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Tuesday, May 1, 2012

WICT 2012 - First Call for Papers: World Congress on Information and Communication Technologies ( WICT

* Trivandrum, India *

October 30- November 2, 2012

Venue: IIITM-Kerala, Trivandrum, India

After the success of the first World Congress on Information and Communication Technologies (WICT 2011), we are pleased to announce the organization of WICT 2012 to provide an opportunity for the researchers from academia and industry to meet and discuss latest solutions, scientific results and methods in the usage and applications of ICT in the real world.



As we all know, our society has been through several dramatic changes, driven by innovations such as transportation systems, telephone etc.

Last few decades have experienced technologies that are evolving so rapidly, altering the constraints of space and time, and reshaping the way we communicate, learn and think. Rapid advances in information technologies and other digital systems are reshaping our ecosystem.

Innovations in ICT allow us to transmit information quickly and widely, propelling the growth of new urban communities, linking distant places and diverse areas of endeavor in productive new ways, which a decade ago was unimaginable. Thus, the theme of this World Congress is ‘Innovating ICT For Social Revolutions’.

The four day World Congress is expected to provide an opportunity for the researchers from academia and industry to meet and discuss the latest solutions, scientific results and methods in the usage and applications of ICT in the real world. The conference programme will include workshops, special sessions and tutorials, along with prominent keynote speakers and regular paper presentations in parallel tracks. All accepted papers will be compiled in conference proceedings published by the IEEE.

Publication: IEEE


All accepted papers will be compiled in conference proceedings published by the IEEE. They will be included in IEEE Xplore and indexed by Ei Compendex and ISTP. Like previous edition, all accepted papers presented at WICT 2012 will be selected and recommended for possible publication in Journal Special Issues and Edited Volumes (indexed by SCI, EI Compendex, etc.).

Call for Papers:


Please submit your papers to one of the following tracks or the main track mentioned in the link:

Author Guidelines:


Submission of paper should be made through the submission link:

Please refer to the conference website link for guidelines to prepare your manuscript. All accepted papers will be compiled in conference proceedings published by the IEEE. It is mandatory that at least one of the authors registers for every paper that is included in the conference proceedings. Proceedings will be made available during the conference. Expanded versions of WICT 2012 selected papers will be published in special issues of internationally referred journals.

Call for Workshops and Special Sessions:


WICT 2012 is seeking original high quality Special Sessions and Workshops on focused discussion addressing innovative research highlighting significant topics and emerging issues which are related to the conference theme and with the desired expertise.

Interdisciplinary session themes are strongly sought after. Each special session resembles a mini-conference within the main WICT meeting and will run throughout the conference in parallel to other tracks (except the keynote presentations).

Important Dates:


Special Session proposals: June 01, 2012

Acceptance of special sessions: June 15, 2012

Paper Submission due: August 01, 2012

Notification of acceptance: August 31, 2012

Camera-ready of accepted papers: September 15, 2012

Registration and full payment due: September 15, 2012

Conference days: October 30- November 2, 2012

Organizing Committee:


General Chairs

Ajith Abraham, Machine Intelligence Research Labs (MIR Labs), USA

Saby M Thampi, Indian Institute of Information Technology and

Management and Kerala, India

Program Chairs

Emilio Corchado, University of Salamanca, Spain

Vaclav Snasel, Technical University of Ostrava, Czech Republic

Workshop and Special Session Chairs

Ibrahim Omary, King Abdulaziz University, Saudi Arabia

S.Ramakrishnan, Dr.Mahalingam College of Engineering & Technology, India

Publication Chair

Siby Abraham, University of Mumbai, India

International Program Committee

(please see web site)

Information Contact:


Professor (Dr.) Ajith Abraham

Machine Intelligence Research Labs (MIR Labs)



Attached please find the full Call for Proposals for the 2013 POD/AAC&U Organizational Institute, to be held in Atlanta, GA, January 23 & 24, 2013.

Submissions should be sent to Suzanne Tapp, Chair, Professional Development Committee, at by 5:00 pm (Central) on Thursday, May 31, 2012. Proposals submitted in hard copy form or incomplete proposals will not be considered by the review committee. 

Hoag Holmgren
Executive Director
POD Network

Call for Proposals

About POD
The Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development.  POD comprises nearly 1,800 members – faculty and teaching assistant developers, faculty, administrators, consultants, and others who perform roles that value teaching and learning in higher education. While POD members come primarily from the U.S. and Canada, the membership also represents many other countries.

The Professional and Organizational Development Network in Higher Education encourages the advocacy of the on-going enhancement of teaching and learning through faculty and organizational development. To this end it supports the work of educational developers and champions their importance to the academic enterprise.  For the full mission statement, see

Description of the POD-AAC&U Organizational Development Institute

The organizational development dimension of our work as faculty developers recognizes that faculty members are part of a larger system, the dynamics of which affect their behavior as instructors. As faculty developers we seek to influence the structures and processes of the colleges and universities in which we work to create an environment that supports excellence in teaching and student learning and development.

Since 2009 POD has conducted a one-and-a-half day organizational development (OD) institute immediately before the AAC&U Annual Meeting, typically held in January either in Washington, DC or a major West Coast city such as San Francisco, CA or Seattle, WA. Partnering with AAC&U in this way has been valuable to POD in two main ways:

1) By leveraging our own resources with AAC&U’s more extensive resources, we have been able to provide a valuable professional development opportunity to our membership through the OD institute, and

2) AAC&U’s extensive publicity for the conference has increased the visibility of POD and educational development to the AAC&U membership and conference attendees, which includes a preponderance of higher education administrators.

