International Online Conference 2011

The iLab Network allows students to conduct experiments using real equipment via their web browsers. In this session, we will describe this new resource for STEM education and how it is transforming science teaching in both online and regular classrooms. We will demonstrate a remote lab using equipment housed in Australia and watch it live on webcam.

This Web presentation will showcase the University Life Cafe (www.universitylifecafe.org), which was launched in Feb. 2009, as a virtual community to support college student emotional resilience, self-expression, and peer connectivity at Kansas State University.

Social networking is starting to be used for teacher professional development, for student and classroom networks, and as part of a growing trend toward Web 2.0 technologies that can create engaging learning environments. We’ll talk about these trends, their pros and cons for use, and try to gain a better understanding of what social networking is beyond MySpace and FaceBook.

This session will discuss implementing information literacy concepts in the service learning classes through a learning management system (Desire2Learn) by the collaboration between the teaching faculty member and the education liaison librarian.

Learn about a model for the development of online and blended programs and courses for adult learners that has evolved from experience and the research literature at the Johns Hopkins University Center for Technology in Education (CTE).

This presentation will focus on the possible consequences, both positive and negative, of our academic Internet footprint. Do we really have control over our Internet footprint? What information about us is already online without our knowing or consent?

This session seeks to explore online education for today’s digi-girl, specifically focusing on female students taking humanities courses.

This study was to investigate how players learned to listen and speak Mandarin Chinese in a two-dimension virtual world of massive multi-players online doing role-playing games.

Since 2005 Otago Polytechnic has taken steps towards becoming a more sustainable organisation and influencing the broader community with its vision of the “every graduate” approach to integrating Sustainable Practice. The process that Otago Polytechnic is working through is a first for a tertiary institution in NZ and one of the first in the world.

As virtual communities emerge on the Internet, virtual forms of intent community participation follow. I intend to provide a framework for virtual intent participation using Rogoff’s studies of geographically bound community intent participation as a base.