2005 AVLN Online Conference:
Presentations

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Call for Presenters | Participating Institutions

Subject to Change. Last Updated September 24, 2005

Presentations
Presentations will take the form of papers, websites written up as a workshop or presentation, or stand-alone PowerPoints. These presentations will be discussed asynchronously during the four days of the conference. In this format, all presentations will be available to all participants around the world.

When you click on the Presentation icon on the conference graphic within the Desire2Learn conference space, it will go to the presentations for the respective strand.

Tech Check
Make sure your computer can get into Desire2Learn. Use the D2L System Check.
Do you have Acrobat Reader? If the conference flyer comes up, then you do. If not, install Acrobat Reader.

Strand: Keynote: Collaboration 101
Using the backdrop of Adventist entities that have learned to collaborate, this strand explores whether Adventist educators should seek for greater levels of cooperation.  Is there anything we can learn from Adventist librarians, Adventist World Radio and/or Adventist Television about collaboration?  In what ways would deeper connectivity between educational institutions benefit Adventist young people?

Conference Welcome
Shirley Freed, Andrews University, freed at andrews.edu
Streaming Video: A welcome message from AVLN President, Shirley Freed. Short video clip accessible anytime. We encourage institutions to watch this together during the local face to face orientation session.

The Quaking Aspen; A Model for Collaboration in Adventist Education
Bob Paulson, Pacific Union College, bpaulson at puc.edu
In the spirit of collaboration the Aspen survives drought, fire, a shortage of nutrients, yet can grow to be the world largest single organism by mass.  We will discuss this gift of God and how we can learn from it to achieve our common goal of a Christ-like learning environment.

Collaboration 101
Shirley Freed, Andrews University, freed at andrews.edu
Using the backdrop of Adventist entities that have learned to collaborate, this strand explores whether Adventist educators should seek for greater levels of cooperation.  Is there anything we can learn from Adventist librarians, Adventist World Radio and/or Adventist Television about collaboration?  In what ways would deeper connectivity between educational institutions benefit Adventist young people?

Strand: Integrating Faith and Learning Online
Defining and developing a “big picture” to facilitate the integration of faith in an online teaching and learning environment.
Don Roy, Avondale College, donroy at ozemail.com.au and Audley Chambers, Oakwood College, achambers at oakwood.edu

Strand: Show 'n' Tell
Stop by the Show 'n' Tell strand to find out what creative Adventist educators are doing with technology and distance education. Come share what you're doing with technology or distance education!
Marilyn Eggers, La Sierra University, meggers at lasierra.edu and Juanita Gurubatham, Columbia Union College, juanitag at cuc.edu

An Online Course on Dispositions in Teacher Education
Andrea Baldwin, Andrews University, andrea at andrews.edu
I am currently designing a course to be taught on-line on Dispositions in Teacher Education (a relatively new NCATE requirement in teacher education since 2000). It should feature a syllabus (purpose, objectives, student activities,projects, assessment, etc), discussion room, chat room, resource room, etc. It will be student friendly and ready for use by professors as a full semester course.

Standards of Quality Online Education
Leni Casimiro, Adventist International Institute of Advanced Studies, leni at aiias.edu
Presents the quality standards for online education at the Adventist International Institute of Advanced Studies (AIIAS). It covers good practices in the administration of the whole online machinery, online teaching, and course development.

The Online Literature Circle
Cheri Gregory, San Antonio Junior Academy, justcheri at aol.com
The Online Literature Circle is a web-enhanced course developed for advanced English students.  Students research good books to read, vote on a specific book, and learn specific critical questioning strategies.  They then read independently, create high-level thinking questions from their reading, and discuss each other's questions.  Finally, students collaborate on a final project/presentation.

The Next Generation Professors: Designing Interactive Learning for Generation Y
Dr. Dan Lim, Professor and Director, Office of Online Learning and Faculty Development, Southern Adventist University, dlim southern.edu
Every decade brings a new generation of learners. Although some knowledge and skills remain unchanged, engaging a new generation of learners may require a fresh look at who they are and how they learn in a rapidly changing technological environment. Currently, corporate America is working hard to adapt their recruiting and retention strategies for the Generation Y workforce. Generation Y is literally born with technology (born after 1981 with the advent of PC). Preferring a wider range of options, Generation Y finds online interaction and online learning very attractive, which explains why they are also called the Net Generation. In short, Generation Y expects a learning environment that gives them real-time access, personalized space, and a diverse social collaboration. As the Next Generation Professors, we may need to consider some design and delivery issues if we intend to engage the Generation Y as well as enhancing their learning experience. In order to engage Generation Y, faculty designing engaging learning may need to consider the following areas: Flexibility, Options (Modality), Interaction, Collaboration, Self-Learning, Independence , Fun and interesting, Convenience, Interactivity, Anytime/Anywhere access. Courses that attract Generation Y may contain some of the following features: real-world settings, measurable outcomes, application contents, Self-learning aids, Built-in feedback, Interactive reviews, Collaborative learning, Fun learning activities, Convenient access, Independent work. The presentation will discuss 3 to 4 actual courses that implemented some of the above features.