The Institute is a valuable professional development opportunity for faculty developers with five or more years’ experience who wish to extend their work beyond traditional faculty development activities including workshops, luncheon seminars, classroom observations, and consultations. To that end, the Institute may address any number of topics and issues related to organizational development including, but not limited to, the following: the role of teaching centers in promoting institutional change including undergraduate curriculum reform; theories of organizational change; the dynamics of change in the academic department; leadership development including chair development; strategies for working effectively with administration; the role of academic and co-curricular units, university committees, and faculty champions, in promoting institutional change; the role of external agents such as government mandates, accrediting bodies, and professional organizations in promoting institutional change; the role of teaching centers in promoting collaboration across campus in service to excellence in teaching and learning; and the role of various forms of institutional inertia in impeding or slowing change

Qualifications of Facilitators and Compensation

Facilitators of the Institute are experienced POD members with a proven track record in organizational development and ideally visibility within POD and nationally. From time to time individuals who have recognized expertise in OD who are not members of POD may co-facilitate with a POD member(s). In the spirit of volunteerism, facilitators do not receive an honorarium nor is POD able to cover any of their travel expenses.  Facilitating these workshops is viewed as an honor as well as an important and valuable service to POD.

Since the Institute is strictly speaking not part of the AAC&U conference, facilitators do not receive complimentary conference registration for the AAC&U conference. POD’s President will notify successful applicants of their selection with a letter, which past facilitators have used as a means for securing support from their own institution for their travel.

Target Audience

The target audience for the OD Institute is POD members with five or more years’ experience as faculty developers. The Institute is not intended as an introduction to faculty development. The Getting Started Pre-Conference Workshop at the POD conference and the POD Institute for New Faculty Developers are excellent professional development opportunities for new faculty developers.

The 2013 AAC& Annual Meeting:

The 2013 AAC&U Annual Meeting is being held in Atlanta, GA, from January 23-26.  The POD-AAC&U OD Institute is traditionally scheduled for a full day before the AAC&U meeting begins and the first morning of the meeting, which means that for 2013, the OD Institute would be scheduled:

Tuesday, Jan. 23, 2013                  Full-day workshop (8:00 am – 4:00 pm)

Wednesday, Jan. 24, 2013           Half-day workshop (8:00 am – 12:00 noon)

For additional information on the AAC&U Annual Meeting, please see AAC&U’s website (

Proposal Submission Guidelines

The CFP submission guidelines appear below.  Applications should be sent to Suzanne Tapp, Chair, Professional Development Committee at by 5:00 pm (Central) on Thursday, May 31, 2012.  Proposals submitted in hard copy form or incomplete proposals will not be considered by the review committee.


Submission guidelines

The following information must be included for the proposal to be considered complete.  Questions regarding the submission guidelines may be sent to Suzanne Tapp (Chair, POD Professional Development Committee) at

Applications should be sent to Suzanne Tapp, Chair, Professional Development Committee by 5:00 pm (Central) on Thursday, May 31, 2012.   Proposals submitted in hard copy form or incomplete proposals will not be considered by the review committee.

For information on past POD-AAC&U Organizational Development (OD) Institutes, please see the POD conference web page and look for “POD/AAC&U Institute”:

Required Information:

Name of Proposed Facilitators, Titles, Institutional Affiliations, Contact Information (including email address), POD Membership Status, and Brief Description of Experience relevant to the OD Institute. Please note Primary Contact Person.

Description and Rationale for the Proposed Topic of the Institute (please review suggested topics in the earlier section of the CFP above)

Overview of the Proposed One and a Half Day Program. The proposed program should include a balance of presentation and interactive, hands-on experiences. Facilitators should provide ample opportunity for participants to think about the topic of the Institute in the context of their own institutions.


TLT-SWG: Sedentaristic courses shorten lifespan, reduce end-of-life quality? More for seated students than standing instructors?


<> <>
Posted: 30 Apr 2012 07:07 PM PDT
"Stand Up for Fitness" for BETTER, longer life: 
DON'T sit more than 20 mins(?) without movement break
DO include multiple weekly sessions of aerobics + balance + weight training

That's my synthesis of recent advice accumulating from many sources - especially the article cited below. The questions that follow were prompted by that article and my search for more amusing, challenging, and memorable ways of communicating important information that is too often ignored.
1.       Doesn't this anti-sedentary advice conflict with our customary practice of requiring students, audiences, meeting attenders, restaurant patrons, bus passengers, etc. to remain seated for at least an hour per session? 
2.       Do traditional face-to-face classroom sessions shorten the lifespan and reduce end-of-life quality for students while ergonomically favoring instructors? 
3.       Do synchronous online course sessions shorten the lifespan and reduce end-of-life quality more equitably for students AND instructors? Same for asynchronous course activities?
4.       Is the 20 minute maximum for staying seated significantly more beneficial than a 50 or 60 minute maximum?  
5.       Why in the traditional classroom, is the instructor often the only one in the room permitted to stand or move about?  Both in the earliest grades and in higher education, we expect students to remain seated and mostly immobile until the instructor gives permission to depart.

- Excerpts, quotes, references from "Don't Just Sit There," by Gretchen Reynolds, The New York Times, "A version of this news analysis appeared in print on April 29, 2012, on page SR8 of the New York edition with the headline: Don't Just Sit There"
The full-text of Don't Just Sit There charmingly and clearly summarizes rapidly accumulating evidence
that lengthy sitting sessions are harmful but can be made much less so by interrupting them with brief non-sitting activities. The article urges that we add non-sedantariness to the widely advised practice of daily and weekly schedule of aerobics (at least 30 mins of brisk walking per session, at least 4 or 5 sessions per week) AND several weekly sessions of balance training and weight training.
Here are the 2 closing paragraphs:
"So every 20 minutes or so, I now rise. I don't have a desk treadmill; my office is too small, and my budget too slim. But I prop my papers on a music stand and read standing up. I prowl my office while I talk on the phone. (I also stand on one foot when I brush my teeth at night, which has little to do with reducing inactivity but may be one of the more transformative actions I've picked up from researching fitness. My balance and physical confidence have improved, and my husband is consistently amused, which is not a bad foundation for marital health.) 
"I run for three or four miles most days, too, and grunt through 20 push-ups most mornings. There are health and fitness benefits from endurance and weight training that standing up can't match. In particular, aerobic workouts have been shown to improve brainpower, and I shudder to imagine the state of my memory if I didn't run. But I'm not planning any marathons (been there, done that, walked down stairs backward for days). I want foundational health. I want my insulin levels in check and my fat-fighting enzymes robust. I have plans for those extra 18 months of life span that not sitting might provide."

