Presentations and Publications

The following LTC members have published materials or given presentations relevant to the use of technology and education.

Articles:

Books:

  1. ''Teaching with Technology, Volume 2" (new book under discussion)
  2. Developing Faculty to Use Technology: Programs and Strategies to Enhance Teaching , David G. Brown, editor. Jossey-Bass, August 2003.
  3. Teaching with Technology, Seventy-Five Professors from Eight Universities Tell Their Stories (out of print), David G. Brown, editor. Anker, June 2000.

Presentations:

Sakai Boston 2009 - Strategies to Support Your Users: Custom Documentation and Help Files by Mathieu Plourde (U. of Delaware), Karen Campbell (Rutgers U.), and Jonathan Bolte (Indiana U.)

Abstract: This presentation exposed different paths followed by different institutions in providing self-service web support to Sakai users.

Sakai Boston 2009 - An Honest Look at Sakai: What Should We Tell Potential Adopters? by Mathieu Plourde (U. of Delaware), Michael Feldstein (Oracle), Hannah Reeves (Tufts U.), and Kevin Turner (IBM)

Abstract: Most of us are already Sakai adopters and most of us like it a lot. As colleagues from peer institutions are looking at adopting a new LMS and are asking for our feedback, what are we telling them, for real? What are Sakai’s current strengths and weaknesses?

Sakai Boston 2009 - Using Sakai for Teaching Evaluations by Sean DeMonner (University of Michigan), Ellen Borkowski (University of Maryland), and Bryan Bakotich (Pacific Lutheran University)

Abstract: A panel of representatives from several institutions will discuss their experiences using the Sakai EvalSys tool in Pilot and Production modes.

MARC 2009 - Effective Strategies in Supporting a Campus Through Major Technology Initiatives by Karen Kral (University of Delaware), Nancy J. O'Laughlin (University of Delaware), and Amy Pearlman (Bryn Mawr College)

This session will present the strategies used, lessons learned, and results achieved when the technology support organizations at two campuses undertook two major technology initiatives. It will explore the process of identifying a need, understanding the possible solutions and their implications, engaging the community, gaining acceptance, training faculty and staff, and supporting the new technology.

EDUCAUSE 2008 - Transitioning Learning Management Systems: Making the Move at the Enterprise Level by Ellen Borkowski (U. of Maryland) and Nancy J. O'Laughlin (U. of Delaware)

Abstract: Maryland and Delaware have each had to transition to a new enterprise learning management system. Maryland moved from two separate systems to a single commercial system, while Delaware moved from one commercial system to an open source system. The presentation will compare their experiences and provide examples and lessons learned.

EDUCAUSE 2008 - Deploying an Open Source, Online Evaluation System: Multiple Experiences by Ellen Borkowski (U. of Maryland), Tom Head (Virginia Tech), and Lisa Emergy (U. of Michigan)

Abstract: Cambridge, Maryland, Michigan, and Virginia Tech are collaborating on an open source, online evaluation system integrated with Sakai. This panel will describe the collaborative development partnership, the features of the online evaluation system, the institutional framework and approach for online course evaluations, and the results of pilot studies.

EDUCAUSE 2008 - Growing and Sustaining Student Response Systems at Large Campuses: Three Stories by Michael Arenth (U. of Pittsburgh), Christopher Higgins (U. of Maryland), and Nancy J. O'Laughlin (U. of Delaware)

Abstract: Recently faculty across disciplines have embraced student response systems (clickers). As the technology evolves and grows in popularity, effective use and continuity rely strongly on support and sustainability. Discussion and interaction will center on adoption, implementation, and sustainability, as well as data on current and projected usage.

MARC 2006 presentation - Modeling and Assessing Online Discussions for Faculty Development by Barb Frey (U. of Pitt) and Janet DeVry (U. of Delaware)

Abstract: Online discussions have the potential to significantly enhance learning, but there are few proven strategies for helping faculty to implement them successfully. This session, offered jointly by the University of Delaware and the University of Pittsburgh, will provide a faculty development workshop and evidence of what is effective in facilitating critical thinking in asynchronous discussions.

AECT 2005 Conference -

How Course Management Systems Can Improve Learning: Two Case Studies

Presentation by University of Notre Dame and Virginia Tech

EduComm 2005 @ InfoComm05

Alternative Technologies for Capturing Classroom Presentations

Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh
Kevin Abbott, Educational Technology Specialist, University of Notre Dame
Mark McCallister, Assistant Director, Office of Academic Technology, University of Florida

Abstract: This in-depth session will explore the various technologies available for capturing classroom presentations for electronic distribution.

Educause 2004 Presentation

Faculty Instructional Development Labs: Now That You've Built Them, Are They Coming? [PDF format], [Also available in PPT format PowerPoint Logo]

Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh
John F. Moore, Director, Educational Technologies, Virginia Tech

Abstract: Faculty need instructional and technical support for their efforts to improve learning by incorporating new and emerging computer, Web, and multimedia technologies and pedagogies into their courses. Two universities share experiences, via virtual tours of their faculty teaching and learning labs, in providing and marketing faculty support services and facilities.

