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POSTER PRESENTATIONS
WUSF TV and Radio
WUSF Public Broadcasting is a multimedia provider of educational, music and news content to West Central Florida. Situated on the Tampa campus of the University of South Florida, WUSF offers television broadcasts on Channel 16 and radio broadcasts on 89.7. WUSF also provides content through four digital television stations and its Web site, www.wusf.org , including podcasts and live streams of its two digital radio channels. The University-licensed stations regularly feature University faculty, staff and students, including live music performances, expert analysis and student news reports. WUSF is currently expanding its popular University Beat into a television production that will debut in 2007. WUSF’s audience includes nearly 1 million television viewers and nearly 300,000 radio listeners, enough people to fill Raymond James stadium 18 times over each week. WUSF recorded almost 1.5 million visits to its web site last year, including 40,000 podcast subscribers to Florida Matters, a weekly news program hosted by Carson Cooper.
IntellisMedia, a division of WUSF Public Broadcasting, provides customized communications, production and technology solutions to clients in corporate, government, education and nonprofit sectors. Services include video and audio production, creative services and engineering services. WUSF studios are available to clients through IntellisMedia and are among the largest and best equipped in the Tampa Bay area. The IntellisMedia team includes experienced communications, production and technology professionals. Since 2000, IntellisMedia productions from WUSF have won more than two dozen national, state and regional awards from industry organizations. IntellisMedia is one of only four organizations authorized by the State of Florida to provide circuit courts with numerous digital solutions, including court recording and digital storage. For more information, contact R. Gary Byrd, director of IntellisMedia, at 813-396-9850.
Patrick Morris, WUSF, TVB100, 813.905.6917, pmorris@wusf.org
Ron Carkhuff, WUSF, TVB100, rcarkhuff@wusf.org
2nd floor MC Lobby | Table 1
return to top ^ What’s New at the Library: The Latest in Electronic Resources
The Tampa Library continues to offer a variety of technological applications and electronic access to support
student and faculty research and teaching. A new library website was launched early in spring semester 2007. RefWorks, a web-based bibliographic management tool, continues to be very popular. In addition online audio, video and image collections have been added. Librarians will demonstrate the new and exciting electronic resources.
Ginny Cunningham, Library – Reference, LIB 112, 813.974.5408, gcunning@lib.usf.edu
Ilene Frank, Library—Reference, LIB 112, 813.974.2483, ifrank@lib.usf.edu
Rue McKenzie, Library—Cataloging Media Resources, LIB 020, 813.974.6342, rmckenzie@lib.usf.edu
Barbara Lewis, Library – Reference, LIB 112, 813.974.4040, blewis@lib.usf.edu
Monica Metz-Wiseman, Library, 813.974.9854, monica@lib.usf.edu
2nd floor MC Lobby | Table 2
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Keeping Up With the YouTube Generation--Collaborating with Student Video Bloggers to Enhance Instruction
Undergraduates can make significant contributions as members of multimedia production teams for USF campus projects. In this case, at USF Tampa Library, an undergraduate “YouTube video blogger” worked with library faculty and graduate students to create an information literacy video, “Databases!” The video was used as part of the USF instruction program during 2006-2007 year for library instruction classes. In addition to an information literacy video, the video team also created a humorous rap video that included an anti-anti-plagiarism theme and highlighted USF library services. The video, entitled “The Chronicles of Libraria,” is currently available at the YouTube Web site. This presentation will share with attendees how the ideas were created and the extent to which student ideas, technology skills, and creativity made it work. Discussions with attendees will include the rationale for including students in the production of multimedia applications as well as the need for faculty to learn more about the latest tools for creating them.