IMAGE selected by Steve Gilbert 20120430
Photo of person "Stand up paddle surfing in Okinawa" 6 July 2009, author/source:  " babibox's file; BoBA"
"BoBA" (babibox's file) [GFDL ( or CC-BY-SA-3.0-2.5-2.0-1.0 (], via Wikimedia Commons
"I, the copyright holder of this work, hereby publish it under the following licenses:
 Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled GNU Free Documentation License."

Posted: 30 Apr 2012 07:14 PM PDT

"Building a Sense of Community in an Online Environment: 
Boldly Going Where You May Not Have Before..."
Please find below:  Text chat transcript (including many links shared by FridayLive! participants) and links to other resources (slides, archives)

Theresa Beery
Professor, Director, Center for Education Research
University of Cincinnati, College of Nursing 

Dustin Shell  
Learning Consultant, TiER1 Performance Solutions 

Session Description
Building community online can be challenging. We “quickly” put a course online that we thought would be face-to-face with two major goals: (1) Create the sense of community that we have in the classroom and (2) facilitate students constructing knowledge together. Participants will share in discussion of using technology (blogs, wikis, video introductions, audio comments, a synchronous class) to build community. We will offer lessons learned: the good, the bad, and the ugly.

Digital Archive
Full recording of this online session, which includes audio, slides, and text chat.  If you registered in advance for this FridayLive! session you will automatically receive a copy of the link to the archive at the same email address you used to register.  if you are a member of the TLT group you can always use this link to access the full collection of available archived sessions.
Slides Published Separately
Beery & Shell's presentation slides + Steve Gilbert's intro/close slides.  
Developed for this session.

Text Chat Transcript...

