Abstract

Drupal’s use is exploding in Higher Education. This session will introduce a new Drupal distribution designed to serve as a platform for building rich intranets for educational institutions.

Universities are large complex enterprises. Drupal’s modularity and flexibility make it the perfect platform for building a new social learning environment which “glues” together legacy LMS systems, Student Information Systems, grading systems, and learning happening on 3rd-party tools such as Google Docs, wikis, blogs, micro-blogging platforms such as Twitter, and so on.

I’ve been working on Eduglu for the past two years as a student at Brigham Young University and am now releasing it to the world and starting a company to provide commercial support and hosting.

This session will serve as an introduction to Eduglu.

• How we build and maintain Eduglu.
• Eduglu’s current functionality and roadmap for the next year.
• Where your help is needed to make Eduglu thrive.
• What needs a tool like Eduglu fulfills.
• And why Eduglu is the perfect base for your next social learning project.

I expect to make the first beta release for Eduglu by Drupalcon. Alpha testers are welcome (and needed) now!

Presenter

Kyle Mathews
entrepreneur
n/a

http://kyle.mathews2000.com

I run a company that builds social learning products based on the open source CMS Drupal.

Abstract

MGM(TM) Never Looked Like This!!!

Purpose:

The purpose of this paper is to discuss the continuation of an innovative online educational program grant at Purdue University Calumet School of Nursing that enhances the initiatives and probabilities of nurses pursuing advanced practice education to be more likely to achieve their goals. The program was made possible by an Advanced Education Nursing Grant through the Division of Nursing (DN) Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS).

Last year we presented a two part series addressing the Not So National Treasure Hunt to assess student computer skills when using a course management system. These presentations were comprised of two parts; the first was information addressing innovative processes that were incorporated into the grant and why we chose them, the second part involved a hands-on demonstration that displayed the step-by-step mechanism for students to become skilled in requirements for online education. This year, we will talk about the development and
implementation of a podcast studio, also made possible by the grant. We will discuss the process, cost, implementation and usage of this lab. We will show a sample podcast created in the lab.

Objectives:

During this presentation we will:

Address the continuing innovative processes that were incorporated into the grant, specifically focusing on the development and implementation of a podcast lab.

Discuss the cost of the lab and how a lab can be created without a grant.

Discuss how faculty training was developed and implemented for using the lab.

Show a podcast that was developed in the podcast lab.

Practical Applications and Relationship to the Theme

The theme “Teaching with Technology” specifically addresses the issues of how technology can be used to uphold matters associated with teaching and learning. By using podcasting technology combined with the use of iPod Touches, time and space barriers associated with learning can be eliminated, ensuring greater success in pursuing and completing educational goals.

Presenter

Charlene C. Gyurko PhD,RN,CNE
Assistant Professor

http://

Dr. Gyurko has been a nurse since 1973. She has been teaching in an academic setting in an undergraduate and graduate level since 1991. She is Co-PI of an Advanced Education Nursing Grant awarded to Purdue University Calumet provided by the Health Resources and Services Administration (HRSA). She is a Research Associate for the Indiana Center for Evidence Based Practice a Joanna Briggs Institute Collaborating Center at Purdue University Calumet.

This presentation will (1) introduce the open education movement and, specifically, open educational resources; (2) explain work done to identify and match OER to Open High School of Utah curriculum needs; (3) describe implications and recommend directions for instructional designers and teachers interested in working with and creating OER.

Purpose of the Presentation

A significant movement in education concerns the use of open educational resources. By “open” it is generally meant that the resource is available at no cost to others for adaptation and reuse in different contexts. These resources could include books, lesson plans, syllabi, slide shows, etc. There are several examples of individuals and institutions providing open educational resources. The open education movement is introduced, and we discuss how to find and organize open educational resources, specifically within the context of the  Open High School of Utah.

In addition, some frameworks for those interested in creating OER will be provided. The “open” in “open educational resources” is not a simple dichotomy; rather, there is a continuum of openness. We discuss four separate aspects of reuse and demonstrate how these describe different levels of openness. Licensing and technical aspects of open educational resources are also discussed

Presenter

John Hilton III is a doctoroal student in Instructional Psychology and Technology at Brigham Young University.

