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					iTeach / Realizing Student Potential Friday, February 27, 2009 Minneapolis

This presentation available at:

http://web.stcloudstate.edu/pmiltenoff/conf2009/iTeach/voip.ppt

Presenters:
Plamen Miltenoff, Ph.D., MLIS,
is information specialist at Learning Resources & Technology Services (LR&TS) of St. Cloud State University(SCSU) in St. Cloud, Minnesota. Dr. Miltenoff has graduate degrees from universities in Bulgaria, Austria, and from University of Florida. He is completing his Ph.D. with Shoumen University in Bulgaria and a separate terminal degree in education with University of North Dakota. His professional interests include new technologies, Web development and multimedia, interactive and Web development in education. Plamen Miltenoff is the liaison of the LR&TS to College of Education at SCSU.

Gary Schnellert, Ph.D.,
is currently an Associate Pofessor of Educational Leadership in charge of doctoral cohorts for the University Of North Dakota. Dr. Schnellert has a Ph.D. from Iowa State University. Dr. Schnellert spent fourteen years in public school administration as a superintendent and principal, and assistant principal in Canada, The Caribbean, and Iowa. Throughout his career Dr. Schnellert has specialized in Career and Technical Education and Educational Leadership. His research interests center on International Education, functions of emerging technologies in the educational settings, Industrial Technology, and educational reforms. Dr. Schnellert is also involved in assisting school districts with curriculum renewal, facilities planning, and administrative searches. He also functions as an advisor for students wanting to become licensed in various states.

Galin Tzokov, Ph.D.,
is an Associate Professor of Pedagogy and Educational Management at the Department of Pedagogy of the Plovdiv University in Plovdiv, Bulgaria. Dr. Tzokov served as a Vice-President of the Educational Commission Municipal Council and as a Chairman of the Municipal School Board of the city of Shumen. He is a member of the Bulgarian Association of Scientists, the Bulgarian Pedagogical Society and the National Center for Distance Education in Bulgaria. Dr. Tzokov’s interests include educational management, management of private schools and educational legislation. He works also in the field of information technologies in education and distance education.

Plan and Goals
• Plan
– Research findings
• Literature • Dissertation

– Hands-on
• What do we know and use in the U.S. • What faculty know and use in Bulgaria
– What is Bulgaria ?

• Goals:
– learn what is an e-conferencing tool – learn digital divide and the implications on both sides of the divide – learn how to identify the right technology for the responding task

Research findings - literature
…[according to the deconstructivists]… 

• Literature
– Definitions:
• e-Learning skills: the ability to develop effective learning skills in a technological environment • e-Learning? m-Learning? Immersive learning? Distributive learning?
– 3 major groups regarding the meaning of e-Learning: - distance education - electronically mediated learning - facilitated interaction software (Bullen & Janes, 2007)

• Information Age replaced by the Interactive Age (Milne, 2007) • According to the Pew Project, young people turn to cell phones and Internet from TV and landlines (Horrigan, 2007) • mashups, folksonomy and semantic Web, broadly known as Web 2.0, are most likely to have impact on teaching (Horizon Report, 2008)

– Distributive learning is moving from asynchronous to synchronous as part of the larger migration from Web 1.0 to Web 2.0 (Murphy & Laferriere in Bullen & Janes, 2007).
• Course Management Software • e-Conferencing tools

The transition to e-learning and the evolution to Web 2.0 cannot happen if/when the stakeholders (students, faculty, librarians and administration) have not conquered yet the foundation of educational technology and administrators must be aware of this requirement (Robertson and Klotz, 2002; Zellweger, 2007).

Research findings 5

Dissertation

2007 Findings – U.S. advantage
4.5 SCSU

4

Other US Universities
Bulgarian universities

3.5
Yes

3
No

2.5

email

CMS

Social Software

Digital Telephony

Research findings 5

Dissertation

2007 Findings – BG advantage
4.5

4

SCSU
Other US Universities

3.5
Yes

Bulgarian universities

3
No

2.5 Social Software Digital Telephony

Hi, I am Galin and these are my students

Email, blogs, sms, phone Facebook, Skype, etc.

?

= ???$$$???
D2L, Connect, Facebook, email, Skype, etc.

Hi, I am Gary and these are my students

= ???$$$???

