Dr. Sorel Reisman is Professor Emeritus of Information Systems at California State University Fullerton, President Emeritus of the IEEE Computer Society, IEEE Computer Society Merwin Medal Awardee, recipient of the MERLOT Distinguished Service Award, and Open Educational Resources (OER), Fulbright Specialist. Sorel was, for 15 years, managing director and system architect of the California State University Chancellors Office MERLOT system, and is currently the MERLOT International Relations Advisor. He now serves on the Board of Directors of the IEEE Education Society, the IEEE Publications Board, Technical Activities Board, IEEE Future of Conference IP Committee, and the IEEE digital library, Xplore Platform Guidance Group. He was a founding member of IEEE Multimedia and IEEE ITPro magazines and is Chair of the ITPro Advisory Board. Reisman’s two books and more than 250 papers and presentations focus on eLearning technologies, systems, and methodologies. Reisman received his B.A.Sc., M.A., and Ph.D. from the University of Toronto.
Speech Title: Beyond Google and Wikipedia: Discovering Relevant Content for Virtual Teaching
Abstract: Many technologies have been developed to facilitate the creation and selection of content for integration into online instruction. Since the pandemic, two content sources that have seen a substantial increase in use are the once-maligned Wikipedia and the ubiquitous Google search. As convenient as these are to use, it requires a significant amount of time and effort for an instructor to discover, vet, and incorporate potential content provided from these sources, into their instructional materials. In this presentation, we will explore alternative options to such content sources, focusing on dimensions of Open Educational Resources (OER) that can facilitate instructor efforts to discover and reuse reliable content. Sources and uses of OER content will be described, highlighting IEEE’s use of MERLOT (Multimedia Educational Resource for Online Teaching) as a ‘best practice’ exemplar of content discovery and content creation.
A Fellow of ASEE, IEEE, and AAAS
Dr. Matthew Ohland is the Dale and Suzi Gallagher Professor and Associate Head of Engineering Education at Purdue University. He earned Ph.D. in Civil Engineering from the University of Florida, M.S. degrees in Materials Engineering and Mechanical Engineering from Rensselaer Polytechnic Institute, and a B.S. in Engineering and a B.A. in Religion from Swarthmore College. He Co-Directs the National Effective Teaching Institute (NETI) with Susan Lord and Michael Prince. His research has been funded by over USD 20M, mostly from the United States National Science Foundation. Along with his collaborators, he has been recognized for his work on longitudinal studies of engineering students with the William Elgin Wickenden Award for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and the best paper in IEEE Transactions on Education in 2011 and 2015, multiple conference Best Paper awards, and the Betty Vetter Award for Research from the Women in Engineering Proactive Network. The CATME Team Tools developed under Dr. Ohland’s leadership and related research have been used by over 1,500,000 students of more than 20,000 faculty at more than 2400 institutions in 88 countries, and were recognized with the 2009 Premier Award for Excellence in Engineering Education Courseware and the Maryellen Weimer Scholarly Work on Teaching and Learning Award in 2013. Dr. Ohland received the Chester F. Carlson Award for Innovation in Engineering Education from the American Society for Engineering Education (ASEE) for his leadership of that project. He is a Fellow of ASEE, IEEE, and AAAS. He has received teaching awards at Clemson and Purdue. Dr. Ohland is an ABET Program Evaluator and an Associate Editor of IEEE Transactions on Education. He was the 2002–2006 President of Tau Beta Pi.
Speech Title: Web-based Peer Evaluation to Monitor and Improve Student Team Experiences
Abstract: There are many reasons to put students in teams – teaching them to work in teams, the learning benefits of collaboration, the diversity benefits of finding out other students’ perspectives, and the ability to provide a deeper level of feedback on the smaller number of assignments submitted by student teams are among them. For all these benefits, having students work in teams introduces other issues for faculty to manage – from forming teams to dealing with teams in crisis to evaluating how much each student contributed to assignments submitted as a team. CATME has helped many faculty form and manage teams, and has also enabled research suggesting better methods of managing student teams – research that has implications for the workforce as well. The talk will include a discussion of the challenges of managing virtual teams.