Steve Gilbert, TLT Group: (4/27/2012 13:51) These slides:
 Bonnie Mullinix, TLT Group 2: (13:51) Greetings, Welcome to Friday Live!  Our session will start at 2 pm
 Steve Gilbert, TLT Group: (13:52) Guest recording of answers to Fundamental Questions:
 Gail Feigenbaum: (13:53) I'm back in, but I can't hear anything
 Sally Gilbert, TLT Group: (13:54) nice pic
 Linda Unger, SPD Online, Stony Brook Univ.: (13:54) Just mentioning to presenters: we are hearing your conversation, and there is no option to send a chat to presenters only.
 Bonnie Mullinix, TLT Group 2: (13:56) Thanks Linda.
 Bonnie Mullinix, TLT Group 2: (13:56) We know you can hear all... there is no way to just have presenters talk.
 Gail Feigenbaum 2: (13:56) Sally--I can hear now....thanks!
 Bonnie Mullinix, TLT Group 2: (13:56) "Building a Sense of Community in an Online Environment: Boldly Going Where You May Not Have Before..."
 Bonnie Mullinix, TLT Group 2: (13:57) is our topic for today.  We are now beginning our pre-session
 Steve Gilbert, TLT Group: (13:59)
 Bonnie Mullinix, TLT Group 2: (14:00) Please feel free to introduce yourself here in chat (name, institution, role, interests)
 Linda Unger, SPD Online, Stony Brook Univ.: (14:01) Steve, Could you please repeat instructions for viewing the video?
 Steve Gilbert, TLT Group: (14:01) DD
 Bonnie Mullinix, TLT Group 2: (14:01) Just click on and or copy the link & paste it into your browser:
 Bonnie Mullinix, TLT Group 2: (14:01) We are currnetly listening to the link above.
 Linda Unger, SPD Online, Stony Brook Univ.: (14:02) Thank you Bonnie. Clicking on the video didn't work for me.
 Dale Parker: (14:02) Dale Parker Cambridge College Springfield MA
 Bonnie Mullinix, TLT Group 2: (14:02) Did you cut and paste into the browser?
 Jean Lim: (14:02) worked for me
 Molly Flanagan: (14:02) me too
 Nancy Calsolaro Smulsky - Excelsior College: (14:02) Yes, worked for me.
 Lucy MacDonald: (14:02) worked for me Lucy
 Brenda Kerr, MTSU: (14:02) It worked for me, too.
 Lynette Sorenson: (14:02) for me too
 Robin Hills: (14:02) worked for me
 Dustin and Terry: (14:03) you're welcome steve!
 Kyle Songer (Excelsior): (14:03) no sound
 Bonnie Mullinix, TLT Group 2: (14:03) You should be hearing Steve speaking now.
 Linda Carr: (14:03) worked for me, too
 Bonnie Mullinix, TLT Group 2: (14:04) If you don't, you  should check your audio settings and you may want to sign out and sign in again (should reset)...
 Debbie Miller: (14:04) If I miss some of this, where will I be able to access the recorded version?
 Bonnie Mullinix, TLT Group 2: (14:04) We have 120 potential registrants today, so you should do so quickly (as we max out at 100 for this room).
 Bonnie Mullinix, TLT Group 2: (14:05) The archive is made available to participants - usually through the Blog.
 Sarena Lee-Schott: (14:06) Does anyone notice that the audio is "skipping"?
 Sally Gilbert, TLT Group: (14:06) not for me
 Steve Gilbert, TLT Group: (14:07) If you have any trouble with audio, try running the "audio wizard" - which takes less than 1 minute - available from the pulldown menu under "Meeting" at the top left
 Ann Hamric: (14:07) please post the vocaroo URL - thanks
 Dale Parker: (14:07) audio is ok
 Steve Gilbert, TLT Group: (14:08) We ENCOURAGE exchanging recommendations, resources, amusing self-revelatory comments
 Deborah Dessaso: (14:08) Deborah Dessaso has signed in
 Lucy MacDonald: (14:09)
 Lucy MacDonald: (14:10) Bonnie unable to log in with so I am in as a guest.
 Dale Parker: (14:13) I always have to sign in as a guest. My password never works
 Bonnie Mullinix, TLT Group 2: (14:13) That't fine Lucy - glad you got in OK... whichever way you did ;-)
 Bonnie Mullinix, TLT Group 2: (14:14) Dale & Lucy... we'll have Dave & Steve/Sally take a look at this... you should be able to sign in (and this is best as we are not letting guests in until after the session starts (unless someone recognizes they are regular/registered participants).
 Rob Stephenson: (14:14) Hi, folks! 15 min late and a $ short ;-)
 Dale Parker: (14:15) ok great
 Steve Gilbert, TLT Group: (14:15) AND I'M VERY GRATEFUL  for Terry & Dustin agreeing to share their experiences with us now
 Lucy MacDonald: (14:16) I'm a Tribble - actually my maiden name for all you Trekkies
 Ann Hamric: (14:16) is there a video screen showing presenters?  I only see slides.
 Steve Gilbert, TLT Group: (14:16) You can usually identify good instructional technologists by how rapidly they talk!
 Bonnie Mullinix, TLT Group 2: (14:16) Making mistakes is how we all learn!
 Steve Gilbert, TLT Group: (14:16) We're not using live video of our presenters today.
 Bonnie Mullinix, TLT Group 2: (14:17) Lucy - I think the title of today's session is awfully trek-related...Tribble - great!
 Steve Gilbert, TLT Group: (14:17) REPEAT we're recording this and you'll have access to that full  archive and other resources via
 Deborah Dessaso: (14:18) Your student body resembles many at the University of the District  of Columbia (UDC)
 Dale Parker: (14:19) Cambridge students are nontraditional also. Working adults
 Linda Unger, SPD Online, Stony Brook Univ.: (14:20) So the course you are describing was totally synchronous?
 Linda Unger, SPD Online, Stony Brook Univ.: (14:21) Thanks for clarifying that.
 Steve Gilbert, TLT Group: (14:21) When I first heard Terry describe this effort I was impressed with her candor and with the ways in which she and Dustin AND THEIR STUDENTS were so willing to try new activities in this context
 Flavio Argueta: (14:21) that's funny!!
 Dustin and Terry: (14:22) no problem linda
 Lucy MacDonald: (14:23) Philosophy class is a great to go online, because it extends the discussion and honors reflective learning.
 Steve Gilbert, TLT Group: (14:24) Combination of adventuresomeness AND having good support!
 Lucy MacDonald: (14:25) Buld a coat hanger that is structurally sound and then the next semester add the scarfs and coats.
 Joy Mark: (14:25) can't see slide text
 Rob Stephenson: (14:26) no picture
 Brenda Kerr, MTSU: (14:26) Can't see it
 Ann Hamric: (14:26) cannot see a picture
 Linda Unger, SPD Online, Stony Brook Univ.: (14:26) video pod is blank
 Cynthia Potteiger: (14:26) didn't see the picture
 Pamela Howe: (14:26) didn't see anything
