think in 2010

THINK IN 2010

A teaching with technology showcase

1

Think In 2010

We are looking forward to Think-In 2010:

A Teaching with Technology Showcase!

Information Technology and Computing

Services would like to invite you to the

sixth annual Think-In! This is a great

opportunity to network with colleagues

and see some of the dynamic and

innovative teaching strategies and

learning technologies faculty are using

in their classrooms. Not only will your

skill-set expand, your diverse classroom

of learners will benefit from your

newfound expertise.

This year’s Think-In offers concurrent

poster presentations from every

college on the ECU Campus including

the Brody School of Medicine, as well

as a special invite presentation from

Carteret Community College. This year’s

presentation topics range from virtual

teams to synchronous and asynchronous

collaboration tools: lecture capture,

case-based teaching, learning styles,

and much more.

We would like to thank all of the

participating faculty and staff for

submitting proposals and preparing

their presentations. We would also like

to thank our Think-In committee for

coordinating this event, and once again,

working hard to make it a success. A

special thank you to the Dowdy Student

Stores for donating merchandise for the

Passport to Prizes prize drawing.

It is the hope of our committee that you

will absorb many new and exciting ideas

to enhance your classroom, enrich your

teaching experience, and offer new ways

for your students to learn. We hope you

will enjoy your time at Think-In 2010!

Welcome to the 2010 Think InPresented by Information Technology and Computing Services Table of Contents

Presentations ………… 2

Committee ……………… 13

Passport to PrizesAs a Think-In attendee you will receive a

Passport. To participate, visit a minimum

of 10 tables and ask the presenter to

initial your passport in the area provided.

Once you have visited at least 10 tables,

you can then submit your passport to

register for our prize drawing. We will

notify winners by e-mail, so please be

sure to print your name and e-mail

address on your completed passport.

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Asynchronicity and Online Presentations

Ken MacLeod, College of Business

Many students need the asynchronous

nature of the on-line teaching environment.

The ability to restructure the traditional

tightly controlled academic world to match

the variability of their lives has created

an educational opportunity for them.

Centra offers an effective alternative for

presentations in case-based learning. The

difficulty lies in coordinating a required

meeting for people whose schedules do

not match. It is in the instructor’s best

interest to provide the flexibility, and find

the technology to make it work. Centra, my

preferred platform, is one way to do this.

The Motionographer’s Art Carl Twarog

College of Fine Arts & Communication

Motionography is highly kinetic video that

combines digital illustrations, animation,

video footage, 3D modeling and audio art.

The motionographer’s art is most often seen

in title sequences introducing movies and

broadcast TV programs, but also in web

banners, teasers, trailers, bumpers, and also

as fine art. ECU students in the School of

Art & Design’s Animation/Interactive Design

Program are engaged in creating motion work

in the ART 3082 Motion Studio course. Their

work will be highlighted in this presentation.

Quick & Easy Ways to Use Flip Video in

the Classroom Karen Vail-Smith & Sloane

Burke, College of Health & Human Performance

A Flip Video camera is a small, inexpensive

digital camcorder which is easy to operate

with just four controls: on/off, record, play,

zoom-in/zoom-out. A spring-loaded USB

plug on the camera allows it to attach

directly to a computer for seamless file

transfers. Built-in software enables easy

editing and one-click storage or sharing

on sites like YouTube and Facebook. This

presentation will highlight some of the

many uses for the camera in the college

classroom.

Transferring Face-to-Face lectures into

the Blackboard course site

Sachiyo Shearman & Mike Dixon

College of Fine Arts & Communication

I am teaching both a face-to-face and

an online course on the same topic this

semester. In my effort to converge two of

my courses, I decided to transfer my face-

to-face lectures into the online Blackboard

course site. Our school does not have a

MediaSite classroom which would allow us

to do lecture capturing or event webcasting.