Susan Ariew, Library, LIB122, 813.974.0304, sariew@lib.usf.edu
2nd floor MC Lobby | Table 3
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Using Online Communication Tools to Develop Peer-to-Peer Collaboration
Online education programs continue to provide unique opportunities for faculty, staff, and students. Communication tools enhance online education by creating an interactive community for the participants. Incorporating these tools will allow participants to integrate content with peer-to-peer collaboration into discussions outside of the classroom setting. The use of email, discussion boards, and chat with faculty, staff, and students contributes to the learning environment by creating an online community enabling further depth in discussion beyond the classroom. Structured assignments linked with communication tools using small groups provide similar interactions to those in the face-to-face classroom, and may provide additional reflection on specific concepts. This time allows participants to gain insight with the content through their peers. By developing online courses that integrate communication tools, instructors connect their learners through peer-to-peer collaborations to promote a positive learning experience.
Pradeep Vanguri, Physical Education, PED214, 813.974.4766, prvanguri@yahoo.com
Room 283 | Table 1
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Incorporating Synchronous and Asynchronous Elements to Classroom Teaching: Benefits of Blended Instruction Model in Education Psychology
Traditionally, education psychology students take classes either in asynchronous online models or in traditional classroom instruction. Students can benefit, however from participation in a blended instruction classroom which utilizes both online and traditional classroom experiences. Once a week, students participate in a classroom session with their professor who facilitates a learning discussion about the week’s concepts that students experienced through participation in online activities including completing simulations and experiments that illustrate basic developmental fundamentals. Rather than teaching education students about active learning via lecture format, professors create interactive learning experiences to stimulate active participation. Computer programs that contain exercises and experiments encourage students to actively prime their memory systems to encode, store, and retrieve information as they learn it. This model is called the blended instruction model and can be employed in virtually any college class. Students report greater retention of the concepts because of increased interest.
Elizabeth Donnellan, Psychological and Social Foundations, 813.546.5569,
edonnell@mail.usf.edu
Room 283 | Table 2
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My WorkSpace: An Electronic Platform for Online Sharing, Discussion, and Collaboration
Eliciting a sense of community and active participation in class activities is a challenge in traditional teaching situations and even more problematic in online environments. Additional limitations in online instruction, including typical issues of time/space (access) and relying on online course structures (delivery) featuring multiple areas for sharing, discussing, and collaborating may prevent students from reaching higher levels of online interaction. The purpose of My WorkSpace is to create a sense of community for all parties participating in a course by featuring a common space for posting work, discussing, and collaborating if needed. Instead of using separate Blackboard areas for posting work, discussing ideas, and/or collaborating, My WorkSpace serves as an integrated electronic platform for such activities. This poster session highlights the use of My WorkSpace as an online delivery and instructional strategy with focus on the creation, maintenance, and interface with Blackboard.
Victor Hernandez, Adult, Career and Higher Education, EDU 162, 813.974.1277, vhgantes@coedu.usf.edu
Room 283 | Table 3
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Creating Distributable Course Packages in Moodle
Moodle, an open source course management system, provides an array of current technologies for educational purposes such as wikis, blogs, grade-books, glossaries, e-journals, tools for synchronous/asynchronous discussion and testing. One particular capability offered by Moodle is creating a course package which serves as a generic course blueprint and may include lesson plans, syllabi samples, quizzes, online activities, and other materials ready for use by other instructors. Such course packages will enhance the sharing of course activities among faculty and provide consistency in the delivery of multiple sections of the same course by different instructors. This session will demonstrate how to create such a course package, duplicate it, and then modify it to match the needs of a particular course.
The presentation may be of interest to course developers, administrators, and teachers working in a school that is employing or may consider employing Moodle as an e-learning component of its curriculum.
Irshat Madyarov, Secondary Education, CPR485, 813.974.4295, irshat@yahoo.com
Anthony Erben, Secondary Education, EDU302G, 813.974.1652, terben@tempest.coedu.usf.edu
Room 283 | Table 4
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Learning About Learning With Electronic Media
This poster demonstrates the concept of “deutero-learning” or “second-order learning” using streaming videos, pictures, and websites with visual materials. Special attention will be paid to those images which teach people how to learn in a novel, humorous, or thought provoking way.
