2007 ITC Annual Survey on Distance Education – Please complete by Friday, November 9

2007 ITC Annual Survey on Distance Education
Completion Deadline: Friday, Nov. 9, 2007

Please take 15-20 minutes to complete the ITC Annual Survey on Distance Education at http://lynx.tmcc.edu/itc/survey/index.php?sid=7 before Friday, Nov. 9, 2007.

Given the growing importance of distance education on our campuses, the results of this survey will be of great value and relevance to our key decision makers. Your participation will ensure we capture a true representation of the field’s emerging trends, practices and priorities.

The findings will be:
– shared and discussed with community college presidents at their meetings in Washington, D.C. sponsored by the American Association of Community Colleges on Nov. 13, 2007,
– printed and distributed to ITC members, community college presidents and members of the press,
– presented at e-Learning 2008 in St. Petersburg, Florida on Feb. 16-19, 2008, and
– presented at the annual AACC convention in Philadelphia, Pennsylvania on April 5-8, 2008.

Last week, ITC mailed a postcard to each community college president asking them to complete this survey, so you may hear from your president in the next couple of days! Do not worry if more than one person completes this survey for your college, we will contact you if there are discrepancies.

Thank you for your time, attention, and for supporting this ITC project. Please direct any questions to me at flokken@tmcc.edu.

– Fred Lokken, Board of Directors, Instructional Technology Council, Associate Dean for WebCollege, Truckee Meadows Community College

Note that the results from the 2006 ITC Annual Survey on Distance Education are posted on the ITC Web site.

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2007 ITC Annual Survey on Distance Education – Please complete by Friday, November 9

Two Grant Programs for Integrating Technology into Nursing Education: Deadlines Dec. 6 and Dec. 10

Here are two grant programs from the Health Resources and Services Administration – HRSA. The first plans to award 38 awards and “providing education in new technologies, including distance education” is an education priority. The second will only make two awards, but it is directly geared toward integrating e-learning technologies into nursing education. Chris.

Nurse Education, Practice and Retention
Heath Resources and Services Administration, FY 2008

Grants are awarded to eligible institutions for projects to strengthen and enhance the capacity for nurse education, practice and retention to address the nursing shortage.

Applicants must select and focus on one of the nine purposes in the grant application.

The education priority area includes purpose E1) expanding enrollment in baccalaureate nursing programs; purpose E2) developing and implementing internship and residency programs to encourage mentoring and the development of specialties; and, purpose E3) providing education in new technologies, including distance learning methodologies.

The practice priority area includes purpose P1) establishing or expanding nursing practice arrangements in non-institutional settings to demonstrate methods to improve access to primary health care in medically underserved communities; purpose P2) providing care for underserved populations and other high-risk groups; purpose P3) providing managed care, quality improvement, and other skills needed to practice in existing and emerging organized health care systems; and, purpose P4) developing cultural competencies among nurses.

The retention priority area includes purpose R1) career ladder bridge programs which promote career advancement for registered nurses and nursing personnel; and, purpose R2) enhancing patient care delivery systems through improving the retention of registered nurses and enhancing patient care.

Application Deadline: Dec. 6, 2007
Projected Award Date: July 1, 2008
Estimated Project Period: 3 to 5 years.
Estimated Amount of this Competition: $12 million
Estimated Number of Awards: 38
Estimated Average size of Awards: $250,000
Cost Sharing: No

Eligible applicants are schools of nursing, nursing centers, academic health centers, State or local governments, Indian Tribes or Tribal organizations, other public or private non-profit entities including faith-based and community organizations, and for-profit organizations capable of carrying out the legislative purpose.

Contact Information:
Catherine Rupinta, crupinta@hrsa.gov, 301-443-6193
Janice B. Young, PhD., RN, Nurse Consultant, DN, 301-443-6193
Daniel Reed, dreed1@hrsa.gov, 301-443-6193

Faculty Development: Integrated Technology Into Nursing Education and Practice Initiative
Heath Resources and Services Administration, FY 2008

The purpose of this initiative is to provide support to nursing collaboratives for faculty development in the use of information and other technologies in order to expand the capacity of collegiate schools of nursing to educate students for 21st century health care practice. Nursing collaboratives will use healthcare information systems to enhance nursing education and practice, optimize patient safety, and drive improvements in health care quality.

For this initiative, use of information and other technologies in nursing education and practice, includes, but is not limited to, informatics, telehealth, mannequin-based and patient simulators, computer-based instructions, virtual simulation, interactive simulated case studies, advanced 3D graphics, e-Learning technology, and other simulated or virtual methods to enhance nursing education and practice.