My solution was to use a Flip Camera to

video record my lectures, and then edit

and save them in MP4 file format using

iMovie software. The files were saved in

the ECU’s core or winmedia server and the

link was attached to the Blackboard course

site for online students. This presentation

shares some of the tips I have learned in the

process of transferring face-to-face lectures

into the Blackboard course site.

Presentations

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Online Versus Face-to-Face: A Course

Comparison Sarah Colby and Jessica Bulova,

College of Human Ecology

This research sought to compare

outcomes and course experiences in

online and face-to-face sections of a

nutrition course. A survey tool was

developed to assess course satisfaction/

experiences and administered online

to both sections. Grades and course

satisfaction/experiences were compared

between sections. It appears that the

online and face-to-face courses had overall

comparable outcomes and experiences.

Results show that online courses can

be effective teaching platforms and

possible alternatives to traditional modes

of instruction. Research results will be

discussed in this presentation.

Modules Addressing Special Education

(MAST) Sandra Warren & Sue Steinweg

College of Education

Laurie Godwin, ITCS, & Tanner Jones

Modules Addressing Special Education

(MAST) developed through the University

Multimedia Center cover current topics

in special education. Modules are

approximately 30 minutes long. Potential

audiences include individuals accessing

through the Internet, instructors using

modules in a course, or trainers delivering

professional development. Modules

begin with problems or issues, goals and

objectives to engage participants and

alert them to content. Through multiple

navigation options, the module content

can be accessed in a non-linear manner.

The self-assessment feature provides

feedback to users. References and

resource lists provide the option for the

viewer to “dig deeper” on the topic.

Explicit and Tacit Knowledge in Global

Virtual Teams Yajiong (Lucky) Xue, Brenda

Killingsworth and Huigang Liang, College of

Business

The demand for improving students’

team work and leadership skills in global

virtual teams is growing as organizations

continue to search for talent, regardless

of region. To better help ECU students

prepare for this increasing demand, we

designed two different studies in our

teaching using both synchronous and

asynchronous technologies. In study 1, we

facilitated students mainly sharing explicit

knowledge by completing QA questions;

in study 2 we requested students mainly

sharing tacit knowledge by working on

case studies.

From Yaps to YapTips: Engaging

Students with Yammer Bob Green, Allison

Hope, Melissa Schwartz, College of Nursing

For several semesters, the undergraduate

OB faculty at the College of Nursing have

been utilizing smartphones as a way for

students to “ask” questions via messaging

in class. Last semester the class switched

from Twitter to Yammer. Yammer was

such a success that the faculty moved

their “OB Tidbits” from Blackboard to

the class Yammer page. The rechristened

“YapTips” are short sentences usually less

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than 200 characters, containing facts

or information about the topics being

covered in class. Many “YapTips” reflect

student questions. Many “YapTips” are

the genesis of test questions. Yammer

is an ideal platform for faculty student

synergy.

Pre-service Teachers Learn 21st Century

Collaborative Inquiry Using Wufoo, Blogs,

Etherpad, and Mobile Technologies

Todd Finley, Shari Steadman, Emily Brown,

Jesse Gay, Heather Ayers, College of Education

The English Education Planks Model

helps pre-service teachers assess,

navigate, collaborate and document the

success data-based curricular solutions

as they navigate a multi-year assignment:

enhance the 21st century research and

technology skills of low SES students

within a rural and diverse nearby high

school. Inquiry team captains lead

over 120 ENED majors, divided into

small research teams, who negotiate

technologies, collection instruments,

and data-visualization creation tools.

Enhancing Students’ Critical Thinking

through Technology-Based Art Discussion

Borim Song, College of Fine Arts & Communication

This presentation examines an

undergraduate online course on visual art

education, focusing on how to enhance

students’ critical thinking skills through

art discussion in the virtual classroom.