 Deborah Dessaso, University of the District of Columbia: (14:26) General education courses in general are perfect starting places for online because students tend to be less intimidated in lower level courses.
 Kyle Songer (Excelsior): (14:26) there it is.
 Bonnie Mullinix, TLT Group 2: (14:26) Starting small and taking those first steps is always advisable.  Teaming up with experienced Instructional Designers/Consultant(s)
 Flavio Argueta: (14:26) I like the relationship between both of you.  It is apparent.
 Steve Gilbert, TLT Group: (14:26) Sadly, too few have the opportunity to work with a partner or two when they teach in any situation - esp. when beginning to teach in some new ways, using some new options
 Steve Gilbert, TLT Group: (14:27) Are you talking about a metaphorical "cup of coffee" or a real one?
 Beth Dailey: (14:27) Great idea!
 Lucy MacDonald: (14:27) I consider myself a life guard. Yes, they are going to be in the cyberpool, but I am not going to let them drown.
 Steve Gilbert, TLT Group: (14:28) video working nicely for me!
 Lucy MacDonald: (14:28) ha,ha, ha
 Beth Dailey: (14:28) I have invited students to chose from a variety of introduction optinos but they then to gravitate to the text based
 Beth Dailey: (14:28) how many of your students used technology
 Lucy MacDonald: (14:28) How did he post it?
 Lucy MacDonald: (14:28) Anyone using Wimba for audio?
 Devon Mordell: (14:29) Great idea to have the students introduce themselves - have heard the idea of the instructor doing so before, but this would be helpful to get to know other students
 Steve Gilbert, TLT Group: (14:29) Were many of your students using iPhones to produce, publish videos?
 Rob Stephenson: (14:29) did you use the Star Trek frame around the videos ?- LOL
 Beth Dailey: (14:30) I have used Animoto as an easy way to share personal slides
 Beth Dailey: (14:30) used it as an Introduction
 Lucy MacDonald: (14:30) I use Skype for office hours.
 Bonnie Mullinix, TLT Group 2: (14:30) Gotta love the "keeping with the theme" of this pic!... and beyond.
 Bonnie Mullinix, TLT Group 2: (14:31) Put the polll up in case you wanted to share your smart phone status.
 Deborah Dessaso, University of the District of Columbia: (14:31) Is there anywhere to tell if the particular form of introduction is age based, e.g. do nontraditional students tend to use text introductions?
 Lucy MacDonald: (14:31) I use my iPad or webcam on computer.
 Bonnie Mullinix, TLT Group 2: (14:32) Good question Deborah
 Steve Gilbert, TLT Group: (14:32) @Deborah asked about age correlation with choice of tech for self-intros
 Lucy MacDonald: (14:32) I have students attach a photo around a THEME.  This Spring we used "Water".
 Lucy MacDonald: (14:33) They do after they take the syllabus quiz!!!
 Beth Dailey: (14:33) That's interesting Lucy, a theme for the introduction, right?
 Bonnie Mullinix, TLT Group 2: (14:34) Provided they actually read through it... sometimes the questions come based on a cursory reading of the syllabus.
 Lucy MacDonald: (14:34) Correct. Themes begin to build a community. The pictures were so great that I had to give prizes!!
 Steve Gilbert, TLT Group: (14:34) DS:  Syllabus important but also need more CONTEXT ...
 Dale Parker, Cambridge College, MA: (14:34) Syllabus quiz...hmmmm
 Beth Dailey: (14:34) I love this idea Lucy!  Thanks
 Lucy MacDonald: (14:34) Syllabus quiz includes scenarios!
 Bonnie Mullinix, TLT Group 2: (14:34) Syllabus scavenger hunt...
 Linda Unger, SPD Online, Stony Brook Univ.: (14:34) I ask participants to add a Wordle or favorite quote to their text intros. The Wordle/quote must focus on a personal aspect.
 Beth Dailey: (14:35) This sounds cool.  I have never tried it but I would like to
 Pamela Howe: (14:35) What about ADA compliance?
 Dustin and Terry: (14:35) This was done with Acrobat Professional
 Steve Gilbert, TLT Group: (14:35) Education pricing/options for Adobe:
 Bonnie Mullinix, TLT Group 2: (14:35) Good question Pamela
 Lucy MacDonald: (14:36) Great new iPad app called "Explain Everything" for audio feedback as well as presenting with laser tool.
 Devon Mordell: (14:36) Would require a plain text document of the audio files I imagine, Pamela
 Beth Dailey: (14:36) I bet you might still want to do a scavenger hunt or syllabus quiz in addition to the audio comments
 Amanda Wilson: (14:36) is adobe reader all that is needed to hear that audio?
 Bonnie Mullinix, TLT Group 2: (14:36) That would be the accessible opton (and should be...) can become a good Syllabus FAQs.
 Flavio Argueta: (14:37) what about file size?
 Lucy MacDonald: (14:37) ergo, make shorter comments
 Steve Gilbert, TLT Group: (14:37) Anyone have a recommendation about a good intro resource for someone who wants to BEGIN using "Interactive PDFs"
 Bonnie Mullinix, TLT Group 2: (14:38) For those who know about our TLTG  Brief Hybrid Workshops, we recommend e-clips be within that same 1-5 min length.
 Lucy MacDonald: (14:39) I just use Journals in Blackboard 9.0 +
 Steve Gilbert, TLT Group: (14:39) Growing trend?   Find institutionally provided LMS inadequate so move to a variety of web-based inexpensive or free apps
 Lucy MacDonald: (14:39) Public Journals
 Bonnie Mullinix, TLT Group 2: (14:39) TLTG  Brief Hybrid Workshops:
 Steve Gilbert, TLT Group: (14:40) Lots of free resources for producing, publishing blogs, wikis
 Lucy MacDonald: (14:41) I use Kingdomality - what would your career be in the MIDDLE AGES.  Helps build a community.
 Bonnie Mullinix, TLT Group 2: (14:41) You can see that students respond & it that they are used to responding in social media (which Bb is less so....)
 Steve Gilbert, TLT Group: (14:41) Better inter-commenting among student bloggers because of INFORMALITY of the style and structure as opposed to more structured, more formal threaded text discussion
 Bonnie Mullinix, TLT Group 2: (14:42) Are they just used to the social networking?
 Rob Stephenson: (14:42) I suspect ur studdents were older - teachers and the like - undergraduates are highly motivated by grades and not much else, IMHO
 Bonnie Mullinix, TLT Group 2: (14:42) Do you teach them how to be more academic in the Discussion fora?
 Bonnie Mullinix, TLT Group 2: (14:43) That's very interesting and not so surprizing.
 Steve Gilbert, TLT Group: (14:43) DS:   For most humans, discussion boards NOT used outside of academia