Application Deadline: Dec. 10, 2007
Projected Award Date: July 1, 2008
Estimated Project Period: 5 years
Estimated Amount of this Competition: $600,000
Estimated Number of Awards: 2
Estimated Average size of Awards: $300,000.00
Cost Sharing: No

Eligible applicants are collegiate schools of nursing capable of carrying out the initiative’s purposes. Eligible applicants must provide evidence that they have the capacity and infrastructure in place to carry out the program goals and objectives. Eligible applicants must provide a formal written agreement (See Program Definitions) demonstrating a collaboration with one or more academic health centers, schools of nursing, accredited public or private institutions of higher learning, or other public or private entities capable of carrying out the program goals and objectives.

Contact: CDR Young Song, M.S., M.P.H., R.D., 301-443-3353: YSong@hrsa.gov

Two Grant Programs for Integrating Technology into Nursing Education: Deadlines Dec. 6 and Dec. 10

Teaching American History Grant, Internet2, Fair Use Confusion, Common Cartridge, e-Learning Book Summaries, Online Math Center

Teaching American History Grant Program
Department of Education

“The Teaching American History Grant Program supports projects that aim to raise student achievement by improving teachers’ knowledge, understanding, and appreciation of traditional American history. Grant awards assist local educational agencies (LEAs), in partnership with entities that have extensive content expertise, to develop, implement, document, evaluate, and disseminate innovative, cohesive models of professional development. By helping teachers to develop a deeper understanding and appreciation of traditional American history as a separate subject within the core curriculum, these programs are intended to improve instruction and raise student achievement.”

Notice of Intent to Apply Deadline: Nov. 9, 2007
Application Deadline: Dec. 10, 2007
Eligible Applicants: LEAs, including charter schools that are considered LEAs under State law and regulations, that must work in partnership with one or more of the following entities: An institution of higher education; a non-profit history or humanities organization; and a library or museum.
Estimated Available Funds: The Administration has requested $50,000,000 for new awards for this program for FY 2008.
Estimated Number of Awards: 52-65

Internet2 Upgrades to 100 Gbps
Faster, More Flexible Network Will Allow Even Greater Research Possibilities
Oct. 12, 2007, eSchool News staff and wire service reports

“Officials from the ultra high-speed advanced networking consortium Internet2 have announced that efforts to upgrade the network’s infrastructure–including a substantial boost in its overall operating speed–are complete. Among the cutting-edge capabilities of the new Internet2, which connects more than 200 member universities to aid in research and education, is the capability for university researchers to connect through a high-speed link from one research facility to another.”

‘Fair Use’ Confusion Threatens Media Literacy
Report says many teachers, schools define ‘fair use’ of digital materials too narrowly
by Meris Stansbury, Assistant Editor, eSchool News
Oct. 9, 2007, e-School News

“Teachers face conflicting information about their rights, and their students’ rights, to use copyrighted works, the report says. They also face complex and often overly constrictive copyright policies in their own institutions. As a result, they use less effective teaching techniques, teach and transmit false copyright information, and do not take advantage of new digital platforms for their instruction.”

“ ‘This is not only unfortunate but unnecessary, since copyright law permits a wide range of uses of copyrighted material without permission or payment,’ the report says. ‘Educational exemptions sit within a far broader landscape of ‘fair use.’ However, educators today have no shared understanding of what constitutes fair-use practices.’ ” . . .

See “The Cost of Copyright Confusion for Media Literacy

Common Cartridge: e-Learning Made Easy
by Jim Farmer
Oct. 8, 2007, Higher Education, Instructional Design, Tools, Toys, and Technology (Oh my!)

“The Common Cartridge is an attempt to specify a single format that would be adopted by all publishers and learning system software suppliers. The single “Common” Cartridge should reduce the costs of producing and supporting multiple formats and, for the college or university, the effort to import and install these digital materials.”

“A 2006 survey of faculty revealed 90% of the faculty recommend or require a textbook and 86% use some of the supplementary materials if they are available-up 11% since 2004. The Common Cartridge, requiring less faculty effort, may sharply increase the use of publisher’s eLearning materials in classes and student performance. The use of these materials “supplements” rather than replaces lectures. Even richer materials can also be used in distance learning classes where students and their instructor may never meet.”

Education Longitudinal Study of 2002 (ELS:2002): A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002
Oct. 16, 2007, National Center for Education Statistics

This First Look report provides selected, nationally representative information about the about the transition of 2002 high school sophomores to college, the selectivity and other characteristics of the institutions in which they enrolled, their choice of major, and other characteristics of their enrollment to illustrate the wealth of data that is available from the from the Second Follow-up of the Education Longitudinal Study of 2002.