Using Blackboard’s tools, including

Discussion Forum and Assignment,

the students of this course explore a

variety of concepts and methods about

art education and create artworks. The

instructor will share how she encouraged

her students to go beyond typical ideas

about visual art by introducing “net art”

(also called Internet art or Web art) as a

curricular tool that enhances students’

critical thinking using the artworks by

internationally-acclaimed YOUNG-HAE

CHANG HEAVY INDUSTRIES.

A New Mission for the Irene Howell

Assistive Technology Center

Melissa Engleman, Sandra Boccio & Lindsay

Stump, College of Education

In January of 2010, a Task Force proposed

a new mission statement and set of

objectives for the Irene Howell Assistive

Technology Center. Since then, the new

Director has developed a five-year plan

for expanding the influence and activities

of the AT Center to include campus-wide

initiatives. This presentation will show the

redeveloped mission and activity plans

for the Irene Howell Assistive Technology

Center, as well as progress to date.

Using LectureTools - A Web-based Student

Response & Learning Management System

Peng Li, College of Technology & Computer Science

LectureTools is a web-based student

response system developed by Professor

Perry Samson at University of Michigan. It

was originally designed as an alternative

to the clicker-based audience response

system. LectureTools allows students to

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respond to questions in the classroom,

take notes synchronized to lecture slides

and send questions to the instructor

anonymously during and after the class.

More features on learning management

have been gradually added. LectureTools

was used successfully in teaching three

ICTN courses at ECU in spring and fall

2010. The goal is to leverage the Internet-

enabled devices owned by students to

improve classroom interaction and student

learning. The capabilities of Lecture Tools

will be highlighted in this presentation.

Conquering Glossophobia : Presentation

Practice Room @ Joyner Library

Mark Sanders, Academic Library Services

A 2001 Gallup poll reports 40% of

American’s have a fear of public speaking.

Yet today’s students are increasingly

required to deliver class presentations,

while conference presentations and other

speaking opportunities continue to be

an important component of faculty’s

creative activity. With generous funding

from ITCS, Joyner Library recently

opened a presentation practice room.

The technology in the soundproof room

is controlled by touch screen at a state-

of-the-art work station. With a simple

USB drive for saving their presentation

or speech, students and faculty can

record and playback a video practicing

a presentation, delivering a speech, or

performing any other type of public

speaking. Outcomes include a smoother,

more informative delivery of material to

audiences, either in person or online.

Joyner Library

Clark Nall, Christine Andresen & Jeanne Hoover

Joyner Library

Joyner Library offers a wealth of

resources to support teaching and

research for disciplines across the

university. New resources for 2010-2011

include: Pull & Hold and 16 subscription

databases. The library also introduced

the new Collaborative Learning Center

with all new furniture including seating

for and additional 200 touch screen

monitors, four more study rooms, table

top power outlets for laptops, large

screen computers, vending machines, and

space for Pirate Tutoring and the Writing

Center. The CLC also has 200 computers

and 12 flatbed scanners. The library also

lends DVDs, popular reading books, video

cameras, 35 laptops, and calculators. This

presentation will be an introduction to

new features and resources, as well as

a refresher to existing resources in the

Joyner Library.

Library Skills + Technology = Library 101:

an Introduction to Research

Amy Gustavson & Angela Whitehurst, Academic

Library Services

In an effort to impart basic library

information and research skills to

students, Joyner Library created Library

101 consisting of LibGuides, multimedia

tutorials, and Google forms to teach

and assess information literacy skills.

It is intended as a precursor to library

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instruction or as asynchronous self-

instruction for on-campus and distance

education students. Library 101 is

designed to provide an introduction

to library research skills which allows

for further skill development in library

instruction sessions. After completion

of Library 101, instructors are provided

quiz results and feedback about areas

where their students need improvement

to conduct successful research.

An Innovative Excel Application to

Improve Exam Reliability

John Kros & Chris Keller, College of Business

This innovation addresses the

determination of question reliability and

validity in multiple-choice exams. The

innovation creates an Excel application

that incorporates standard educational

assessment metrics for faculty and

illustrates for students a relevant and

practical implementation of a common

marketing metric, Cronbach’s Alpha.