Presenting the research results of the adoption and implementation by Tecnologico de Monterrey College Faculty of Open Educational Resources (OERs) through the use and help of the Knowledge Hub search engine initiative created and managed by this institution (http://khub.itesm.mx/) in 2008. The purpose of this paper presentation will comment on the best practices used by professors on incorporating and implementing Open Educational Resources available at the World Wide Web within their college courses (http://www.itesm.edu/)(http://www.ruv.itesm.mx/).

Abstract

Title: The use of Open Educational Resources (OERs) by Tecnologico de Monterrey faculty through its Knowledge Hub search engine initiative in Mexico and world wide: Best Practices.

Purpose of the presentation:

1.What audience will learn? And what audience will find in the session? To recognize the importance on the Open Educational Resources (OERs) movement and the educational perspectives on the use of open access resources, data-bases, and metadata for distance education, e-learning, and traditional face-to-face education.
2.To enrich the practice of distance education professionals through the understanding of disadvantages and advantages of open educational resources, and learn about best practices in the use and adoption of Open Educational Resources from the Internet.
3.Audience will find a practical case of an open educational resources search engine available globally within the Internet.

Audience:

Higher Education, Community Colleges, Professionals of Distance Education and Distance Learning, Open Educational Resources, Open Access, and General Audience interested in distance education, e-learning experiences, computer education, and open access issues.

Objectives and Practical Applications:

1. Presenting the research results of the adoption and implementation by Tecnologico de Monterrey College Faculty of Open Educational Resources (OERs) through the use and help of the Knowledge Hub search engine initiative created and managed by this institution (http://khub.itesm.mx/) in 2008. The purpose of this paper presentation will comment on the best practices used by professors on incorporating and implementing Open Educational Resources available at the World Wide Web within their college courses (http://www.itesm.edu/)(http://www.ruv.itesm.mx/).
2. Describing the documentation and indexing process of Open Educational Resources (OERs), within the Knowledge Hub (KHub) website search engine initiative, also how OERs are adopted and implementing by teachers and professors to enhance the course material and class presentations. Describing KHub characteristics, potentialities, goals, target audience, functions, successes and constraints.
3. The paper conference will present two surveys results, as a part of a research study conducted during the past 2008 fall semester, to evaluate and to know how was developed this initiative of Open Educational Resources, and how faculty professors used them in their courses. One faculty survey on the documentation and adoption of OERs (149 professors responded the survey) was conducted, and a student survey was also conducted the fall semester of 2008 (471 students responded). Also, 25 qualitative structured interviews were conducted as a part of the qualitative section of the study, included two focus groups among faculty who are adopting and using these OERs at the Tecnologico de Monterrey.
4. Finally, the paper will present the result of the evaluation process of the effectiveness and quality of the Knowledge Hub search engine initiative and the best teaching practices developed by faculty while are using OERs.

Theoretical Framework (Information):