When the Second Follow-up data were collected, most of the sample members were sophomores in college. By 2006, approximately two years after their expected graduation date, 88 percent of spring 2002 sophomores had graduated from high school with a diploma and four percent had earned a GED certificate. Sixty percent enrolled “immediately” in college after receiving their diploma (by October if they left high school between January and July, or by the following February if they left high school after July).

High school students whose parents’ income exceeded $100,000 per year had the highest rates of attendance at four-year public and private institutions (44 and 26 percent, respectively), compared to students whose families earned $20,000 per year or less (14 and 7 percent, respectively).

Thirteen percent of the spring 2002 high school sophomore class enrolled first in a highly selective four-year institutions and 19 percent enrolled in a moderately selective four-year institutions. Spring 2002 sophomores who took calculus in high school had the highest rates of enrollment (52 percent) in highly selective four-year institutions. Among spring 2002 high school sophomores who had attended a postsecondary institution, 15 percent entered college intending to study business, 17 percent entered college intending to study health, and 15 percent entered college intending to study engineering/computer science/natural sciences/mathematics. An appendix to the report briefly summarizes the statistical design of the Second Follow-up.

e-Learning Book Summaries from the e-LearningGuru

The following summaries are on the site:

Beyond E-Learning: Approaches and Technologies to Enhance Organizational Knowledge, Learning, and Performance – Marc Rosenberg
E-Learning Solutions on a Shoestring : Help for the Chronically Underfunded – Jane Bozarth
Got Game: How the Gamer Generation Is Reshaping Business Forever – John C. Beck and Mitchell Wade
Michael Allen’s Guide to E-Learning – Michael Allen
Renaissance eLearning – Samantha Chapnic and Jimm Meloy
e-Learning and the Science of Instruction – Ruth Colvin Clark and Richard Mayer
Getting the Most from Online Learning – George Piskurich
Learning by Doing: A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences – Clark Aldrich
The Business Case for E-Learning – Tom Kelly and Nader Nanjiani
Winning E-Learning Proposals: The Art of Design and Development – Karl Kapp, Ed.D.
Selling E-Learning – Darin Hartley
Leading E-Learning – William Horton

America’s Best Community Colleges – Why They’re Better than Some of the “Best” Four-Year Universities
by Kevin Carey
June 2007, Washington Monthly

“Many of those who create and cover the mainstream college guides attended prestigious four-year schools – which helps to explain the annual preoccupation with whether Harvard or Princeton made the top of the list. Part of it is also economics. The commercial guides don’t have a market incentive to delve into the differences between hundreds of community colleges, because most students don’t shop for a community college – they simply attend the one nearest their home. Similarly, there’s not a lot of demand for articles about how best to play the applications game for such schools, because nearly any high school graduate can get into one.”

“Still, while there may not be a profit motive to scrutinize community colleges closely, there are several profound public reasons to do so. For one, community colleges now represent a huge slice of the higher education pie: 43 percent of college freshmen begin their education at two-year institutions.” . . .

Online Math Center at Whatcom Community College

The Scout Report writes that this site includes a “nice collection of math links that include helpful test-taking hints, online exercises, and resources for teachers looking to find new ways of exploring everything from geometry to measurement.” . . . “Some of the topics covered within this site include fractals, developmental math skills, pre-algebra, and applied math. After looking over these sites, visitors can also go to the “Teaching Math” section, which is designed specifically for teachers.”

Teaching American History Grant, Internet2, Fair Use Confusion, Common Cartridge, e-Learning Book Summaries, Online Math Center

ITC 2008 Awards for Excellence in E-Learning – Nomination Deadline Nov. 9, 2007

ITC 2008 Awards for Excellence in Distance Learning
Deadline for Nominations: Friday, Nov. 9, 2007

The Instructional Technology Council would like to give you the opportunity to recognize your staff, faculty and colleagues for their tremendous hard work, excellent service to students, and innovative, quality distance learning courses. The deadline to nominate your colleague or distance education program to receive special recognition for excellence from ITC is Friday, Nov. 9, 2007!

ITC has created the following categories for its 2008 awards program:
Outstanding e-Learning Program
Outstanding Blended Course
Outstanding Online Course
Outstanding e-Learning Faculty
Outstanding Student Services
Outstanding Technical Support and Service
ITC Award for Lifetime Achievement in e-Learning

ITC award winners will receive a complementary registration to attend e-Learning 2008 in St. Petersburg, Florida on Feb. 16-19, 2008, courtesy of ITC. They will also be honored at a special recognition luncheon on Monday, Feb. 18, 2008.