New Media Center 2004 Presentation

Faculty Instructional Development Labs: Buchanan A-205

Now That You’ve Built Them, Are They Coming? PowerPoint Logo

Nick Laudato, University of Pittsburgh; Eddie Watson, Virginia Tech

  • Management
  • Audience: All
  • Background: All

Abstract: Faculty need instructional and technical support for their efforts to improve learning by incorporating new and emerging computer, Web, and multimedia technologies and pedagogies into their courses. Two universities share experiences, via virtual tours of their faculty teaching and learning labs, in providing and marketing faculty support services and facilities.

EduComm 2004 @ InfoComm04

Alternative Technologies for Capturing Classroom Presentations

Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh
Kevin Abbott, Educational Technology Specialist, University of Notre Dame
Mark McCallister, Assistant Director, Office of Academic Technology, University of Florida

Abstract: Many alternatives are available for distributing course content, including direct streaming from the classroom, capturing for automatic or manual archival, and distribution through a variety of vendor-based tools. This presentation focuses on the pros and cons of these alternatives and how they affect the learner and support staff at a university.

Presentations at EDUCAUSE 2003 Annual Conference

Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh
Kevin Abbott, Educational Technology Specialist, University of Notre Dame
Mark McCallister, Assistant Director, Office of Academic Technology, University of Florida

Abstract: Many alternatives are available for distributing course content, including direct streaming from the classroom, capturing for automatic or manual archival, and distribution through a variety of vendor-based tools. This presentation will focus on the pros and cons of these alternatives and how they affect the learner and support staff at a university.

Presentations at EDUCAUSE 2003 Annual Conference

Setting a Next-Generation CMS Strategy PowerPoint Logo

Robert F. Pack, Vice Provost, Academic Planning & Resources Mgmt, University of Pittsburgh
Tom Head, Director, Instructional Services, Virginia Tech
William K. Jackson, Director, Instructional Support & Development, University of Georgia
Thomas C. Laughner, Assoc. Director, Educational Technologies & Services, University of Notre Dame
Kathleen Thomas, Manager, Center for Instructional Technology, University of North Carolina at Chapel Hill
Bradley C. Wheeler, Assoc VP for Research & Academic Computing, Indiana University

Abstract: If your campus is beyond the CMS selection process, you may benefit from the perspectives of others who are maintaining course management systems while trying to determine a longer term strategy for the evolution of those systems. The panelists, representing different CMS approaches, will identify substantive policy issues underlying the future of CMS.

Paper presented at EDUCAUSE 2003 Mid-Atlantic Regional Conference

Training Mainstream Faculty to Use Course Management Systems PowerPoint Logo

Abstract: Three universities with high faculty participation in using course management systems will present strategies for meeting the challenges of training mainstream faculty. These strategies are all timely and homegrown, and emphasize pedagogy over functionality. Topics include incorporating best practices, applying instructional design, and customizing training for departments and individuals.

Janet R. de Vry, University of Delaware
Nicholas C. Laudato, University of Pittsburgh
Paulette Robinson, University of Maryland

Paper presented at EDUCAUSE 2002 Annual Conference

Faculty Workshop Strategies

Abstract: The devil is in the detail. Notre Dame, Pittsburgh, Virginia Tech, and Wake Forest will describe their strategies for faculty workshops, including getting faculty to attend by using incentives, publicity, and sponsorship; workshop length, location, date, and amenities; and focusing on meaningful content such as pedagogical theory, course design strategy, course management systems, and discipline-specific software training.

David G. Brown, Wake Forest University
Nicholas C. Laudato, University of Pittsburgh
Thomas Chris Laughner, University of Notre Dame
John F. Moore, Virginia Tech

  • Faculty Workshop Strategies Powerpoint presentation (HTML version)
  • Faculty Workshop Strategies- Audience Suggestion
  • Faculty Workshop Strategies (Real Media presentation)

Paper presented at EDUCAUSE 2002 Annual Conference

Changes in the Classroom: Practice and Predictions [HTML]

Abstract: How does use of the Web in university courses change what goes on in the classroom? Do faculty really teach any differently? This session provides results of a study to learn how and why instruction in the classroom changes when courses are enhanced by the Web. The study involved in-depth interviews of faculty from seven major universities. Implications of the study will be discussed, along with faculty predictions about future use of the Web for university instruction.

Diane J. Davis, University of Pittsburgh
Barbara B. Lockee, Virginia Tech
Robin G. Wingard, University of Pittsburgh

Paper presented at EDUCAUSE 2001 Annual Conference

Consortium Promotes Sharing of WebCT Training

Abstract: The University of Florida, University of Georgia, and the University of Delaware, members of the Learning Technology Consortium (LTC), will present how they are sharing their approaches to WebCT training, which allows organizations to leverage scarce resources. We will also present how we use WebCT to promote collaboration on other projects.

Sherry Clouser Clark, University of Georgia
Leila C. Lyons, University of Delaware
Terry Morrow, University of Florida

Paper presented at EDUCAUSE 2000 Annual Conference

Faculty Development: Successes and Lessons Learned from Pittsburgh, Florida, Virginia Tech, and Wake Forest

Abstract: Professional development efforts must direct and assist faculty with the expanding role of technology in teaching and learning. This presentation will provide broad concepts and specific activities of faculty development "best practices" from four major universities. Topic areas include motivating faculty, training strategies, organizational structures, and special programs.

David G. Brown, Wake Forest University
Tom Head, Virginia Tech
Terry Morrow, University of Florida
Joanne M. Nicoll, University of Pittsburgh

LTC