 Lucy MacDonald: (14:43) I find blog  more linear than discussion boards.  Now we can also embed pictures in the discussion board.
 Linda Unger, SPD Online, Stony Brook Univ.: (14:43) So each student had their own blog in Bb, and all other students had access to everyone's blog?
 Bonnie Mullinix, TLT Group 2: (14:43) There is a place for academic discussions and listservs... that people migh tmove into??? or shall we move beyone?
 Bonnie Mullinix, TLT Group 2: (14:44) beyond?
 Deborah Dessaso, University of the District of Columbia: (14:44) Interesting point.  Personally, I find discussion boards confusing.
 Bonnie Mullinix, TLT Group 2: (14:44) Linda - @Linda - that's the way the Blogs are structured in Bb.
 Steve Gilbert, TLT Group: (14:45) DS:  Discussion boards "feel" as if they're OWNED by instructor;  blogs "feel" more like they're owned by the students
 Bonnie Mullinix, TLT Group 2: (14:45) You can open Discussion so that students can moderate... but it is still class-focussed rather than individual focussed.
 Lucy MacDonald: (14:45) Agreed on sharepoint!!!
 Steve Gilbert, TLT Group: (14:45) DS:  "Our tool" vs. "their tool"
 Beth Dailey: (14:46) In the future would you use the blog within Blackboard or would you use  a blog platform outside of the LMS?
 Steve Gilbert, TLT Group: (14:46) What would an "asynchronous student lounge" be like?  What would be features you would esp. like to have in it?
 Bonnie Mullinix, TLT Group 2: (14:46) Bb e-portfolios are a bit limited (same "class tool" vs "learner tool"
 Beth Dailey: (14:47) :)
 Bonnie Mullinix, TLT Group 2: (14:47) There can sometimes be safety in a class blog... then in a public blog.
 Steve Gilbert, TLT Group: (14:48) Comparison of 3 widely used FREE blog tools:   blogger, wordpress, tumblr:
 Lucy MacDonald: (14:48) Have privacy problems in an external blog.
 Beth Dailey: (14:48) thanks, great feedback
 Rob Stephenson: (14:48) an outward facing course is less infantilizing
 Dorothy Gray: (14:49) Has anyone else used Tumblr as a sort of blogging site?
 Steve Gilbert, TLT Group: (14:49) TB:  'I wish a Dustin for all of you"
 Lucy MacDonald: (14:49) Love wikis. Can make it private to  my class.  Students can contribute easily in many multimedia ways
 Lucy MacDonald: (14:51) video assignments
 Bonnie Mullinix, TLT Group 2: (14:51) What do you want to hear most about?
 Eddy Chi: (14:51) facebook
 Linda Carr: (14:51) wiki
 Jenny Michael: (14:51) more on wiki
 Leanne Chun: (14:51) synchronous class
 Deborah Dessaso, University of the District of Columbia: (14:51) Facebook
 nikki: (14:51) sync class
 Debbie Miller: (14:51) wiki
 Dorothy Gray: (14:51) wikis
 Devon Mordell: (14:51) video assignments
 Jean Lim: (14:51) video assignments
 Taimi Olsen: (14:51) video assigns and wiki
 Rob Stephenson: (14:51) Facebook
 Flavio Argueta: (14:51) facebook
 Amanda Wilson: (14:51) facebook
 Linda Unger, SPD Online, Stony Brook Univ.: (14:51) ssynchronous class
 Sarena Lee-Schott 3: (14:51) wiki
 Steve Gilbert, TLT Group: (14:51) And then we'll continue after 3pm ET for those who have the time
 Ann Hamric: (14:51) Wiki
 James Frazee: (14:51) synchronous
 Beth Dailey: (14:51) I'd love to hear it all, can you come back?
 Maggie Barklind: (14:51) wikis
 Laura Plotts: (14:51) Facebook
 Dale Parker, Cambridge College, MA: (14:51) what is a wiki
 Lucy MacDonald: (14:51) Wikis made easy - youtube video great intro
 Steve Gilbert, TLT Group: (14:52)
 Steve Gilbert, TLT Group: (14:53) a wiki, i.e., a website that allows users to create and collaboratively edit web pages via a web browser.
 Bonnie Mullinix, TLT Group 2: (14:53) Wikis are tools for collaborative writing - Google docs are a wiki.
 Dale Parker, Cambridge College, MA: (14:54) thanks
 Steve Gilbert, TLT Group: (14:54) For some people, getting into using Google Docs can be an easy entry to the idea and comfort with wikis
 Bonnie Mullinix, TLT Group 2: (14:54) Most (all?) Wikis allow people to see the history of what has been changed & by who (so you can go back and see changes).
 Beth Dailey: (14:54) was the wiki within the LMS? if not what did you use?
 Lucy MacDonald: (14:55) I have used wikispaces and PBwiki
 Taimi Olsen: (14:55) what goes into a rubric for grading wikis?
 Steve Gilbert, TLT Group: (14:55) I've found one of the most reassuring ways of introducing people to wikis (of many kinds) is to let them know that changing someone else's text is NOT irreversible!
 Steve Gilbert, TLT Group: (14:56) DS:  "If I were asked you to be engaged, what would that mean [to you]?"
 Taimi Olsen: (14:56) interesting idea to ask them about engagement
 Lucy MacDonald: (14:56) collectively building a project
 Jean Lim: (14:58) interactive syllabus
 Linda Unger, SPD Online, Stony Brook Univ.: (14:58) video introduction
 Debbie Miller: (14:58) explore wiki via google docs
 Sarena Lee-Schott 3: (14:58) use more audio and video
 Beth Dailey: (14:59) I want to add audio comments to my syllabus
 Brenda Kerr, MTSU: (14:59) Reflective journals on portfolio creation
 Debbie Miller: (14:59) and video introduction
 Barbara Szyjko, GCSU: (14:59) Using blogs instead of discussion board - if that would get students more active in the discussion
 Devon Mordell: (14:59) Prepare a short, targeted tutorial for students on working with video, to make certain that they all have the skills to participate in the course
 Rob Stephenson: (14:59) interactive ppts - interesting but not convinced yet
 Brenda Kerr, MTSU: (14:59) Wiki for group article summaries
 Kyle Songer (Excelsior): (14:59) We use Nanogong.
 Beth Dailey: (14:59) I have used Animoto for my introduction, I'd like to try a video introduction
 Kyle Songer (Excelsior): (14:59) integrated into Bb 9.1
 Robin Hills: (14:59) I finally get what a blog and wiki are and how I can incorporate them into an online course for enhanced student engagement
 Dale Parker, Cambridge College, MA: (14:59) I am doing a presentation at faculty meeting and will talk about some of these things and tell them about tlt
 Kyle Songer (Excelsior): (15:00) the integration works better in Moodle
 Deborah Dessaso, University of the District of Columbia: (15:00) I like the idea of the wiki to get students into writing without fear