The Excel implementation is generally

accessible, easy to use, provides a

useful interface for the instructor,

and re-assesses and scales exams

dynamically. The application has

been used in undergraduate and MBA

classes for assessment testing with very

successful results. Learning outcomes

include greater retention by students

and improved question development

and selection by faculty.

Our 500-Pound Gorilla

Jean Merenda & Bob Fainter, College of Allied

Health Sciences

Since Fall 2006 the College of Allied

Health Science has been using Mediasite

to capture lectures for both distance

education students and face-to-face

students. Starting out with about 20

recordings in Fall 2006, we now are

recording over 50 classes every week. With

Mediasite, we have successfully captured

well over 10,000 hours of instructional

content. We have customized the players,

used schedules and generated countless

reports of user access for our faculty. It

is used not only for lecture capturing,

but also web casting, instructional videos

and even teleconferencing with faculty in

Kuwait. This presentation will showcase

the features we have utilized for the

enhancement of our instructional content.

Integration of Case Studies Across the

Nutrition Curriculum

Brenda Bertrand, Chris Duffrin Beth Wall-

Bassett Diana Saum, College of Human Ecology

This presentation reviews use of an

integrated case study approach across

the undergraduate nutrition curriculum.

This teaching approach allows students

to explore real world situations to better

understand how to conduct nutrition

assessment, explore the pathophysiology

of disease, articulate relevant information

about a client to other healthcare

professionals, and plan appropriate

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diet strategies based on a client’s ever-

changing clinical presentation. Numerous

basic and applied science discipline

instructors would benefit from review of

the curricular and instructional insights

offered in this presentation.

A Wealth of Resources for the University

Community Nate Saunders & Rebecca Bass,

Multimedia & Technology Services

Multimedia & Technology Services (MTS)

provides multimedia and educational

technology services to the ECU community.

Our offices are split between the Brody

School of Medicine and the Laupus Health

Sciences Library however, we serve as

a valuable resource to departments

throughout campus. Our expert staff

provide services in the following areas:

AV Consultation and Support, Classroom

Support, ECU-TV, Multimedia Development,

Photography, Video, Videoconferencing,

and Web Design. Although the majority

of our clientele reside on West Campus

within the Division of Health Sciences,

we have resources available to the entire

campus community. Stop by to see how

we can help you.

Laupus Health Sciences Library

Katherine Rickett

The Laupus Library serves the Brody

School of Medicine, the College of Nursing,

the College of Allied Health Sciences, and

the future School of Dental Medicine.

Laupus provides access to models,

audiovisuals, textbooks, journals, etc.

Using electronic resources, however,

we can also provide world-wide access

to thousands of current health sciences

journals, more than 500 textbooks, and

hundreds of databases for locating

journal articles, images, videos,

statistics, etc.

Want more information? You access our

online help sheets and tutorials, schedule

an appointment with one of our Librarians,

or contact us via email, phone, or chat.

Home Grown Online Tutoring Service

Patrick Keough, Carteret Community College

This presentation will address how Carteret

Community College conceptualized,

designed and implemented a complete

and viable online tutoring service on a

shoe string budget. Thanks in part to a

Title III grant that enabled our college to

initiate a “Pilot Online Tutoring Service”

we were able to train tutors, hire a

part-time coordinator and create an

interactive Blackboard platform that is

used as the hub for tutoring students in

Math, English, Biology and Anatomy and

Physiology. Distance Learning Director

Patrick Keough will share his experiences,

strategies and methodologies in offering

online tutoring to the students of Carteret

Community College. Most tutoring is done

using either “open source” software such

as Skype, Dim Dim and Instant Messaging

and/or Texting, Blackboard Discussion

Boards and e-mail. With college budgets

being very tight, this Blackboard-based

tutoring service is a viable alternative to

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Smarthinking and other costly professional

“off campus” services.