Kuan-Chou Chen is the Associate Dean for Graduate Program and Research, Thomas M. McDermott Sr. Endowed Chair, Professor in Economic Development, Professor of Management Information Systems. He was the Department Head of Information Systems, Finance, and Business Analytics (2005-2016), as well as Interim Department Head of Department of Graduate Studies in Education (2013-2014) at Purdue University Northwest. He received his Ph.D. from Michigan State University and his MBA from National Cheng-Kung University in Taiwan. He specialized in computer programming, system simulation, project management, decision support systems, data mining, system analysis and design, e-business strategy and application, supply chain management, network design and security, knowledge management, and information economy. Professor Chen has more than 90 scholarly publications, most in peer-reviewed journals. He is an active participant in several professional journals and serves on three paper reviewer boards. Currently he is an Editor-in-Chief of International Journal of e-Education, e-Business, e-Management and e-Learning. His productivity and scholarship have been recognized by his colleagues, being nominated three years in a row for an “Outstanding Scholar Award.” He also the recipient of Teacher of the Year Award (Purdue University Northwest, 2005).
Speech Title: Building an Online Learning Community to Engage Students
Abstract: e-Learning education is not just another educational trend or temporary solution to get through the COVID-19 pandemic. Delivering class online instruction requires more than merely passively responding to e-mails, posting course materials, or grading students’ assignments. In general, there are two kinds of e-Learning instructional models, synchronous and asynchronous. While online teaching and e-Learning can be challenging, instructors must use one of instructional models to implement practical strategies to ensure that students have an excellent learning experience. These strategies include technology usage, instructional materials development, teaching methods and activities to foster effective learning. This presentation will demonstrate a variety of approaches to build an online learning community and provide two case studies to show how to Increase online student attendance, participation, and engagement.
Prof. Emeritus Terry Anderson
Centre for Distance Education, Athabasca University, Canada
Terry Anderson PhD is a Professor Emeritus and former Canada Research Chair in the Centre for Distance Education and the Technology Enhanced Knowledge Research Centre at Athabasca University. Terry has published widely in the area of distance education and educational technology and has co-authored or edited 10 books and over 90 peer reviewed papers. His work has been translated into Chinese Spanish and Portuguese.
Much of Terry’s research work revolves around studying interaction amongst and between students, teachers and content. He claims to have organized (in 1992) the first virtual conference ever held using a variety of networks that preceded the Internet. He also co-authored one of the few books and an article on the costs, (both economic and ecological) and benefits of online virtual conferences. His work with D. R. Garrison resulted in the development and validation of the Community of Inquiry Model which has become the most widely used and cited model for developing and researching online courses.
Terry’s books and research articles have, since 2004, been published under open access licenses so as to maximize their availability to all distance education practitioners, students and researchers. His 2004 book The Theory and Practice of Online Learning was awarded Charles Wedemeyer International Award for best Book in Distance Education –by the University Continuing Education Association.
Terry was active in provincial, national, and international distance education associations and is a regular keynote presenter at professional and academic conferences. His work has resulted in awards for scholarly contribution in Europe, China, USA and Canada. Many of his slide show presentations are available on SlideShare at http://www.slideshare.net/search/slideshow?searchfrom=header&q=%22terry+anderson%22
His blog the “Virtual Canuck” is accessible at virtualcanuck.ca. Twitter @Terguy.
Speech Title: Matching Technology and Pedagogy to Create Effective Online Learning
Abstract: Covid times have forced many universities and schools to both develop and deliver online education. Much of this work hasn’t proven satisfactory for either students or teachers. There are many kinds and forms of online learning The online educational experience is determined in part by the technology used to deliver it, but equally by the pedagogical model that determines the learning activities. These pedagogical models define the role of the teacher and types of interaction between learners. This presentation looks at 3 popular pedagogical models used in online learning and matches each with technologies and learning activities that produce most effective learning outcomes and satisfaction.