David Lee, Communication, CIS1040, 813.974.2145, dhlee@mail.usf.edu
Fred Steier, Communication, CIS1040, 813.974.6864, fsteier@luna.cas.usf.edu
Room 283 | Table 5
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World Music Quest: a Collaborative, Cross-Curricular Podcast Project for General Music Instruction
This project uses podcasting to help students, teachers and families learn about music of major world cultures. Students participate in a web-based World Music Quest, in which they view podcasts containing photos and music from a “mystery country.” Each successive podcast contains new musical examples, as well as additional clues to the identity of the country. Clues are created from information about the country’s customs, inhabitants, geography, economy, art, wildlife, and/or language(s). Students collaborate with the school music specialist, media specialist, classroom teachers and parents in order to research clues online and in the library. At the end of the Quest, students and teachers create a web page about the mystery country.
Podcast projects such as World Music Quest are explored in Advanced Techniques and Research in General Music, a web-based master’s level course in music education. Software utilized in this unit includes GarageBand, iMovie, iTunes, Quicktime Pro and Profcast.
Lisa Lehmberg, Music Education, FAH110, 813.989.1650, llehmber@mail.usf.edu
David A. Williams, School of Music, FAH110, 813.974.9166, dwilliams@arts.usf.edu
Room 283 | Table 6
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Online System for Evaluating Student Writings: CLAQWA
The Cognitive Level and Quality of Writing Assessment (CLAQWA) is now available as an online system. By utilizing unique features of integrated Acrobat technology and web-based examples, faculty can provide feedback to students about their writing competence. This flexible system permits faculty to embed their own comments in students’ papers as well as to give feedback on any or all of the sixteen writing elements that define CLAQWA. Further, students are able to view examples for any of the sixteen writing elements, written at five levels. Comments within the examples help students understand how to improve their own writing. The system makes minimal assumptions about the individual faculty member’s expertise in writing pedagogy and reduces the amount of time used to provide tailored feedback. Most importantly, CLAQWA allows faculty to concentrate upon discipline-related issues.
Teresa Flateby, Academic Assessment, SVC1001, 813.974.3077, tflateby@admin.usf.edu
Joel Amnott, Anthropology, SOC 107, 813.974.2138, jamnott@mail.usf.edu
Room 283 | Table 7
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Applications of Emerging Technology in Social Studies Education
The digital age is providing the impetus for innovations in social studies. This session will model two applications of actively engaging graduate students in the construction of knowledge and learning with digital tools. FLY™ PenTop Computer is an accessible emerging technology that seamlessly integrates critical thinking skills into the social studies classroom with digital activities. Imagine a pen that scans and speaks to enhance learning! Professional application prototypes designed by graduate students, such as open discovery and guided imagery, will be demonstrated.
This display also presents an example of integrating blogging and discussion forums into an online graduate level course that focuses on global perspectives within a digital community. Course participants will consult with people and access materials globally, gain tools to develop a greater understanding of personal stereotypes and prejudices, learn how to instruct from global perspectives, and establish vibrant classroom blog communities to aid in students’ cross-cultural awareness.
Kenneth Carano, Secondary Education, EDU162, 941.962.2325, kcarano@mail.usf.edu
Caroline Parrish, Secondary Education, EDU162, 813.264.9580, cvparris@mail.usf.edu
Michael Berson, Secondary Education, EDU302, 813.974.7917,
berson@tempest.coedu.usf.edu
Room 283 | Table 8
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Florida Center for Instructional Technology (FCIT)
The Florida Center for Instructional Technology (FCIT) works with faculty in various departments across campus to enhance teaching and learning through the appropriate use of technology. Through demonstration and discussion with our audience, we will present outstanding examples of courses, projects, resources, and information about FCIT services provided to the university.
Faculty and student support staff from the FCIT Laptop Lounge will be on-hand to brainstorm with faculty about exciting new resources they can add to their course(s), how to integrate and use technology in special teaching situations, and will explore other opportunities to augment ongoing professional development. In addition, we will highlight how our work with the College of Education Laptop Initiative puts USF students and faculty at the leading edge of technology integration in teaching and learning.