Currently Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet all over the world, and it is every day more used in many higher education institutions; especially those which have embraced distance education and any other form of e-learning as one of their major institutional and teaching efforts, such as “The Instituto Tecnológico y de Estudios Superiores de Monterrey” (ITESM –Tecnológico de Monterrey) has done in Mexico.
One of the most competitive private higher education institutions in Mexico, “El Tecnológico de Monterrey” (ITESM) (also named TEC de Monterrey), has implemented for more than 15 years videoconferencing, TV satellite and online instruction to deliver distance education courses and programs, and also more than 10 years using different e-learning platforms (LearningSpace, BlackBoard, FirstClass, BSCW, WebTec) to enhance its traditional face-to-face and distance education programs at undergraduate and graduate level (Masters and Doctoral).
Through this e-learning electronic delivery educational platforms ITESM has reached all its 20 or more campuses around Mexico; allowing them delivery, currently, more than twelve thousand e-learning courses every semester. Blackboard is its major e-learning platform, and it is widely used both locally (each campus has certain autonomy in its use) and through the entire ITESM system.
To help this institutional distance education effort and to respond to Mexican and Latino American educational needs “El Tecnológico de Monterrey” has developed an important educational initiative, named : “Knowledge Hub” (KHub). It is a search engine for open educational resources, which is available in the Internet for any people interested in educational resources available online, especially for teachers and professor of higher education level (undergraduate and graduate) (its website: http://khub.itesm.mx/).
Knowledge Hub is an academic search engine, which is specialized on academic material with educational content to help and support courses of different topics. It was created to assist mainly “Tecnológico de Monterrey” faculty, also to help professors and students from outside and other educational institutions and entities (http://khub.itesm.mx/) (http://khub.itesm.mx/legal), as an open educational resources search engine. The main idea of KHub is to have an open data base of educational resources (e.g.: PPT presentations, podcasts, videos-on-demand, web sites, blogs, and so on) available in the Internet to help students and teachers all over the world. Educational material from different universities world wide will be available openly, following the global open access trend. Already has educational material from MIT, UCLA, Berkeley and Tecnlógico de Monterrey.
Currently, after more the one year to be online, KHub has more than 230 faculty members (Tecnológico de Monterrey professors) working on the selection, gather, and evaluation of these educational resources available in the Internet, following academic criteria in its selection and copy right issues. The educational resources already selected (5,192 indexed material –July 2008) are from diverse higher education topics on the fields of: administration, accountability, business, marketing, engineering, telecommunications, physics, architecture, social sciences, liberal arts, ethics, etc.
The main goal of this paper presentation at the TTIX, Teaching with Technology Idea Exchange Conference is to comment and describe the best teaching practices on the use of Open Educational Resources through the KHub, and comment and describe how has been working and its characteristics, how the target audience has been responded to it, how faculty and students have used it.

Presenter

Fernando J. Mortera-Gutierrez

Presenter Qualifications: B.A. in Social Anthropology at ENAH, Mexico city; M.A. in Sociology (Socio-Demography) at FLACSO, Mexico City; Ph.D. (Doctor) in Educational Human Resource Development at Texas A&M University, College Station, Texas. Currently, Full Time Research Professor at Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM),Virtual University (UV), Monterrey City campus, Nuevo Leon, Mexico.

Most Recent Presentation Experiences:
1. “Fostering Creativity in a Qualitative Research Course Using Blackboard with a Blended Learning Approach: Best Practices”. At the Ed-Media 2007 –World Conference: Educational Multimedia, Hypermedia & Telecommunications-, Sponsored by the Association for the Advancement of Computing in Education (AACE), Montréal, Vancouver, Canada, 2007.
2. “Quality Issues in the Blended Learning and E-learning Instructional Model of “Tecnológico de Monterrey”, Mexico City Campus: A Mexican Case Study”. At the Ed-Media 2005 (AACE), Montréal,Quebec, Canada, 2005.

Presenters

• Jared Stein http://flexknowlogy.learningfield.org
• Chris Lott http://chrislott.org
• Scott Leslie http://www.edtechpost.ca/wordpress/

Session Wiki

The session wiki stores participant’s blog and other social media accounts, and links to some useful services and examples: http://chrisl.wikispaces.com/ttix

Intro to PLE Slides

The slides used in the first hour of the workshop, which introduce Web 2.0 and PLEs, are available as PPT: Grow your PLE with Web 2.0
The increasing popularity of Web 2.0 social software and tools along with better understanding of the nature of networks has inspired a rethinking of “traditional” e-learning models. Full-fledged conceptualizations of “networked learning” and “e-learning 2.0″ are becoming reality in the form of Personal Learning Environments (PLE). Though difficult to pigeon-hole, PLEs are often embodied by collections of personally-chosen tools and practices that, when woven together, facilitate, grow, and integrate networks of people and information. PLEs may consist of many different tools and connections based on a diversity of learner preferences. And because they are distinct and independent from monolithic learning management systems, PLEs innately foster authenticity in learning and interactions, and allow teachers and students to make education an ongoing part of their daily lives.

Building Your PLE

Focusing on technologies and applications, this workshop helps educators open doorways to this new paradigm. Participants will break into facilitator-led groups to determine their own direction before engaging in the construction of individual PLEs that address:
• Personal content production
• Reading and research
• Weaving the social network
The rhythm of this workshop will be marked by hands-on, group-supported activity interspersed with reflection and discussion—a model of learning and exploration analogous to practices found in Web 2.0 communities.

Mapped PLEs

• Chris’s PLE
• Scott’s PLE
• Jared’s PLE (explanation)
• Other PLEs on Flickr