Virtual Windshield Tours: Integrating

Google Maps and Earth into the Health

Education Classroom

Melissa Haithcox-Dennis & Allen Dennis, College

of Health & Human Performance

Needs assessment, one of the responsibilities

of health educators, is the process of

identifying a community’s most pressing

health issues, assets, and shortcomings.

While there are many data collection

methods for needs assessment the

windshield tour, a traditional method where

health educators drive around in their car and

record their observations, is very powerful.

Unlike other methods, windshield tours

enable one to observe conditions within

the community and identify local resources

and activities not captured through formal

means. This teaching technique will be

presented, demonstrating how Google Maps

and Google Earth enhance the traditional

windshield tour of rural, urban, and

international communities.

Nephrology On-Demand Mobile

Tejas Desai, Brody School of Medicine

Educators are increasingly using the

Internet to deliver teaching material

to their students. A number of online

programs are useful in accomplishing

these goals, but an area understudied is

the use of mobile devices in learning. Our

Division has developed a mobile-specific

educational website known as Nephrology

On-Demand Mobile (ISSN 2155-9813). The

mobile-specific teaching tool has been

uniquely designed for smart devices (e.g.

Android phones, iPod’s iPad’s, iPhones).

We have partnered with Google Analytics

to collect data on how and where

students access Nephrology On-Demand

Mobile. Collecting this data is a necessary

first step in determining how information

technology resources should be allocated

by academic divisions/educators to

optimally teach students through mobile

devices. This presentation will offer

details and successes of teaching via

mobile devices.

Engaging Students through Blogging

Susie T. Harris, College of Allied Health

Sciences, Matt Powell, Information Technology

& Computing Services

This presentation will begin by briefly

discussing the concepts of blogging

and the reasons for its popularity on the

Web. We will then provide information

on how to create a blog and the options

that are available for a blog. We will then

concentrate on examples of course blogs

that we experimented with in our face-

to-face and online courses and explain

how we integrated this technology into a

course from concept to implementation.

We will conclude with anecdotal findings

and student feedback to illustrate the

efficacy of the tool.

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Blogging Your Way to Cultural

Understanding Sylvie Debevec Henning &

Luci Fernandes, Thomas Harriot College of

Arts & Sciences

A blog is an innovative way for students

to maintain the reflective journal that

is required in the Global Understanding

course. Students share reactions to

course readings and cultural observations

after linking sessions with international

partners. Their interactions with one

another outside the classroom help

overcome class time restrictions, expand

opportunities for peer to peer learning

and create a sense of student ownership.

By democratizing discussion, the blog

helps students articulate their ideas more

freely develops critical thinking skills

and builds confidence. The technology

is flexible enough to allow for inclusion

of media. Student response has been

enthusiastic, which will be discussed in

this presentation.

Library Science Students Explore E-Book

Readers for use in P-12 Environments

David Vinciguerra & Diane Kester, College of

Education

The Department of Library Science in

the College of Education offers a Master

of Library Science degree 100% online.

Thirty-seven percent of IMLS grant-

funded Community-Oriented Librarian

Recruitment Scholarship (COLRS)

recipients have volunteered to participant

in the COLRS Kindle project which requires

each student to participate in a pre and

post survey as well as in online discussion

forums and chat sessions to discuss their

reactions to this new technology and how

Ebook readers may impact the field of

library science. Participants were each

given an Amazon Kindle and two Ebooks

as a way to explore the contributions and

concerns the device may provide for the

field of Library Science. This presentation

will highlight the COLRS Kindle Project.

Technology Teaching Tools in Support of

the Non-traditional Student: A Library

Science Discourse Emily F. Blankenship,

College of Education

This presentation is intended to throw

fresh light on the discourse of non-

traditional student buy-in and attention

to content via successful delivery of

challenging course technology and

material. Delivery, interaction channels

and course personalization between

students and the instructor in the online

environment are examined. Technology

tools which positively support the delivery

of instruction will be highlighted in this

presentation to understand both the

challenges of IT tool use for non-traditional

students and their application and impact

within the Library Science curriculum.

