Lilly+Conference+May+2011

===Tacoma Community College was a Co-Sponsor of the 2011 Lilly Conference on College & University Teaching. Within this year's theme of Evidence-Based Teaching and Learning, many of our Faculty Learning Community participants are giving presentations under the sub-theme of Teaching Responsibly with Technology .===

The conference schedule and proceedings can be [|found here].

Teams from TCC presented 6 different sessions...

1) The "5 Minute Workshop" in 7 Minutes: At Play in the New Culture of Learning Joanne Munroe, Christopher Soran, Andy Duckworth, Alexis McMillan-Clifton, Chalu Harris, Gina Hatcher, Charlie Crawford //This fast-paced, interactive session moves participants through 7 tools and classroom applications, Educause “7 Things” literature, and 7 minute presentation limits with a nod to Todd Zakrajsek’s award - winning “5 minute workshop” model. Because they are using and teaching technology, session presenters playfully claim a two-minute handicap to implement Todd’s strategy for quick, practical workshops that are immediately useful to faculty and prompt think- ing while pointing to directions for future research. The session adapts Todd’s 3-part model: 1) Teaser/problem/challenge 2) explore and engage 3) Provide tools/ solutions to demonstrate the connections between using technology and achieving deeper learning.//

2) Creating Engaging and Interactive Online Learning Environments with SoftChalk Andy Duckworth and Alexis McMillan-Clifton //Let’s face it--much of the online text we post for student consumption, no matter how thrilling content-wise, looks flat and unattractive on a computer screen. Why ask students to read something that we would at best skim ourselves? Softchalk offers a way of overcoming flat-text syndrome, by helping us create attractive, inviting online presentations. This word processing- like software allows users to combine text, media, and activities to make content memorable and engaging. This session will illustrate why, when, and how to use SoftChalk and share some examples of how it is employed at Tacoma Community College.//

3) Understanding the Student Perspective: How to Create Open, Inviting, and Responsible Learning Environments Using Technology Candyce Rennegarbe, Rachel Goon, Christopher Soran, Mark Bieraugel, Alexis McMillan-Clifton // Through this panel presentation, an open educational resource advocate, a reference librarian specializing in information literacy, an e-Learning specialist, a Universal Design for Learning program chair, and an online Composition faculty member will bring diverse perspectives to the topic of how best to view a college and its technology through a student’s eyes. This panel will emphasize the highly integrated nature of learning, flowing from the classroom to the library to the computer lab and back in a non-linear manner. Presenters will demonstrate how small steps taken up front in course design can empower students throughout their college careers. //

4) Have iPad, Will Travel: Learning Communities As Professional Development for a "World of Constant Change" Charlie Crawford, Andy Duckworth, Gina Hatcher, Mark Bieraugel //Following Wenger, White and Smith (2009) who note that “what is most interesting about the interplay of community and technology is our ability to learn together”, the TCC eLearning department uses face to face learning communities for faculty development in eLearning. Putting a Kindle or an iPad in the learners’ hands, the department engages faculty and professional learners in peer mentoring around digital fluency and experimentation and exchange around emerging technologies. This presentation addresses the question “Why use face to face learning communities for learning to teach online?”//

5) That Might Work with Your Students...But it Won't Work with Mine Joanne Munroe, Chalu Harris, Monica Monk, Gina Hatcher //This presentation addresses the commonsense notion that using technology in some cours- es is “risky” and “might work well for some students, but not for mine.” Following Banks (2006) who argues that technology is both a site of struggle and possible liberation, the presenters demonstrate how their own informed risk taking in high stakes developmental courses results in students’ increased willingness to become successful risk-takers themselves in an academic setting. Drawing on Garrison and Vaughan’s (2008) observations around creating communities of inquiry and Lehman’s (2011) work on social presence, this session is about forwarding student engagement and self-authorship (Baxter-Magolda) using technology.//

6) Crossing the Digital Divide: Using Low and High Technology to Activate Student Learning Char Gore, Jennifer Sipert, Melissa Stoddard, John Miller, Erik Laurentz //Learning curves for new tasks can be steeper for some students and faculty than for others, and each presenter in this session has developed one or more good strategies to lessen stress and deepen the student learning experience. For several of our presenters the key is to start with technology that we already use--cell phones, audio and visual files, simulations, games. For others, lecture capture, synchronous chat, and productivity suite tools are used in new and engaging ways. For all of our presenters, social presence is key, and technology is a bridge from new techniques to deeper learning.//