 Beth Dailey: (15:00) I like the idea of giving students options for their own introductions, voice, video, slides, a quaote.
 Flavio Argueta: (15:00) remind students about the smart phone apps available for video recording.
 Beth Dailey: (15:00) I love the idea of using a theme for the introduction
 Kyle Songer (Excelsior): (15:00) in Bb 9.1 we use a workaround to get it to work.
 Linda Carr: (15:00) will use audios linked to emails for faculty development purposes
 Kyle Songer (Excelsior): (15:00) We do use Adobe Connect Professional is some courses.
 Taimi Olsen: (15:00) wiki nature--doing more of a "practice" with students--will be helpful!
 Bonnie Mullinix, TLT Group 2: (15:00)
 Kyle Songer (Excelsior): (15:00) in
 Devon Mordell: (15:01) I presume the copyright workshops will focus on US Copyright? :-) (I'm Canadian)
 Linda Carr: (15:01) want to learn how to create interactive pdf's
 Sally Gilbert, TLT Group: (15:01) Please consider becominfg an Individual member.
 Beth Dailey: (15:01) Thanks for a GREAT! session.  I have to go.  have a great weekend
 Dustin and Terry: (15:01) thank you!
 Brenda Kerr, MTSU: (15:02) I got a lot of good ideas from this session. Thank you!
 Dustin and Terry: (15:02) live long and prosper
 Jenny Michael: (15:02) Thanks much for some useful ideas!
 Bonnie Mullinix, TLT Group 2: (15:02) For those of you who have to leave... have a great weekend and join us next week... and beyond!
 Linda Carr: (15:02) Informative session--learned much about various venues discussed--thank you!
 Steve Gilbert, TLT Group: (15:03) TB:   Candor about own inexperience   DS:  Revealing one's own humanity - limitations!
 Pamela Howe: (15:03) thank you
 Lucy MacDonald: (15:03) What kind of video assignments did you use?
 Lucy MacDonald: (15:04) Have a hard time getting my students together at the same time.
 Bonnie Mullinix, TLT Group 2: (15:04) For those of you who can stay.... pose your questions here and raise your hand if you want to speak w/ mic?
 Deborah Dessaso, University of the District of Columbia: (15:04) Lots of great ideas!
 Steve Gilbert, TLT Group: (15:05) TB:  Added an optional (strongly suggested) synch session to what was entirely asynch otherwise
 Lucy MacDonald: (15:05) I would have to set up 4 classes to get everyone together.
 Steve Gilbert, TLT Group: (15:05) RIGHT!  works MUCH BETTER with multiple "presenters" or teachers! ...  some of whom can be STUDENTS!
 Lucy MacDonald: (15:06) Tx State, San Marcos had 9 students up at the same time!
 Steve Gilbert, TLT Group: (15:07) I've just begun to find live video effective in professional and personal situations - quality of Internet connectivity, capabilities of smart phones, software/prices for live video getting easier, better cheaper!
 Lucy MacDonald: (15:07) We use Adobe Connect for tutoring
 Linda Carr: (15:07) there is no sound
 Steve Gilbert, TLT Group: (15:07) I've got sound
 Steve Gilbert, TLT Group: (15:08) "Most of the tech worked for almost everyone most of the time"!!!!!!
 Dale Parker, Cambridge College, MA: (15:08) I have sound
 Bonnie Mullinix, TLT Group 2: (15:08) @ lInda - Logout & in again... may fix that way if you just lost sound.
 Linda Carr: (15:08) it's working now
 Steve Gilbert, TLT Group: (15:08) Yes, i think it's a great step!
 Bonnie Mullinix, TLT Group 2: (15:08) I think it does... You look great too Theresa!
 Dale Parker, Cambridge College, MA: (15:09) You look fine
 Bonnie Mullinix, TLT Group 2: (15:09) (Terry)
 Steve Gilbert, TLT Group: (15:09) "Talking about going out for a beer" ....   that's unuusual?
 Sally Gilbert, TLT Group: (15:10) I rather like Blue Moon.
 Dustin and Terry: (15:10) agreed :)
 Dale Parker, Cambridge College, MA: (15:10) ground rules might have to be established
 Lucy MacDonald: (15:10) Some are surprised that you "hear" their chat!
 Bonnie Mullinix, TLT Group 2: (15:10) @Lucy - Multiple sessions - Sometimes that is what you have to do with online asynchronous classes to make synchronous sessions work.
 Bonnie Mullinix, TLT Group 2: (15:12) 15-20 min is the max for attention in f2f classes.. so there is no surprize that you would need to shift things up in terms of activity/interaction.
 Cynthia Potteiger: (15:12) how did you use facebook?
 Lucy MacDonald: (15:12) Established the protocols.
 Bonnie Mullinix, TLT Group 2: (15:13) Facebook next? (as per Cynthia?)
 Dustin and Terry: (15:13) sure, no problem
 Lucy MacDonald: (15:13) Models work well to set the tone.
 Bonnie Mullinix, TLT Group 2: (15:13) As you do, perhaps speak to the differences between how each of these are used... and why they are used (differntiated instruction & differentiated interactions)
 Lucy MacDonald: (15:13) he,he,he
 Bonnie Mullinix, TLT Group 2: (15:14) No neutral response - first place I wanted to have it.
 Bonnie Mullinix, TLT Group 2: (15:15) "Undiscovered Country"
 Taimi Olsen: (15:15) I learn...but unexpectedly, creatively
 Dale Parker, Cambridge College, MA: (15:15) Cant you establish private groups in FB?
 Steve Gilbert, TLT Group: (15:15) next frontier:  use Drawsomething for adult educational activities!
 Taimi Olsen: (15:15) I tried it but my seniors said that they were working on serious posts and getting interrupted by chats
 Bonnie Mullinix, TLT Group 2: (15:16) Private & Secret facebook spaces
 Steve Gilbert, TLT Group: (15:16) Google+ seems to be emerging as an alternative that some are using more professionally than Facebook but in some similarly structured ways
 Lucy MacDonald: (15:17) Children of professors have asked parents to get off their wall.
 Devon Mordell: (15:18) I'm wondering a bit about scope creep, both for the students and for yourselves/the instructors: having synchronous classes, wikis, blogs, discussion boards, video assignments, facebook posts, plus readings (?)... it seems like a lot more work to do and to assess than a traditional f2f - though they are all great ideas! Maybe back to the idea of just choosing three or four technologies...
 Lucy MacDonald: (15:18) I use Skype. Students know when I am online.
 Lucy MacDonald: (15:19) YES>
 Steve Gilbert, TLT Group: (15:19) What did you learn about duration of active synch sessions?  we find about an hour is max and having lots of change of pace DURING hour is helpful
 Lucy MacDonald: (15:19) Skype with video is still one on one.
 Devon Mordell: (15:20) :)