Nominees should be college administrators, faculty members, or individuals from other agencies that have supported distance learning initiatives at a community college or other higher education organization. Nominees do not have to be members of ITC.

This year, ITC will recognize every faculty member who is nominated for the Outstanding e-Learning Faculty Award – as a distinguished educator recognized by the nominating institution as an exemplary member of their community. Nominees are invited to attend e-Learning 2008 on Feb. 16-19, 2008 in St. Petersburg, Florida. Attendees will be recognized at the Recognition Luncheon on Monday, Feb. 18, 2008, presented with a framed certificate, and listed in the e-Learning 2008 conference program and on the ITC Web site.

From this group of distinguished nominees, ITC will choose one or two exemplary individual faculty members to receive the ITC 2008 Outstanding e-Learning Faculty Award. He or she will receive a complimentary registration to attend e-Learning 2008 in St. Petersburg, Florida on Feb. 16-19, 2008, courtesy of ITC. He or she will also be honored individually at the Recognition Luncheon with a description of his or her achievements, presented with an award, and listed in the e-Learning 2008 conference program and on the ITC Web site.

We do ask that the nominating institutions make a commitment to the award winners by providing the financial support to participate in the conference so we may feature your institution’s award-winning innovations, recognize your representatives, and celebrate the wonderful accomplishments your institution has achieved in providing leadership and innovation in distance education.

Please submit your nominations online through the ITC Web site. Contact Christine Mullins at 202/293-3110 if you have any questions!

ITC 2008 Awards for Excellence in E-Learning – Nomination Deadline Nov. 9, 2007

ITC News: Fifty Web Tools, Corporate Learning, Second Life Survey, Context, bFree, Online Lectures, Cellphone Novelist, etc.

The Fifty Tools
by Alan Levine

“Below you will find 50 web tools you can use to create a story. Again, your mission here is not to review every single one, but pick one that sounds interesting and see if you can produce something. I have used each tool to produce an example of Dominoe story and links provided where available to examples by other people. Please share your products or thoughts in the discussion area of this wiki.”

“But before rummaging around the toolbox, have you done your prep work? Do you have your story idea or presentation concept outlined, developed? This should be on paper or in a document file or scribbled on the back of a napkin, but do not rely on making it up as you go! If not, go back 2 spaces and do this now. Next- do you have your media assets available, your images, video clips, audio files– if not go find your media now.” . . .

Corporate Learning: Trends and Innovations

“Corporate Learning: Trends and Innovations is a free online conference, running from November 15-20, 2007. World renowned speakers will present live (all sessions will be recorded). Of greatest value, we feel, will be the opportunity for attendees to engage in dialog with each other through online forums – forming connections and exchanging ideas and visions on corporate learning.”

“Corporate Learning: Trends and Innovations offers attendees a different kind of conference experience with many opportunities for active participation for attendees who wish. All sessions will be recorded and available within a few minutes after the session for people who cannot attend at that time.”

The conference is free , but registration is required.

Spring 2007 Survey: Educators in Second Life
Oct. 4, 2007, The New Media Consortium

The results of 209 completed surveys collected between May 1-29, 2007. The survey was sent to contacts of the New Media Consortium and the Second Life Educators Listserv (SLED). Stephen Downes comments that “100 percent of the respondents use Second Life (question 1) so this survey should be regarded in that light. That’s why we see, for example, that 43 percent took a class in Second Life. And 33 percent of them own ‘land’ in the online environment. You need broadband to use Second Life; that’s why only 1 percent use dial-up. But more interestingly, the most popular activity is ‘wandering around’ followed by ‘meeting people’. So Second Life is still in the ‘browsing’ stage of use.”

Context: Planning for the Space of Learning
by George Siemens
Oct. 1, 2007, Learning Technologies Centre, University of Manitoba

“Evaluating context requires consideration of numerous elements and environments which influence both design and delivery of a particular learning task, activity, or program.”

“Traditional instructional design captures many of these elements (ADDIE, Dick and Carey, CDT (Merrill)). The very intent of ISD, however, is its weakness – namely making explicit intended learning and planning clear, concise approaches to achieving intended outcomes. Clearly defining learning assumes “things won’t change” (content, nature of interactions, changes in related disciplines which impact the information being discussed) between the point of design and the point of learning. This may work for many fields – especially where change is not significant – but models which neglect the adaptive nature of learning and the emergent structure of interactions are less appropriate to today’s work environments than they were in the past.”

“David H. Jonassen (1991) suggests a key point of failure in Instructional Systems Technology (IST) relates to: Fundamental IST processes, such as task analysis, behavioral objectives, criterion-referenced evaluation and mathemagenic strategies all reflect a behaviorist tradition.”