Contact information: FCIT, EDU 252, 813.974.6816, http://fcit.usf.edu/
James Takacs, FCIT, EDU162, 813.974.6816, takacs@usf.edu
James Welsh, FCIT, EDU247, 813.974.3471, jlwelsh@mac.com
Jozan Powell, FCIT, EDU252, 813.974.6816, jpowell@marine.usf.edu
Patryce Smith, FCIT, EDU252, 813.974.6816, PSmith@coedu.usf.edu
BJ Bryant, FCIT, EDU252, 813.974.6816, ebryantj@mail.usf.edu
Tina Hohlfeld. FCIT, EDU252, 813.974.6816, thohlfeld@coedu.usf.edu
Room 283 | Table 9
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Web Resources at the Florida Center for Instructional Technology
The Florida Center for Instructional Technology creates license friendly resources for education. Find clipart, photos, videos, interactive maps, and mp3 files all for use in educational projects.
Michael Sweeney, FCIT, EDU162, 813.974.6953, msweeney@tempest.coedu.usf.edu
James Welsh, FCIT, EDU252, 813.974.6816, jwelsh@coedu.usf.edu
Room 283 | Table 10
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Center for 21st Century Teaching Excellence (C21TE)
The Center table will offer examples and information about Center activities and services, including our year-long Increments and Transformations Institute for faculty, Elluminate Live! (synchronous online classrooms), workshops, grant programs, award program, and other activities and services.
The primary mission of the C21TE Media Innovation Team is to collaborate with USF faculty throughout the process of developing, launching, and refining innovative instructional technologies whose sole purpose is to effectively enhance 21st century teaching and learning. This Center team is comprised of instructional designers, multimedia specialists, 3D modeling, graphics and animation experts, application and database developers, programmers, and audio/video producers. Our Media Innovation Team (MIT) will share information and examples of its faculty services, which also include comprehensive Blackboard course support.
C21TE Staff, SVC1072, 813.974.2576, http://www.c21te.usf.edu
Room 283 | Tables 11 & 12
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Using Technology to Teach Collaborative and Interactive Culture Classes
The LAM Project (LIN 2000, Language and a Movie) is a collaborative project of faculty in the Department of World Languages. The class utilizes podcast lectures (featuring more than a dozen faculty members in the department), online quizzes and discussions, audience response pads (clickers), as well as in-class film screenings and cultural outings. Through the use of Blackboard and screenings of films, students gain knowledge of the cultural history and linguistic distinctiveness of countries and peoples spanning several continents. Our presentation will demonstrate effective strategies of creating team-taught courses and encouraging peer-to-peer interactions in large classes.
Margit Grieb, World Language Education, CPR 107, 813.974.6747, grieber@cas.usf.edu
Ava Chitwood, World Language Education, CPR 107, 813.974.1755, Chitwood@luna.case.usf.edu
Lindsey Mercer, C21TE/MIT, SVC0046, 813.974.1515, lmercer@admin.usf.edu
Room 283 | Table 13
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Web-Based Tutorial for Music Dictation
The aural perception of a musical passage involves an ability to listen, recognize, relate, and retain any notable features as they continuously unfold in time. In this tutorial, students receive guided instruction, which allows them to select one of two modes: a practice mode with a controlled procedure for listening and notating, or a dictation mode, one that contains greater flexibility in selecting a procedure. Following the selection of a sound file, students are given instructional prompts, immediate feedback and different methods for entering the musical notation. The tutorial contains an audio orientation using Camtasia.