 Bonnie Mullinix, TLT Group 2: (15:20) @ Devon - and how do you choose which are most effective?
 Lucy MacDonald: (15:20) Students also don't like to have things so split up.
 Bonnie Mullinix, TLT Group 2: (15:20) Can be hard to keep track of everything... for students and instructors
 Devon Mordell: (15:21) If the LMS can function like a dashboard, that might help to conceptually keep the different activities together
 Bonnie Mullinix, TLT Group 2: (15:21) Where to start?  What are the fewest and most complementary (least overlapping) technologies?
 Devon Mordell: (15:22) Good question too, Bonnie!
 Bonnie Mullinix, TLT Group 2: (15:22) LTAs - Low Threshold Applications
 Steve Gilbert, TLT Group: (15:23) Yes, nice question Bonnie!    friendly amendment:  "What are a few complementary not-very-overlapping technologies to recommend for a teacher who is beginning to move toward/more online
 Bonnie Mullinix, TLT Group 2: (15:23) "Learning-Centered " Technologies
 Steve Gilbert, TLT Group: (15:25) 1.  For an individual  online-inexperienced instructor?  2.  For an individual online-inexperienced instructor who is working WITH a colleague - tech or faculty?
 Rob Stephenson: (15:25) who wears the collar?
 Bonnie Mullinix, TLT Group 2: (15:25) 1) Start with Video Introductions (making personal connections & creating "real people").
 Bonnie Mullinix, TLT Group 2: (15:25) 2) Interactive Syllabus
 Bonnie Mullinix, TLT Group 2: (15:25) 3) Blogs
 Steve Gilbert, TLT Group: (15:26) Individual without tech support:  audio & interactive PDF
 Lucy MacDonald: (15:26) I would try just one thing at a time for a beginning.
 Steve Gilbert, TLT Group: (15:26) Individula with tech support:  add video
 Lucy MacDonald: (15:26) "shovel ware" !!!
 Devon Mordell: (15:26) A lot of online courses are still very content driven...
 Lucy MacDonald: (15:27) Web pages do NOT teach
 Rob Stephenson: (15:27) rappin'
 Steve Gilbert, TLT Group: (15:27) DS:  "wrap" content effectively...
 Bonnie Mullinix, TLT Group 2: (15:28) @ Lucy - This is the advice I always give... but also,  you can have something early (One) and another later in the course (so you don't overwhelm yourself or your students).
 Lucy MacDonald: (15:28) I like using Jing.
 Steve Gilbert, TLT Group: (15:28) When I first open something from Ikea, my first (and usually last) reaction is to call Sally and ask her to take over while I walk the dog
 Bonnie Mullinix, TLT Group 2: (15:28) The unfolding of the universe... slowly and strategically unveiled...
 Lucy MacDonald: (15:28) I have had the students using Xtranormal
 Sally Gilbert, TLT Group: (15:28) It's definitely the right division of labor!
 Steve Gilbert, TLT Group: (15:28) Yes
 Bonnie Mullinix, TLT Group 2: (15:29) Have and do....
 Lucy MacDonald: (15:29) I've put together Ikea furniture in Australia.
 Bonnie Mullinix, TLT Group 2: (15:29) @Lucy - "Xtranormal"?
 Bonnie Mullinix, TLT Group 2: (15:30) - storytelling?
 Steve Gilbert, TLT Group: (15:30) WARNING!
 Lucy MacDonald: (15:30) Xtranormal - choose your characters - type in your text and they say it!
 Lucy MacDonald: (15:30) Students are making scenarios for student success.
 Steve Gilbert, TLT Group: (15:31) DS:  Are you really open-minded enough to connect with and accept help from someone who is avail tgo help you?
 Bonnie Mullinix, TLT Group 2: (15:31) building their story... storyboard... video comics....
 Bonnie Mullinix, TLT Group 2: (15:31) Good use.
 Lucy MacDonald: (15:32) time and opportunity
 Bonnie Mullinix, TLT Group 2: (15:32) Rob - I see your hand.  Did you have a final question - or want to say something before we close?
 Bonnie Mullinix, TLT Group 2: (15:32) (e.g. via mic rather than chat?)
 Devon Mordell: (15:32) I disagree! I'm in a similar role to Dustin in Faculty Development, and we're ridiculousy busy! :)
 Devon Mordell: (15:32) *ridiculously
 Dustin and Terry: (15:32) lucky man
 Dustin and Terry: (15:32) :)
 Devon Mordell: (15:32) Lucky woman, you mean :)
 Dustin and Terry: (15:32) i think it is s cultural thing...
 Dustin and Terry: (15:32) ah!
 Dustin and Terry: (15:33) sorry devon
 Devon Mordell: (15:33) s'ok - it happens all the time
 Devon Mordell: (15:33) But there are two of us for one whole faculty
 Bonnie Mullinix, TLT Group 2: (15:33) I think that Instructional Designers can be crazy busy... but it really depends how the College/University is structured (Center for Teaching and Learning... Instructional Technology Centers...)
 Bonnie Mullinix, TLT Group 2: (15:34) It is the Culture and how the culture is grown.
 Devon Mordell: (15:34) Agreed - but not everyone is on board
 Bonnie Mullinix, TLT Group 2: (15:34) Hi rob we hear you fine.  Thanks for speaking today!
 Lucy MacDonald: (15:34) Yea. Rob
 Devon Mordell: (15:34) Quite right, Steve
 Taimi Olsen: (15:35) Good discussion.  Thank you!
 Bonnie Mullinix, TLT Group 2: (15:35) Centers where I have worked have had the Instructional Designers/Consultants very actively used.  But it truely depends on the context & culture.
 Bonnie Mullinix, TLT Group 2: (15:36) The other main message has to do with the power of teams for curriculum design.
 Bonnie Mullinix, TLT Group 2: (15:36) Critical for online course development.
 Dustin and Terry: (15:36) thanks bonnie
 Lucy MacDonald: (15:36) clapping, clapping
 Bonnie Mullinix, TLT Group 2: (15:36) You are so welcome and thanks for a great session!
 Elizabeth: (15:36) Thanks so much!
 Devon Mordell: (15:37) Great talk and ideas, thanks!
 Lucy MacDonald: (15:37) Web cam without Dave. Congratulations!!!!!
 Bonnie Mullinix, TLT Group 2: (15:37) We've used the webcam a number of times... but extensively, safe and nice.
 Bonnie Mullinix, TLT Group 2: (15:37) Much better when we have 2 people - to see your partnership live!
 Cynthia Potteiger: (15:37) Great presentation! Thankyou.
 Rob Stephenson: (15:37) thank you all
 Lucy MacDonald: (15:38) Who knows what is normal?
 Bonnie Mullinix, TLT Group 2: (15:38) Less people in chat.. then with you two and your partnership.
 Lucy MacDonald: (15:38) Your video doesn't connect me to the chat.
 Sally Gilbert, TLT Group: (15:38) Can you say something about how come you're still here?  at 3:30?
 Lucy MacDonald: (15:38) Cheers.
 Bonnie Mullinix, TLT Group 2: (15:38) Thank you both!
 Rob Stephenson: (15:38) bfn