Keynote Address: 2007's Symposium concludes with a presentation highlighting the 3D online world known as Second Life®. The demonstration illustrates how this virtual world can have a real impact in education. It is demonstrated by USF faculty and professional library staff Mary Cuadrado, Associate Professor, Criminology, USF Sarasota-Manatee , Louis Lieberman, Professor, USF Sarasota-Manatee, Ilene Frank, Reference Librarian, Tampa Library, and Drew Smith, Information Literacy Librarian, Tampa Library, with moderator David A. Williams, Associate Professor and Coordinator of Music Education in the College of Visual and Performing Arts and Chair of the Council on Technologies for Instruction and Research (CTIR) at the University of South Florida.

This year, the Keynote will showcase USF's use of tablet PCs, Elluminate Live (synchronous online classroom), remote instrumentation access across the state and beyond via Internet II, NSF funding information for technology in the classroom, and a departmental approach to technology in teaching and learning as demonstrated by USF faculty members Jeffrey Ryan, Sylvia Diehl and Kingsley Reeves with moderator David Williams, Associate Professor and Coordinator of Music Education in the College of Visual and Performing Arts and Chair of the Council on Technologies for Instruction and Research (CTIR) at the University of South Florida..

This year we will showcase USF's use of technologies such as Internet II, classroom performance systems, and ways to maximize web site content for interactivity and active learning, demonstrated by USF faculty with guest moderator James L. Morrison, Editor-in-Chief of Innovate and Professor Emeritus of Educational Leadership, UNC-Chapel Hill. Dr. Morrison will help put USF's use of technology in context with national or international trends in the use of technology for teaching and learning.

James L. Morrison received his PhD at Florida State University in 1969. He was lecturer in sociology at the University of Maryland, European Division, and graduate assistant in sociology at the University of Munich (1964-65), instructor in sociology at Florida State University (1968-69), and assistant professor of education and sociology at Pennsylvania State University (1969-73). He moved to The University of North Carolina at Chapel Hill as associate professor of education in 1973 and was promoted to full professor in 1977. In December 2001, he became professor emeritus.

Steven Gilbert will explore the issues of technology and professional development from the frame of reference of his work with hundreds of colleges that have benefited from the Teaching, Learning, and Technology Group (TLT Group), an organization whose mission is to motivate and enable institutions and individuals to improve teaching and learning with technology, while helping them cope with change.

Steven W. Gilbert founded the Teaching, Learning, and Technology (TLT) Group, an independent nonprofit organization, originally affiliated with the American Association for Higher Education (AAHE), in January 1998. Previously he had been with EDUCOM since 1983, serving as Vice President, and then came to AAHE as Director, Technology Projects, in July 1993 where he developed the TLT Roundtable concept and the AAHESGIT Listserv. Click on this link to learn more about the TLT Group.

What do decades of research tell us about the kinds of teaching that lead to better learning? In 1986, Chickering and Gamson answered that question by formulating the 'seven principles of good practice in undergraduate education.' In 1996, Chickering and Ehrmann described how computers could be used to improve learning by supporting such activities: better student faculty contact and more active learning, for example. Dr.Stephen C. Ehrmann will begin his talk by revisiting the seven principles and summarizing developments since 1996. But the 1996 work assumed that technology would be used to advance traditional goals of good practice. Do today's uses of computers and the Web also open up possibilities for transforming our practices and institutions? What possibilities and dangers do we need to address? In this interactive session, Dr. Ehrmann and theaudience will address those questions together."

Steve Ehrmann is one of the founders of the TLT Group, serving as Vice President. For over twenty-five years, he has been helping educators improve teaching and learning. For example, since 1993, he has directed the Flashlight Program, which helps educators evaluate and improve their own uses of technology, on- and off-campus. Flashlight may be best known for its award-winning tools for developing evaluative studies.

Dr. Ehrmann is also well-known in the field of distance education, dating back to his years of funding innovative research and materials in this field when he served as a program officer with Annenberg/CPB (1985-96). Before that he was a program officer with The Fund for the Improvement of Postsecondary Education (FIPSE) and Director of Educational Research and Assistance at The Evergreen State College.

Information technology has catalyzed many changes in higher education, creating new options for how faculty teach, in how we support students—even how we utilize space. Technology has enabled new players to enter the market, changing expectations for service and responsiveness. And, even though technology has permeated the environment, it has stimulated a renewed need for community. This presentation will explore how IT is challenging traditional assumptions about who we teach and how students learn. It will also examine educational structures and delivery systems in light of what we know about how people learn and who our learners are. Although it may appear that technology has created chaos, patterns are emerging. Discussions will range from learning to communities and highlight both IT and organizational implications.