Ann Hawkins, School of Music, FAH 136, 813.974.4849, hawkins@arts.usf.edu
Todd Lincoln, C21TE/MIT, SVC0046, 813.974.8001, tlincoln@admin.usf.edu
Lindsey Mercer, C21TE/MIT, SVC0046, 813.974.1515, lmercer@admin.usf.edu
Room 283 | Table 14
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Learning the Science and Art of Diagnosis through a Simulation Tool
The presentation introduces a computer-based system developed to assist students achieve competence and skills in the diagnosis and treatment of mental disorders. The Internet-based simulation presents the student with two cases to choose from for diagnosis. After their initial choice, the student engages in an intuitive process of selection to determine the general category of the mental disorder described in the case’s narrative. Each of the student’s responses is followed by immediate feedback. If successful, the student is allowed to continue. If unsuccessful, an explanation of the error is provided and the student is given the possibility of responding again. The process is repeated until all expected answers are reached. This iterative process is followed by an application process. At this stage the student is required to support his or her diagnostic decision using information provided within the case’s narrative. Once the justification of the diagnosis is completed, the student is required to suggest an evidence-based psychotherapy for the treatment of the case’s disorder. A full description of the diagnostic steps followed to reach his or her diagnostic and treatment decision is then provided to the student. Finally, the opportunity to engage in the diagnosis and treatment of the second case is offered. The program provides a clear demonstration of the diagnostic process and the treatment selection while, at the same time, allows for the evaluation of student progress.
Carlos Zalaquett, Psych & Soc Foundations, EDU162, 813.974.8220,
zalaquet@tempest.coedu.usf.edu
Christine Brown, C21TE, Media Innovation Team, SVC1072, 813.974.2756,
brown@admin.usf.edu
Room 283 | Table 15
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Faculty in Technology: Implementing Technology into the Teaching and Learning Process
A faculty professional learning community, with members at differing levels of technological development, has focused on using technology to enhance the teaching and learning process; at the University of South Florida, Lakeland. Critical components that initiated the change process for this group included intensive training opportunities, learning community design, action research, just in time mentoring and coaching, and continuing dialogue. The faculty panel will present their personal stories of success and challenges, case studies, and action research findings on the following topics: webquests in higher education, technology-based assessment techniques, integration of classroom technologies, instructional videos, and application of courseware tools- Blackboard and beyond.
Naomi Boyer, Teaching and Learning Technologies, USF Lakeland, 863.667.7022, nboyer@lakeland.usf.edu
Smita Mathur, Social and Psychological Foundations, USF Lakeland, 863.667.7087, smathur@lakeland.usf.edu
Cynthia Patterson, English, USF Lakeland, 863.667.7707, cpatterson@lakeland.usf.edu
Rita Meadows, Childhood/Language Arts/Reading, USF Lakeland, 863.667.7018, rmeadows@lakeland.usf.edu
Kim Lersch, Criminology, USF Lakeland, 863.667.7073, kimlersch@lakeland.usf.edu
JoAnne Larsen, Industrial & Mgmt Systems, USF Lakeland, 863.667.7061, jwlarsen@lakeland.usf.edu
Alessio Gaspar, Information Technology, USF Lakeland, 863.667.7088, alessio@lakeland.usf.edu
Jennifer Cainas, Acounting, USF Lakeland, 863.667.7729, jcainas@lakeland.usf.edu
Barbara Loeding, Special Education, USF Lakeland, 863.667.7065, bloeding@lakeland.usf.edu
Rosemarie Lamm, Anthropology, USF Lakeland, 863.667.7031, rlamm@lakeland.usf.edu
Room 296 | Tables 1 & 2
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SOFTICE Year #3: Serving Virtual Machines from a Scalable Hardware Platform for Operating Systems, Networking and Linux System Administration of Undergraduate Laboratories
The SOFTICE project is a NSF sponsored effort in applying Linux virtualization and clustering technologies to facilitate the support and maintenance of courses of the computing curricula which require students to have privileged access to workstations.
Over the past 3 years, we developed an innovative infrastructure allowing students to access their own personal Linux virtual machine from anywhere over the internet. While nowadays such an approach is slowly becoming standard, our original proposal is still one step ahead as we are stacking this virtualization layer on top of a load balancing cluster to provide an inexpensive, flexible and scalable hardware platform to support it.
