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Poster Presentations
Tuesday & Wednesday	Online Office Hours: How I Get Them To Attend Lyndasu Crowe, Darton College Wimba is a key component of my retention and success in my online class. Meeting with each section of my classes for an hour in my Wimba Classroom using voice, digital ink, and archiving is the foundation of my plan. Attendance is always a challenge. I use a variety of strategies to entice my students to attend the sessions. Attendance positively correlates with success in my class. I will share my ideas and my success with attendees. Please attend and share your sucess with the group.
Tuesday & Wednesday	Enhancing Student/Instructor Interaction in the Online Environment through Podcasting Heather Zink, Rasmussen College The interaction between a student and an instructor can be correlated to the student's success in a particular course, as well as to the retention efforts of an institution of higher learning. Online instruction hinders the student and instructor from physically conversing in the same room about a difficult topic or current event. As an online Pathology & Medical Terminology instructor for Rasmussen College, I struggled to find a way to connect with my students on a consistent basis through a means other than discussion forums and emails. These students needed more than just written words in the textbook and on the computer screen to assist in their learning. A voice element was missing from my teaching. In the winter of 2009, the Wimba software was added to our Angel Course Management System. I was immediately attracted to the opportunity to add my voice to the courses. Podcasting seemed like an easy way to start this journey. This technology provides an avenue for instructors to meet students at a time most convenient for the student with information that can be repeated as often as the student needs. Various types of mobile devices are available to students with the most current news stories, weather forecasts, movie trends, restaurant reviews, and more. Being able to add course content and guidance for students related to their textbook readings to this list would resolve the non-interaction that occurs between students and their instructors, as well as greatly enhancing an instructor's "visibility" to the students. In this active learning session, participants will walk away with a plan for developing their own podcast while learning how I connected with my students through guided study practices. In the Pathology courses I teach, the textbook used contains strategically placed "Think About" questions throughout each chapter. This design provided a perfect template for the episodes. I began the weekly episodes with a brief discussion of the assignments for the week. The bulk of the episode content consisted of the answers to these questions posed throughout the chapter. This methodology provided the students with time to read each section, answer the question on their own, and then play the podcast to hear my answer. I used a "Disease of the Week" to end each episode, choosing conditions which were not covered in the class and of professional interest to me. If crafted carefully, a podcast can create an environment similar a face-to-face classroom, but have the advantages of availability, accessibility and repetition as needed. The podcast can be played over and over again until comprehension is achieved. Modern learners also have an increasing demand on their time. Podcasting can facilitate a more flexible, mobile learning option. This session will leave participants with the confidence to create their own podcasts.
Tuesday & Wednesday	Mastering the Point: Using Wimba Live Classroom with Effective PowerPoint Presentations to Enhance Online Learning Sue Burris, National Park Community College Ever zoned out during a PowerPoint presentation? Questioned why your students' eyes glazed over in the middle of your presentation? Wondered why PowerPoint presentations appear the same chapter after chapter? If so, come and join me for this interactive session on Mastering the Point: Using Wimba Live Classroom with Effective PowerPoint Presentations to Enhance Online Learning. In this session you will learn the principles of design for making PowerPoint presentations into effective online learning tools. You will learn how to avoid that "deer in the headlight" look that student often have. Come and learn why text-based presentations may actually sidetrack the learning process. Discover how chunking content into memorable pieces in your presentation may enhance your students' learning and provide you with opportunity for interaction. Using Wimba Live Classroom with more effectively designed presentations will enhance your students' learning while making it more! FUN for you, as well!
Tuesday & Wednesday	Unleashing Wimba: Letting Students Take Control. A case study in providing webinar technology for students to facilitate group work. Laurie Grosik, Indiana University of Pennsylvania & Cori Dunagan, Edinboro University Students from Indiana University of Pennsylvania's Communications Media and Instructional Technology Ph.D. program were faced with the challenge of meeting at a distance to review course material and complete group assignments for a Research Statistics course. Group membership included instructional designers with experience in online collaboration tools who recommended the use of Wimba Classroom. Instructional design guidelines frequently use constructivist theory to support online collaboration for learning. Social constructivism contends that knowledge is constructed by social interaction and collaboration which create a learner-centered, collaborative environment that supports reflective and experiential processes. Through this multi-learner approach, students are able to build new and modify existing knowledge structures. This presentation will focus on a case study and corresponding literature review on the use of Wimba Classroom as an educational tool that is released into the hands of students to facilitate collaboration and group work. For the purpose of this study, the Wimba Classroom was created and administered by class members using a myriad of functions including audio conferencing, white board, desktop sharing, PowerPoint integration, chat features, and polling. A mixed research method will be presented including quantitative survey results from cohort members coupled with qualitative analysis of open-ended questions evaluating the effectiveness and benefits of the Wimba Classroom as an educational tool when administered by students. While results from this study cannot be generalized to students at all educational levels, it opens the door to further research on the wider implications of the online collaboration tool. The value of unleashing web technology to students can be seen by allowing them to control and moderate the Wimba Classroom.
Tuesday & Wednesday	Building Tech Capacity in a Non-Profit Collaborative Using Wimba Classroom Bruce Roxburgh, Green Communities Canada The GreenIT Collaborative, a network of nonprofit agencies in Canada, adopted Wimba Classroom as a tool for engaging dispersed stakeholders and public in cause related events, learning and awareness. As an essential tool for shrinking distance and bringing knowledge and partners together, the capacity building results, successes and challenges to deliver services to a collaborative are outlined in this presentation.

Presentation Track Legend

Pre-Conference Workshop

Best Practices

Effective Instructional
Design

K-12

Lessons Learned

Adoption, Implementation, Faculty Training

Vendor
Presentation

Wimba

Wimba 6.0

Executive Roundtable

Poster
Presentation

Miscellaneous