Teaching with Technology and Other OFE

Support Programs

Dorothy Muller & Joyce Newman, Office of

Faculty Excellence, Tracy Tuten, College of

Business, Sharon Collins & Susan Thornton, ITCS

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The OFE seeks to support faculty use

of appropriate technologies in teaching

face-to-face, hybrid and online courses

in order to promote greater student

engagement and learning. In the Summer

of 2010, we partnered with ITCS to

provide an intensive weeklong workshop

incorporating instruction in technologies,

discussion of issues, decision making, and

mentored hands-on course development.

Participating faculty created a new course

or added bells and whistles to an existing

course. Enthusiasm, rich problem solving,

openness to new ideas, and creativity

provided an exciting learning and sharing

opportunity for participants, mentors, and

staff. Video clips, photographs, descriptions

of innovations, and tools will be shared.

Shades of Second Life

Elizabeth Hodge & Eric Kisling, College of

Education, Sharon Collins, Nick Kesick & James

Regan, ITCS

With the rapid development of e-learning

systems, some content management

systems lack the cohesiveness to foster

a community of learners. Many students

become isolated during the completion

of independent work and become

disconnected in the learning process.

Another challenge associated with

distance education is the necessity to

redesign material from a static environment

to a dynamic interactive 3D environment.

Despite the ongoing recommendations to

include synchronous sessions to e-learning

courses, many of today’s e-learning

programs follow traditional models by only

offering asynchronous activities. During

the presentation, attendees will have the

opportunity to develop a new perspective

on the interaction, socialization and

experiential learning offered through the

virtual environment. The ability to interact

and communicate evolves as student

and teacher participate in discussions,

collaborations, feedback, and shared

content knowledge within the immersive

environment. Various instructional

techniques will be demonstrated.

Examples are exploration, building, peer

evaluation, and simulations. Furthermore,

student perspectives and comments will

be shared on the use and integration of

the techniques presented.

Web 2.0 Virtual Teams Maureen Ellis & Eric

Kisling, College of Education

Higher education offers a training ground,

and online learning environments enable

students to learn, practice, and hone

their virtual team skills to be effective

workers in the 21st Century workplace.

This presentation will address challenges

inherent in virtual teams and provide

insight into Web 2.0 technology tools

which support communication and offer

strategies for effectively managing

work process, designing a collaborative

environment, creating accountability and

commitment to shared goals and values,

and developing a cohesive team synergy

to alleviate social loafing.

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ECU Distance Education Proctoring Center

Kim Wilson, Emerging Academic Initiatives

The East Carolina University Distance

Education Proctoring Center is housed

within Emerging Academic Initiatives. It

is located at 1914 West Arlington Blvd. It

offers test proctoring services to students

enrolled in distance education classes at

ECU, and other universities within the

University of North Carolina system. The

ECU DE Proctoring Center is a state of the

art facility that ensures integrity in the

proctoring and examination processes.

The UNC DE Proctoring Network provides

faculty teaching DE courses with the ability

to schedule and administer proctored

exams throughout North Carolina and at

selected sites outside of the state. The

Network includes an online scheduling

system as well as more than 500 proctoring

sites. The ECU Proctoring Center is the

local site for the UNC Proctoring Network.

The UNC Online Proctoring Network has

been designed to enhance the academic

integrity of online courses by providing

students with an easily accessible pool of

qualified proctors. For more information

regarding the ECU DE Proctoring

Center, please visit our website at http://

deproctoring.eai.ecu.edu.

Global Academic Initiatives

Elmer Poe, Rosina Chia, & Carol McLawhorn

Emerging Academic Initiatives

Global Academic Initiatives has created

a network of 28 universities in more

than 20 countries that partners with

ECU faculty to bring live international

experiences into our own classrooms.