This technology has been leveraged by our team to design hands-on laboratories for operating systems, networks and Linux system administration of undergraduate courses. We will demonstrate the possibilities of our virtual machines, the ease with which the infrastructure can be managed and discuss the main pedagogical innovations which it enabled in the three above-mentioned courses.
Alessio Gaspar, Information Technology, USF Lakeland, 863.667.7088, alessio@softice.lakeland.usf.edu
Sarah Langevin, USF Lakeland, sarah@softice.lakeland.usf.edu
William Armitage, Information Technology, USF Lakeland, armitage@softice.lakeland.usf.edu
Room 296 | Table 3
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The Role of Technology in Teaching Communication Skills to Engineering Students
Engineers are generally not known as good communicators and this translates to engineering students are generally not taught to be good communicators. In students’ minds, communication skills are at best a subordinate skill that lacks the importance of modeling production lines or designing products. They do not connect these skills to writing business documents that require not only facts and numbers but also recommendations and opinions.
By incorporating Blackboard’s on-line classroom feature called Discussion Board into an engineering course’s curriculum, EGN 3615 Engineering Economy, a virtual environment was created where students had to communicate their position and respond to other positions concerning events relating to globalization, economics, and engineering.
This presentation will include two surveys: (1) of engineering instructors to determine the extent this feature is used and (2) of students who have had the course. It will also document the evolution of selected students’ postings.
Rebekah Pratt, Industrial Engineering, LTB2169, USF Lakeland, 863.667.7728, rpratt@lakeland.usf.edu
JoAnne Larsen, Industrial Engineering, 863.667.7061, LTB2173, USF Lakeland, jwlarsen@lakeland.usf.edu
Room 296 | Table 4
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Teaching Archaeology in 3D: Use of Computer Visualizations and 3D Models in the Classroom and Field
Innovative use of three dimensional technologies such as laser scanning and computer visualization are integrated in the classroom, providing a new medium for teaching archaeology. Using data from ongoing projects at Florida and Mesoamerican archaeological sites, the authors demonstrate how three dimensional content used in the classroom provides an exciting new way for students interested in studying archaeology and heritage management to view sites, features and objects. Students participate in field data collection, getting hands-on experience with the techniques and learn how to utilize the information for management and preservation projects at Florida archaeological sites. The 3D scenes and objects are also useful for developing public interpretives and for creating virtual content for internet learning and research, with a current project including the development of a three dimensional database of Mesoamerican sculpture.
Lori Collins, Anthropology, SOC 107, 813.974.0613, lcollins@cas.usf.edu
Travis Doering, Anthropology, SOC107, 974.0613, tdoering@mail.usf.edu
Room 296 | Table 5
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Geographic Information Systems and Access Management
Geographic Information Systems (GIS) is a technological tool used in transportation research to analyze spatial patterns, such as crash prone areas. This presentation will demonstrate the use of geospatial and statistical technologies to analyze the characteristics of crashes in relation to the transportation network in Hillsborough and Pinellas counties. In particular, crash locations along major corridors, relationships to major traffic generators, and crash demographics are reviewed. Technologies used in the analysis include ArcGIS and global positioning systems (GPS) as well as statistical software packages.
Christina Hopes, Center for Urban Transportation Research (CUTR), 813.974.9779, hopes@cutr.usf.edu
Kristine Bezdecny, Center for Urban Transportation Research, CUT100, 813.974.3120, bezdecny@cutr.usf.edu
Room 296 | Table 6
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Using 3D Design Software to Teach and Learn Micro- and Nano-Manufacturing
Micro- and nano-manufacturing are important areas with challenging principles for students to understand in classroom lectures alone. This project introduces two 3D design programs, LEGO® Digital Designer and NanoEngineer-1, as meaningful and cost-effective means to reinforce concepts of micro- and nano-manufacturing to students. LEGO® Digital Designer is a 3D modeling and building system that allows students to virtually build their own designs using a variety of LEGO blocks while NanoEngineer-1 is a 3D molecular engineering program that enables the design of molecular models through virtual assembly. The use of these 3D design programs can enable students to interactively build micro- and nano-structures while applying the concepts learned in the classroom.