Demonstration – BG faculty
• Galin
– Email – Blogs: http://galintzokov-gall.blogspot.com/ и http://galintzokov.blog.bg/ – VoIP
• Skype

– SMS (texting) – Social networking (Facebook): http://www.facebook.com/people/Galin-Tzokov/ – Landline and cellular phones

Reasoning – BG faculty
• Why and how do I choose my online tools
1. do you think, your university is offering you the right tools for online communication with students (Plovdiv U does NOT offer as part of its technology base tools for distance education and online communications The University budge totals 18.5 Mil leva ~ 13 Mil $ for 2009. ½ Mil leva ~ 1 Mil $ are for long term projects, of which 30% or 150 000 leva ~ 100 000 $ are for information technologies – web site maintenance, Internet connection for students and faculty) 2. do you feel the university is providing adequate support for these tools (Unfortunately, the University does not actively promote using information technologies among faculty) 3. how do you determine what tools for online communication with a) students b) faculty to choose:(The initiative to use Web 2.0 tools is based on personal conviction and desire to motivate students and involve them in active learning and discussions
These tools are convenient and practical, since using them extends the possibilities for an electronic dialog with the students; for constant and extended contact with the students to provide updated information and feedback for assignments in an environment which is familiar and arresting for them These tools are free and are the only ones available at my university for communication with students. The tools being free is to a great degree also an impediment, since students are observing them not as learning tools, but as informal tools for entertaining. To turn students’ mind set around and convince students to view Web 2.0 tools as formal teaching tools, I invest considerable energy and time, extended explanations and clarifications and fore mostly, mutual agreement between students and instructor )

Demonstration – U.S. faculty
• Gary and Plamen
– CMS: Blackboard and D2L
• Gary on Blackboard: Wimba • Gary and Plamen: audio and video files

– e-Conferencing tools:
• Gary and Plamen: Adobe Connect – “licensed” • Plamen: vRoom from Elluminate: “free”

– VoIP
• Skype, iChat, Oovoo

– Desktop sharing
• Teamviewer vs. Adobe Connect

– Web 2.0 tools
• Blogs and wikis • Social networking • Social bookmarking

Reasoning – US faculty
• Why and how do I choose my online tools
1. do you think, your university is offering you the right tools for online communication with students (Currently yes, but lacking capacity to transmit and volume) 2. do you feel the university is providing adequate support for these tools (Support only on site when the instructors are everywhere) 3. how do you determine what tools for online communication with a) students b) faculty to choose:(Ask those who are more knowledgeable and hope they know what they are talking about.)
1. 2. 3. fashionable (students like to use it) (Students love it since my students can save on gas money.) practical (I like to use it) (Students like to learn and they love it when it not only helps them but they can also use it with there classes.) cheap and useful (university does not have it, but it is useful and don't have to pay for it; or university has one, but it is not comparable to the one that I found for free) (University doesn't always know what is available and at times pay for an inferior product when a free one is better or just as good and really available.)

Comparison of online communication tools • Between faculty and students
– Galin: ??? – Plamen and Gary: email and CMS

• Faculty and faculty
– Galin and Gary and Plamen: Skype – Gary and Plamen: Skype to talk and work, Teamviewer to help each other, cell phones, landlines, email

• Students and students
– ??? Facebook???

Discussion and Questions
• Plamen Miltenoff
– – – – pmiltenoff@stcloudstate.edu Skype ID: aidedza Second Life ID: Aidemoreto Laryukov Oovoo ID: aidedza

– Gary Schnellert
– gary.schnellert@und.edu – Skype ID: gary.schnellert – Second Life ID:

– Galin Tzokov
– g_tzokov@mail.bg – Skype ID: Galin_Tz

Literature
Bullen, Mark & Janes, Diane. (Eds.). (2007). Making the Transition to E-Learning: Strategies and Issues. Hershey, PA: Information Science Publishing. (Available in Google books) Conrad, Rita-Marie & Donaldson, Ana. (2004). Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco, CA: Jossey-Bass Horrigan, John. (2007). Mobile Access to Data and Information. Pew Internet and American Life Project. Last retrieved April 21, 2008 at: http://www.pewinternet.org/pdfs/PIP_Mobile.Data.Access.pdf Milne, Andrew J. (2007 January/February). Entering the Interaction Age: Implementing a Future Vision for Campus Learning Spaces...Today. EDUCAUSE Review, 42(1), 12–31.Last retrieved November 16, 2006 at: http://www.educause.edu/apps/er/erm07/erm0710.asp?bhcp=1 Nagel, David. (2008, October 28). Elluminate Phases In Learning Suite Upgrades. Campus Technology, http://www.campustechnology.com/articles/68890 Roberson, T. J. & Klotz, J. (Winter 2002). How can instructors and administrators fill the missing link in online instruction? Online Journal of Distance Learning Administration. 5(4). Retrieved June, 2003: http://www.westga.edu/~distance/ojdla/winter54/roberson54.htm The 2008 Horizon Report, http://www.nmc.org/pdf/2008-Horizon-Report.pdf Zellweger Moser, Franziska. (2007). Faculty Adoption of Educational Technology: Educational technology support plays a critical role in helping faculty add technology to their teaching. Education Quarterly. 30(1), 18-24. Last retrieved February 2, 2008 at: http://connect.educause.edu/Library/EDUCAUSE+Quarterly/FacultyAdoptionofEducatio/40010