Beyond the Global Understanding class,

GAI helps faculty arrange jointly taught

courses, content modules, and lecture

exchanges in areas ranging from theater

to global climate change to public health.

This display will provide details to faculty

who might be interested in bring global

experiences into their own classrooms.

Division of Continuing Studies

Carolyn Brown Thompson

The Division of Continuing Studies serves as

a bridge between the student at a distance

and the academic and administrative units

of the university. The division respects and

understands the unique demands of the

lifelong learner and is committed to assuring

quality, accessible programs and services.

The division supports the university in

maintaining its leadership role in the areas

of distance and technology enhanced

learning both in our region and beyond. The

educational and economic development

of the citizens of its service area is a focal

point for the division. The division partners

with the academic and administrative units

of the university to serve business, industry,

the military, community colleges, and local

school systems. Continuing Studies conducts

its activities in partnership with all units of

the university and encompasses Summer

School, Distance and Extension Education,

Continuing Professional Education, the Testing

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Center, Summer Study Abroad, and Military

Outreach. URL: www.options.ecu.edu.


Services (abstract) Jennifer Raby, Charlie

Justice, Jo Lynne Daughtry, & Tony Miller


Services (ITCS) is here to assist East

Carolina University’s growing community

of students, faculty, and staff with your

diverse technological needs. This year, ITCS

is offering several exciting new technology

services and tools while continuing to

enhance our foundational resources you’ve

come to depend upon throughout your

day—from providing technology-enhanced

classrooms, campus computer labs,

learning management systems, multimedia

support, and an IT help desk to web site

hosting, e-mail accounts, a rich selection of

university-licensed and low-cost software,

network storage space for your electronic

files, and helpful training resources. We

encourage you to visit our Web site at www.

ecu.edu/itcs to learn more about current

information technology projects, review

important announcements regarding system

downtime and maintenance, and check out

new service offerings (like ask.ecu.edu—our

new “knowledge base” filled with answers

to your most pressing questions about

software, wireless connectivity, and more!).

Blackboard 9

Matt Long and Cindy Bowers, Information

Technology & Computing Services

Blackboard 9 offers some terrific and

intuitive new features designed to make

teaching and interacting with your

students more effective and efficient.

Some of the new features we are especially

excited about include a new and simplified

control panel, group tools, and user-

friendly, collaborative tools such as blogs,

journals, and wiki’s. And, you get a bonus

– less clicks to get where you want to go.

Training will begin in January and during

May 2011, ECU will upgrade to Bb9. Come

and see what the excitement is about!

Blackboard 9: Click Less. Do More.

ITCS: Learning Technologies

Let our experience enhance your experience!

Ginny Sconiers, Susan Thornton, Lindsay

Thompson, Laurie Godwin, & David Clark, ITCS

ITCS provides the learning technologies

and support to make online learning in your

classes an active, student-centered process

– whether you are teaching an online,

hybrid or face-to-face course. Our learning

technologies increase access for students

while ensuring a collaborative, interactive

and engaging learning experience. We

support a wide range of technologies and

services ranging from Blackboard and

Centra Web Conferencing to designing

interactive multimedia environments and

capturing your course lectures for future

use. We also have expertise in providing

videoconferencing capabilities to link with

other instructors and universities across the

state and around the world. We support

the vehicles to design a top-notch course

in order to teach today’s tech-savvy and

diverse students. Whether you want to

breathe new life into your established

courses or design a new course, stop by

and find out more about the technologies

available. Let us assist you in adding another

level of excellence to your teaching.

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Special thanks to our committee members• Cindy Bowers

• David Clark

• Laurie Godwin

• David Jones

• Matt Long

• Matt Powell

• Marcia Rouse

• Ginny Sconiers

• John Southworth

• Lindsay Thompson

• Susan Thornton

think in 2010

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