Susana Lai-Yuen, Industrial & Management Systems Engineering, ENB118, 813.974.5547, laiyuen@eng.usf.edu
Daniel Yankov, Industrial & Management Systems Engineering, ENB118, 813.974.5425, dyankov@eng.usf.edu
Room 296 | Table 7
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Classroom Technology Services (CTS)
Classroom Technology Services (CTS) supports faculty by providing access to audiovisual and distance learning services and resources, including 140 media rich classrooms and portable AV equipment, to accommodate instructional needs. When not supporting faculty in the academic classroom, CTS resources and services are extended to the broader university community on a fee basis. To learn more about these services, please contact (813) 974-2380, or visit www.outreach.usf.edu/CTS
Lynn Rejniak, Classroom Technology Services, SVC1072, 813.974.2380
Jackie Fechter, Classroom Technology Services, SVC1072, 813.974.2380
Room 296 | Table 8
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Reading for Pleasure, Writing for Purpose: a Novel Approach
The presenters will invite attendees to surf teacher-created e-guides designed to accompany novels read in intermediate and advanced level ESL classes. Used in face-to-face, blended, and online courses, these electronic resource packs include several components that make reading novels a pleasurable, multi-faceted learning experience. Engaging, interactive exercises have been constructed to build schema and enrich context; enhance and assess reading comprehension; increase topic-related and academic vocabulary; sharpen sentence structure; and stimulate thinking and writing in a manner that simulates college literature and social science classes. In discussing process and product, the presenters will emphasize the buy-in and collaboration among fulltime and adjunct ESL faculty as well as administrative and technological support.
Participants will explore both student and designer/instructor views in ANGEL (the LMS used by SPC, similar to Blackboard). The presenters will welcome questions, comments, and constructive criticism.
Li-Lee Tunceren, ESL/Communications, SPC-St. Petersburg/Gibbs Campus, 727.443.4155,
tuncerenl@spcollege.edu
Susan Benson, Communications, SPC-Seminole Campus, 727.394.6208
Room 296 | Table 9
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USF Health ASK Information Technology
USF HEALTH ASK IT serves a Client user base of over 5000 USF Health faculty, staff and students. From podcasting to making your software work for you, ASK IT is devoted to providing answers for the questions about technology that perplex our USF HEALTH Community, IT solutions, and education customized to our user’s needs, and knowledge that gives our community the power to collaborate and innovate in the exciting and growing USF Health environment. Come see the services we offer our clients such as: Just- In-Time online training and help guides, creative ways to use podcasting to reach your students and departments, and how to foster collaboration using portal systems such as Microsoft Office and SharePoint.
Susan Pringle, USF HEALTH Services, 813.974.6288, springle@hsc.usf.edu
Anne Jones, USF HEALTH Services
Chris Hoelle, USF HEALTH Services, choelle@hsc.usf.edu
Amy Fioramonte, USF HEALTH Services, afioramo@health.usf.edu
Stacey King, USF HEALTH Services, sking1@hsc.usf.edu
Lesley Spencer, USF HEALTH Services, spencer@hsc.usf.edu
Room 296 | Table 10
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Using Multimedia Presentations to Convey Values and Influence Beliefs
Instructors in human service fields such as general or special education, social sciences and medicine are also responsible for shaping the beliefs and values their students will embrace regarding the individuals they’ll serve and the service systems they’ll enter. Conveying these attitudes can be particularly challenging with online and distance learning situations in which direct interaction is limited. The use of multimedia presentations is a powerful technique for influencing beliefs and values, as they capture personal thoughts, experiences and perspectives through a collage of still photographs and audio or video recordings.