Prof. Oakley will discuss in detail how networked personal computers can be used to implement innovative teaching and learning environments in higher education - what is now being termed "e-Learning." Many college faculty today are adding Internet components to their traditional classroom-based courses in order to provide learners with increased access both to information and to people. These courses typically have online learning materials, such as audio-enhanced lecture presentations, simulations, virtual laboratories, and interactive tutorials available via the World Wide Web. Some also have online homework assignments that are computer-graded in real time, offering rapid and timely feedback to students. Asynchronous conferencing via the Web facilitates communication between students and faculty and among students, and has been found to build community, promote peer-peer learning, and enable increased team-based activities. Overall, when properly implemented, Internet-based learning environments tend to be more engaging and student-centered than traditional lecture-based courses.

Prof. Oakley's presentation will include an online demonstration and survey of the many pedagogical approaches used in e-Learning courses. Some of the courses in this demo use Internet-based technologies to supplement lecture-based courses taken by on-campus students, while other courses are delivered totally online, do not have any face-to-face class meetings, and are taken by students far from campus. Oakley also will discuss the larger issues of professional development, faculty incentives, faculty workload, ownership of intellectual property, and academic freedom in the area of e-Learning.

Active in the design, delivery and study of online post-secondary education since the early 1980s, Dr. Linda Harasim will address the educational impacts and implications of the Internet. The computer network revolution has both shaped and been shaped by educational innovation, giving way to new models of learning at all levels, across all disciplines, and on an increasingly global scale. Online education is becoming ubiquitous, not replacing traditional education but enhancing and transforming it, thereby contributing to a paradigmatic shift in educational theory and practice.

Within this context, critical and urgent issues emerge regarding the need for evidence-driven design in both the pedagogy and the technology of online education. Which learning models and approaches work best, under what circumstances, and for whom? What technological designs are needed to support best practice?

Dr. Harasim will address the larger issues by drawing on the empirical results of the Virtual-U field trials, the largest field testing of online post-secondary education in the world. Data collected from over 439 Virtual-U courses, representing more than 10,000 students and 200 instructors, provide empirical results attesting to what works in online education. Some of the issues include: New Roles: Emergence of the Virtual Professor, Instructor Impact, Student Impact, New Learning Models and Outcomes

Dr. Harasim will elaborate on these and other findings from the Virtual-U fieldtrials and draw implications for researchers and practitioners interested in the field of online education.

Murray Goldberg is widely known in national circles for his inspiring presentations about the use of technology to enhance teaching and learning. In today's keynote, Murray will focus on Computer-Aided Learning (CAL), a wide area encompassing any application of computers to the educational process. Examples include simulation software (such as flight simulation), computer-based testing (as one might experience when being tested for a driving license), and on-line courses (developed by large companies or universities). UBC's initial interest in CAL focused on the evaluation of both student acceptance and resulting academic performance when learning in such an environment.

Today's presentation will explore the application of CAL using a specific course which utilizes the World Wide Web to deliver interactive exercises, interactive simulations and demonstrations, on-line notes, student - instructor communication, student - student communication, progress tracking, navigational aids, student evaluations, a glossary and a bibliography. Course design was influenced by an evaluation of student performance, and through a questionnaire developed with the assistance of the Center for Applied Studies and Evaluation at UBC.

Murray will demonstrate the resulting teaching and learning environment from both student and instructor perspectives. A general discussion to answer audience questions will follow.

As a classical concert violinist, one of Bill Patterson's personal teaching goals has been to help MTV generation students develop deep, personally-relevant roots in the Arts. In pursuit of this goal, as a multimedia producer, Bill has won numerous awards, including national Intercom and Telly awards. His video production work can be seen in over 100 PBS markets. During the month of March 1998, Philips Media will internationally launch both Compact Disc Interactive (CD-I) and Digital Versatile Disc (DVD) editions of Bill's award-winning humanities, classical music and imagery program: "Tropical Sweets"

As content specialists, digging ever deeper into complex fields of specialization, faculty across all disciplines face similar challenges with regard to "lighting a fire" within each individual student and presenting dynamic knowledge at their level. As the 21st century unfolds, this challenge will require faculty to acquire an increasingly diverse palette of pedagogical and technological skills.

Mr. Patterson's presentation will explore the process of developing and utilizing multimedia technology in concert with skillful pedagogy to unleash creativity, enhance understanding, and maximize the impact of students' educational experience. He will draw examples from both the sciences and the arts.

Randy Bass will bring his experience and expertise in teaching with technology to this year's Symposium. With examples from a variety of disciplines, Bass will relate teaching to multimedia and dynamic syllabi from the World Wide Web, Web-based and CD-Rom based electronic archives, a collaborative writing and groupware program, and the use of online communication programs.