Pushing the Limits or Just Meeting the Needs of a Digital Generation? Teaching Jogging Online
Bob Paulson, Pacific Union College, bpaulson at puc.edu
This presentation will discuss the advantages and challenges of innovative online teaching. We will take a closer look at the online jogging class currently taught at Pacific Union College and discuss other technology mediated “non-traditional” physical education classes being taught around the world. From this base of discussion we will explore the possibilities for using technology in innovative ways to meet the needs of a generation that is increasingly digital.

Online Learning Initiatives at Brisbane Adventist College
Peter Wallace, Brisbane Adventist College, Australia, pwallace at bac.qld.edu.au
Two initiatives in online learning at Brisbane Adventist College have added to the range of Information Technology subjects available to students. A third initiative is helping ESL students.

AVLN Course Showcase
Janine Lim, AVLN Course Committee Chair, janine@janinelim.com
Take a peek into AVLN"s online classes: Active Online Teaching; Active Online Courses; Integrating Technology in the Curriculum; Technology in the Early Elementary Classroom; Developing WebQuests; and Internet Research and Projects. Find out about the new Desire2Learn classes scheduled for this summer.

Strand: Research
This strand highlights research studies conducted on or by Adventist educators.  We will discover what active learning environments look like, faculty and administrator perceptions of standards of online education in the NAD, lessons from an analysis of interactions and more!  You will also have a chance to meet the editor of The Journal of Research on Christian Education.

Web-based Courses in Higher Education:  Creating Active Learning Environments
Marilyn Eggers, La Sierra University, meggers at lasierra.edu
How can online instruction incorporate currently accepted learning principles? Is it imperative that new pedagogy "Webagogy" be developed that is active in nature, addresses adult learners' issues, and takes full advantage of the unique possibilities of the Internet? Ells (1999) asserts that "Webagogy is the art, craft, and science of using networked technologies, including the World Wide Web and E-mail, to support teaching and learning. Inherent in the idea of webagogy is that carefully considered pedagogy is being implemented with technology "the pedagogy comes first!" (p. 1). This article will describe instructional practices employed in exemplary higher-education Web-based courses.
Webagogy in Online Classes – Part 1
Webagogy in Online Classes – Part 2

Administrator Perceptions of Internet-based Distance Education in Adventist Colleges and Universitites: A Mixed Methods Study
Pamela Cress, Walla Walla College, CresPa at wwc.edu

Faculty Perceptions of Internet-based Distance Education in Adventist Colleges and Universitites: A Mixed Methods Study
Susan Smith, Walla Walla College, SmitSu at wwc.edu
The above two studies use the IHEP – Institute for Higher Education Policy standards to help formulate a picture of the current “state” of online education in our NAD colleges and universities.

Metaphors and Reflective Dialogue Online
Shirley Freed, Andrews University, freed at andrews.edu
This research project is published by New Horizons in Adult Education – Vol. 17: 3 – make sure you scroll down to the article, Metaphors and Reflective Dialogue Online.  This study led to the development of a “dialogue rubric” that the author uses in all of her online courses.  Recently one of her students said, “I would not have known how to talk in the bulletin board space without the rubric.  It helped me understand that I could not simply “post” my response – I did not know what it meant to “dialogue” – Now I know!”

Meet the Editor of The Journal of Research on Christian Education
Larry Burton, Andrews University, burton at andrews.edu
This is a great opportunity to discover what kinds of articles the editor is looking for and what you need to do to get your research published in this journal. 

Strand: Course Development
What models and standards can assist in developing an online course? What course development processes are already in place in various institutions? Come learn about ways to tackle the task of developing an online course. Discuss with others and receive feedback for modules in progress if desired.

Standards of Quality Online Education
Leni Casimiro, Adventist International Institute of Advanced Studies, leni at aiias.edu
Presents the quality standards for online education at the Adventist International Institute of Advanced Studies (AIIAS). It covers good practices in the administration of the whole online machinery, online teaching, and course development.

Online Learning Research Support
Ann Greer, Southern Adventist University, atgreer at southern.edu
Librarians rescue online learners from information overload by developing information gateways. Human Computer Interaction (HCI) design principles are considered in the development: visual chunking, mental constructs, short-term memory and online reading behaviors are considered. Bloom's Taxonomy is integrated to solicit learning outcomes of information literacy. Examples presented.