This session will provide an overview of the development process for such multimedia presentations, from identifying the right opportunity to constructing the presentation through the use of software programs such as Photoshop, Camtasia, PowerPoint Mediator, Movie Maker and Audacity. Examples of completed multimedia presentations used as instructional tools in human services web-based learning will be shown.
Mary Reed, Child and Family Studies, MHC2113A, 813.974.6155, reed@fmhi.usf.edu
Room 296 | Table 11
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Rheumatology Blue Man: An Interactive Program for Joint Pattern Recognition in the Rheumatic Diseases and Localized Pain Syndromes
Recognizing the pattern of joint involvement in the rheumatic diseases is key to unfolding the diagnoses in these complex multi-system illnesses. In the rheumatology division, we teach students in all 4 years of medical school, medical and orthopedic residents, and rheumatology fellows in their subspecialty training. The concept of the rheumatology “Blue Man” activity started as a simple human figure printed on a piece of paper with various joints highlighted that we discussed during impromptu didactic sessions. Throughout the years, we have received significant positive feedback from our mentees regarding this activity. Now, we have advanced the activity with technology to be highly engaging, interactive and responsive to individual student performance. We are using Poser to render 3D human and skeletal computer models to replace the paper printouts and Flash to program an interactive drill and practice version of the Blue Man activity.
Joanne Valeriano-Marcet, College of Medicine, MDC19, 813.974.2681,
jvaleria@health.usf.edu
Lara Westphal, Educational Affairs: Medicine, 813.974.0428, MDC54,
lwestpha@health.usf.edu
Room 296 | Table 12
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Advanced Gross Anatomy in the 21st Century: Virtual Osteology
Three-dimensional datasets are proving to be of increasing value in the study of human anatomy. In this study, morphometric measurement was conducted to validate the accuracy of a virtual and a printed 3-D prototype relative to an actual skull. A virtual skull model was computed from volumetric CT data of a human skull (ScanIP, 3-D Studio Max©). A full size prototype was then produced from the virtual model using a Zcorp 3-D printer. Measurements made of all three specimens: the actual skull, the computed virtual model and the printed prototype, confirmed the morphometric accuracy of the modeling technology. With accuracy validated, virtual and/or prototypic models can now be used with confidence to teach cranial anatomy to students in a wide range of fields such as medicine, biological anthropology and the forensic sciences.
Summer J Decker, Pathology & Cell Biology, MDL1012, 813.974.9480, sdecker@health.usf.edu
Rafael C Guerra, Pathology & Cell Biology, MDL1012, 813.974.9480, rcguerra@gmail.com
Eric Hoegstrom, Chemistry & Biomedical Engineering, MDL1012, 813.974.9480, erichoegstrom@hotmail.com
Don Hilbelink, Pathology and Cell Biology, 813.974.9483, MDC 6, dhilbelink@health.usf.edu
Room 296 | Table 13
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Academic Computing
Academic Computing at the University of South Florida - a division of Academic Affairs reporting to the University Provost, Dr. Renu Khator - provides computing resources and services to the USF community in direct support of research and instruction. We provide computing assistance to USF students and faculty through our call center (974-1222 in Tampa or toll-free 1-866-974-1222 statewide), via e-mail (help-ac@usf.edu), in our help desk (LIB 117 in the Information Commons), in our training center (LIB 618) and on-site upon approved faculty request. We support research and instruction through...
- the Research Computing Core Facility
- university-wide information security resources
- student e-mail service
- web space (including blog, photo gallery and podcasting)
- Academic USF: web hosting for research units and student organizations
- open use computing facilities
- the myUSF community portal and Blackboard course delivery system
- support of the University network backbone, the connection to the
- Internet, the Internet 2 connection, and wireless internet access
Academic Computing also provides technical assistance to college and unit computing staff. Learn more about Academic Computing at http://www.acomp.usf.edu/
Robert Cooksey, Academic Computing, LIB618, 813.974.1222
Marshall Center Ballroom
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