“Jonassen acknowledges that many of the behaviourist roots have been abandoned, but numerous elements remain. In particular, he calls for an “organismic view” (don’t say that too fast) of learning, where the learner does more than simply acquire “knowledge”; she/he actively interacts with the environment, and is influenced by multiple occurrences, media, and application.”

EDUCAUSE Core Data Service Fiscal Year 2006 Summary Report
September 2007

“EDUCAUSE Core Data Service Fiscal Year 2006 Summary Report summarizes much of the data collected through the 2006 EDUCAUSE core data survey about campus information technology (IT) environments at 933 colleges and universities in the U.S. and abroad. The report presents aggregates of data through more than 100 tables and accompanying descriptive text in five areas relevant to planning and managing IT in higher education: IT Organization, Staffing, and Planning; IT Financing and Management; Faculty and Student Computing; Networking and Security; and Information Systems. Appendices include a brief historical context, a list of participating campuses, the 2006 survey instrument, a glossary of terms from the survey, and Carnegie classification definitions.”

Version 2 of bFree, the Blackboard Course Extractor
by Jennifer Curran, Academic Commons
Oct. 5, 2007

“The popular bFree application has been revised to extract far more material from a Blackboard course archive, and to make your exploration and use of that material easier. The program now extracts Announcements, Discussion Board entries, archives, and attachments, as well as Digital Drop Box and group File Exchange uploads. It continues to extract wiki entries and attachments, Staff Information and attachments, and Content Area pages, including folders, descriptions, links, and attached files of all kinds. Tests, Gradebook, Surveys, Assignments, and Pools are among the content items not yet supported.” . . .

Advocates for Web Access for Blind Pass Legal Hurdle
Suit Against Target Gets Class-Action Status, Already Spurs Change
by James Covert
Oct. 4, 2007, Wall Street Journal

“Blind Internet users scored a victory in their battle to gain better access to what is on the Web. A federal judge in California has granted class-action status to a lawsuit against Target Corp. charging that the discount retailer’s site is inaccessible to blind shoppers. The lawsuit already appears to have prodded Target into making improvements to its site, and industry experts say legal challenges have proved to be an effective way for blind advocates to alert Web builders about problems with Internet access.” . . .

Lectures from University of California, Berkeley

– Integrative Biology 131: General Human Anatomy. Fall 2005. Professor Marian Diamond. The functional anatomy of the human body as revealed by gross and microscopic examination. – 39 videos
– Physics 10: Physics for Future Presidents. Spring 2006. Professor Richard A. Muller. The most interesting and important topics in physics, stressing conceptual understanding rather than math, with applications to current events. Topics covered may vary and may include energy and conservation, radioactivity, nuclear physics, the Theory of Relativity, lasers, explosions, earthquakes, superconductors, and quantum physics. – 26 videos
– Search Engines: Technology, Society, and Business. The availability of huge quantities of information at our fingertips is transforming government, business, and many other aspects of society. Topics include search advertising and auctions, search and privacy, search ranking, internationalization, anti-spam efforts, local search, peer-to-peer search, and search of blogs and online communities. The Instructor, Dr. Marti Hearst, is an associate professor in the School of Information at UC Berkeley, with an affiliate appointment in the Computer Science Division. 6 Videos

Ring! Ring! Ring! In Japan, Novelists Find a New Medium
Budding Scribes Peck Their Tales on Cellphones; Ms. Nakamura’s Hurt Pinkie

by Yukari Iwatani Kane
Sept. 26, 2007, Wall Street Journal

“When Satomi Nakamura uses her cellphone, she has to be extra careful to take frequent breaks. That’s because she isn’t just chatting. The 22-year-old homemaker has recently finished writing a 200-page novel titled “To Love You Again” entirely on her tiny cellphone screen, using her right thumb to tap the keys and her pinkie to hold the phone steady. She got so carried away last month that she broke a blood vessel on her right little finger.”

“ ‘PCs might be easier to type on, but I’ve had a cellphone since I was in sixth grade, so it’s easier for me to use,’ says Ms. Nakamura, who has written eight novels on her little phone. More than 2,000 readers followed her latest story, about childhood sweethearts who reunite in high school, as she updated it every day on an Internet site.”

10 Businesses Facing Extinction in 10 Years
by Geoff Williams
Sept. 27, 2007, MSNBC

“So start setting up your office pool, because here are our picks for 10 businesses facing extinction in 10 years.”

ITC News: Fifty Web Tools, Corporate Learning, Second Life Survey, Context, bFree, Online Lectures, Cellphone Novelist, etc.