Virtual Classroom and Tele-faculty
Dr. Dan Lim, Professor and Director, Office of Online Learning and Faculty Development, Southern Adventist University, dlim southern.edu
The objectives for this paper are: 1) To present the model used in this virtual classroom teaching and learning experience; 2) To share some surprising course outcomes; 3) To explain what made it work; and 4) To share students' feedback and perspectives from the Teaching Assistant and Facilitator. The objective in providing a virtual classroom environment (using Macromedia Breeze) was to imitate the very same environment of a course being taught by an instructor being physically present in the classroom. This technology essentially provided the means of allowing the instructor to break out across the barriers of geographical distance of more then a thousand miles to deliver his instruction from Tennessee to a physical class at University of Minnesota , Crookston. The spread of grades in both classes closely resembled the classes the instructor previously taught in person on campus. The outcomes of this model show that it may not take long to convince academia that faculty can live wherever and still work fulltime teaching face-to-face (F2F) courses for any higher education institution.

Structures for Online Courses
Janine Lim, Berrien County ISD, janine at janinelim.com
Routine and structure in an online course are the safety net that helps students feel comfortable and safe in an online learning environment. Learn about a process for creating a course structure and a template that you can use for your own online course.

Creative Course Design: How to Create Active Learning Courses Online
Randy Siebold, Andrews University, randy at andrews.edu
It seems that most online courses are centered in course content and often miss the opportunity to help students gain motivation, understand contextualization, and experience the application of content in meaningful ways. This presentation will focus on a process of designing online courses that engage learners. While the process includes using content, it does not center the design around it. Rather, a creative course design works toward attaining the desired student attitudes, knowledge, and skills.

How to Make Video Demonstrations for Online Courses
Donn Leiske, AE21 and WashingtonOnline, donn at leiske.com
Making video demonstrations for your online students is now easy as 1-2-3 . View an online video demonstration of how to make an online video demonstration! You can make videos on your computer using a camera and free software or without a camera using Camtasia Studio 2. Video clips then be available from your website or add them as content to your D2L classroom management system environment. The presenter, Donn Leiske , is the founder and former owner of Shopware Educational Systems, a producer of educational training and testing software and videos. Now he is teaching classroom and online students through the medium of video.

Strand: Tech Talk
Join us for a discussion of current and emerging technologies and ways to use them in education. If you want to try out a communication tool with someone around the globe, find a colleague here! This is the strand for discussing and experimenting with various educational, communication, and distance ed technologies.

Playing Academic Contents In Multiple Gaming Formats and Flash Games Generator
Dr. Dan Lim, Professor and Director, Office of Online Learning and Faculty Development, Southern Adventist University, dlim southern.edu
The purpose of this presentation is to help conference attendees apply some pedagogical perspectives of academic gaming, design considerations of interactive gaming contents, and how to integrate them into the curriculum. Academic gaming encourages self-learning as it motivates students to interact with new contents in a fun learning environment. It engages student for a sustainable period as it provides a balanced level of difficulty in a hierarchical format. The combination of new and repeated questions randomly selected at each level from a central question bank keeps student playing and coming back for more. The "easy to difficulty" progression throughout the game helps students build on what they know. The fact that students play these academic games during breaks and meal times (observed at the University of Minnesota , Crookston) indicates that these games appear to be pretty compelling. The reinforcement helps them retain knowledge and information without overt memorization.

Strand: Desire2Learn
Experience Desire2Learn from the student perspective. Each day, level 1 experiences are designed to increase your awareness of the learning tools available in Desire2Learn. Level 2 experiences are designed to provide practice in creating course components in your own Desire2Learn course space. Discuss the possibilities of using Desire2Learn for web enhancing your classes, for distance learning, or for cross-school collaboration projects.

Strand: Cross School Collaboration
How can we collaborate for student learning across institutions? In this strand, discuss possibilities, explore models of cross-school collaboration, and maybe even find a partner for your own cross-school collaboration! Pen pals, mentoring, data collection, cross-cultural sharing, language practice, and writing projects are just a few of the possibilities. Join us to discuss and plan collaborations!

Strand: Adventist LEAP
Educators around the country have begun talking about a seamless K-16 program that encourages high school students to continue on to college. Research indicates that high school students who take college classes are more likely to succeed in college. Public education has been offering dual enrollment/dual credit programs for quite some time, and every state has some sort of program. Adventist high schools are increasingly looking to public dual enrollment programs to suplement their students' education because Adventist education has nothing to offer them. Can we change this for Adventist education? Come learn about an initiative to offer exceptional Adventist students faith-based dual enrollment/dual credit classes through distance learning.

Strand: Higher Ed Brainstorm
Find out what past AVLN conference participants have recommended to Adventist higher education. Discuss current needs and draft recommendations for 2005.

Strand: K12 Brainstorm
Find out what past AVLN conference participants have recommended to Adventist K-12 education. Discuss current needs and draft recommendations for 2005.

Working Group: Faculty Training
Join us for a conversation about current faculty training best practices and resources. How can we share what we are doing? What ways can we collaborate to better train faculty?

Working Group: Students
Students share their perspectives on online and web-enhanced learning environments.

Working Group: Teacher Education Students
Teacher education students discuss issues related to teacher preparation.

Working Group: Other Languages
A space to communicate with others in languages other than English.