will happen on each
computer that you use to access the room for the first time, and it can take 5-10 minutes to complete.
• All users follow this link to access the site:
https://sas.elluminate.com/m.jnlp?sid=2008175&password=M.D6A048778D50BF84EDAD9DFB8B8C59
• The following pages are simplified directions for how to navigate in the Elluminate environment. Additionally,
Elluminate provides excellent online training materials accessible at www.elluminate.com/training.
• This webconferencing room provides you with live and archived access to presentations given by the Office of
Academic Support at the Northeast Center. You can participate in the environment in 3 ways – an observer/listener, a
text participant, or an audio participant.
• You do not need special equipment to participate UNLESS you want to participate by being able to speak. If you want
to speak as part of your participation, you will have to have a headset and microphone. If you do not have a headset and
microphone, you will still be able to listen to the presentation and to type in your questions and comments in the CHAT
box. If you do want to participate by speaking, then you will need to purchase a headset. Most stores that sell
electronics will have a set for about $15-$20.
• Due to prohibitive costs, we are not supporting telephone connections at this time.
Academic Support @ NEC
43. Where the content of the
presentation/class
will appear
Follow link to access NEC Academic Support & Student Services Elluminate Web conferencing Room:
https://sas.elluminate.com/m.jnlp?sid=2008175&password=M.D6A048778D50BF84EDAD9DFB8B8C
59
CHAT
Space to type in
comments, ask questions,
etc.
PARTICIPANTS
Where the participants will be listed.
Menu/Tool Bar - Roll your cursor over each icon to see what it does – see next page for detailed view…
AUDIO - Adjust volume for receiving (everyone) & for transmitting audio (only if you have a
headset). If you have a headset, push TALK when you want to speak.
45. PARTICIPANTS
WINDOW
TOOLBAR
CHAT
WINDOW
Detailed View of Active Participation
Features
WHITEBOARD
TOOLS
AUDIO
WINDOW
Press to talk if you have a headset
Use the slider to adjust volumes for
hearing presenter or your own audio
if you have a headset.
47. Study Groups
Es: lol! This is fun,
but I like the
interaction of a
"real" class too
Ritch: This is the
best way to do
class that I have
ever seen
Dianae: My joker son has
already embraced Elluminate.
He offered me 10 bucks to turn
on my webcam and use a
puppet to express myself.
48.
49. Ritch: okay, not finding
the text box, can
someone let me know
how to do that while
Lisa cleans up the page?
sorry I missed that
50. Melanie: Rich the text box is the
A with the lines in it next to the
box we all just wrote in click on
the box in the upper left with the
A on line paper
51. Jessica: on the left of the text box
there is an a then an a with line you
click on that and then click a spot
on the page
56. Benefits to Students:
Study Groups
• Increases range of student interaction.
• Easier to regulate talk time.
• Students participate from a comfortable space
of their choice instead of only physical
classroom space.
• Access no matter the weather and/or health
issues.
• Session recording available for review/absence.
59. Benefits to Students:
One-on-One
• Provides convenient options for students who
are juggling busy schedules
• Improves opportunities for students to gain
familiarity with technology
• Increases the number of students who can access
academic support
• Recorded sessions can be viewed at any time
62. How to Participate in the
NEC Academic Support & Student Services Elluminate Web Conferencing Room
• First time users will need to follow online instructions carefully and download a JAVA script. This will happen on each
computer that you use to access the room for the first time, and it can take 5-10 minutes to complete.
• All users follow this link to access the site:
https://sas.elluminate.com/m.jnlp?sid=2008175&password=M.D6A048778D50BF84EDAD9DFB8B8C59
• The following pages are simplified directions for how to navigate in the Elluminate environment. Additionally,
Elluminate provides excellent online training materials accessible at www.elluminate.com/training.
• This webconferencing room provides you with live and archived access to presentations given by the Office of
Academic Support at the Northeast Center. You can participate in the environment in 3 ways – an observer/listener, a
text participant, or an audio participant.
• You do not need special equipment to participate UNLESS you want to participate by being able to speak. If you want
to speak as part of your participation, you will have to have a headset and microphone. If you do not have a headset and
microphone, you will still be able to listen to the presentation and to type in your questions and comments in the CHAT
box. If you do want to participate by speaking, then you will need to purchase a headset. Most stores that sell
electronics will have a set for about $15-$20.
• Due to prohibitive costs, we are not supporting telephone connections at this time.
Academic Support @ NEC
63. Where the content of the
presentation/class
will appear
Follow link to access NEC Academic Support & Student Services Elluminate Web conferencing Room:
https://sas.elluminate.com/m.jnlp?sid=2008175&password=M.D6A048778D50BF84EDAD9DFB8B8
CHAT
Space to type in
comments, ask questions,
etc.
PARTICIPANTS
Where the participants will be listed.
Menu/Tool Bar - Roll your cursor over each icon to see what it does – see next page for detailed view…
AUDIO - Adjust volume for receiving (everyone) & for transmitting audio (only if you have a
headset). If you have a headset, push TALK when you want to speak.
64.
65.
66. Benefits to Students:
Workshops
• Students become familiar with multiple “faces” of
Academic Support
• Each workshop topic is presented as a “piece of the
academic success puzzle”
• Students who attend feel more comfortable initiating
individual appointments
• Students gain confidence in using technology
67. Diane: By the way, I did just do a job that would have
overwhelmed me had I not taken your class.
I was hired to moderate a webinar. Those two sessions in
Elluminate had really prepared me for what I was getting
into. We had bases in Albany, Schenectady, Boston, and
somewhere in England (and attendees from around the
globe). You should know we had least half a dozen
tech/support people involved. You do an amazing job
keeping it together in the virtual classroom!
Unexpected Benefits to Students
Editor's Notes
KEEP
The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century.