FITSI 2003 Guest Speakers
Robert Reiser
Professor, Instructional Systems
Florida State University, Tallahassee FL
Effective College Teaching: Best Practices for Instructional Design
Whether you are using technology or sticking to traditional teaching methods, careful planning that follows a systematic process is necessary to enhance student learning. Share experiences, suggestions, and best practices for designing and evaluating your teaching with a leader in the field of instructional design.
Dr. Robert Reiser is a professor in the Instructional Systems program in the Department of Educational Research at Florida State University. Reiser joined the Florida State faculty in 1976, shortly after receiving his doctorate in Educational Technology from Arizona State University.
Dr. Reiser has written four books in the field of instructional design and technology. These have included Selecting Media for Instruction (written with Robert M. Gagne), Planning Effective Instruction and Instructional Planning: A Guide for Teachers (both written with Walter Dick). His most recent book, which was published in 2001, is Trends and Issues in Instructional Design and Technology (edited with John V. Dempsey).
Reiser has also written more than forty journal articles on instructional design and technology. His research interests and journal publications have focused on a wide variety of topics including mastery learning, media selection techniques, the instructional effectiveness of educational software, the effects of Sesame Street on children's learning, incorporating technology into instruction, and improving the instructional planning practices of teachers.
During the 25 years he has been at Florida State, Dr. Reiser has received several university awards, including a Professorial Excellence Award, a Developing Scholar Award and a University Teaching Award. In April, 2000, Dr. Reiser received the University Distinguished Teacher Award, the highest teaching award at Florida State. Each year this award is given to one faculty member at Florida State who has, over his or her career, demonstrated a record of sustained teaching excellence. Dr. Reiser is the first member of the College of Education to have won the award.
Sheryl Burgstahler
Associate Professor of Educational Technology
Purdue University via videoconference
Coaching Online Discussions--Promoting Student-to-Student Interactions
Collaboration among online learners does not develop easily. Instructors must thoughtfully facilitate these interactions to engage students in meaningful conversations. Consider a variety of techniques for initating, sustaining, and concluding meaningful collaborations.
Peggy A. Ertmer is an associate professor in Curriculum and Instruction at Purdue University. Dr. Ertmer's work, as a former public school teacher and as a current faculty member, is directed toward helping learners become better learners. Current research efforts are directed toward identifying effective instructional strategies and approaches (e.g., case-based instruction, technology integration) that foster student motivation, self-regulation, and learning in both online and face-to-face environments. Recent efforts are focused on identifying effective methods for developing students' problem-solving skills during case-based learning and building teachers' capacity for technology integration by increasing their technology self-efficacy and competence.
Since fall 1996, Dr. Peg Ertmer has used distance-learning technologies to enhance and extend the learning experiences of her students. Beginning with a text-based CMC (computer-mediated communication) course offered through Boise State University (BSU) to master's students in an instructional technology program, and advancing to the use of Internet-based video conferencing involving students at two universities, Peg has offered her students a wide range of distance learning experiences. She has incorporated synchronous (audio teleconferencing, Internet chat, 2-way video, and web-based video conferencing) and asynchronous tools (discussion boards, CD-ROMs) in both hybrid and "complete" online courses to facilitate meaningful learning and interaction among her students. Some examples of her distance learning experiences include:
- Teaching 2 online courses (text-based CMC) to BSU students as an adjunct faculty member (1996, 1998)
- Teaching an Ed Tech graduate course, via two-way video, to 10 doctoral students on the Purdue Calumet campus and 10 students on the West Lafayette campus (1997)
- Teaching 2 Ed Tech graduate courses completely online, using WebCT. Both courses were new seminar offerings (2001, 2002):
- Seminar in Ed Tech: How to Write a Lit Review
- Seminar in Ed Tech: Trends and Issues in the Field
- Using WebCT and Web-based videoconferencing, within a face-to-face course, to bring students together from 2 universities (2000, 2002)
- Teaching an Ed Tech graduate course completely online, using WebCT, to public school administrators enrolled in Purdue's Doctoral Cohort Ed Admin program (2001)
- Developing an interactive CD-ROM - incorporating audio, video, animation, and text - to illustrate exemplary technology-using teachers to teacher education students as well as public school educators and administrators
Dr. Ertmer is the originator and co-developer of a textbook (now in its second edition) designed to help teachers and students utilize case-based instruction in their instructional design (ID) courses. This text is a collection of rich, authentic design cases contributed by leading members of the instructional design community. Dr. Ertmer has presented at national conferences on topics related to case-based instruction, technology integration, and self-regulated learning and has published related articles in the premier scholarly journals in instructional design, including Educational Technology Research and Development, Performance Improvement Quarterly, the Journal of Educational Psychology, and Instructional Science.
Dr. Vernon Burton
Professor of History and Sociology
University of Illinois at Urbana via videoconference
Keeping Up with the E-Joneses
Technology-enabled courses make students active participants in learning, rather than passive observers. Learn how the RiverWeb classroom model provides a blueprint for content development and best practices for technology-enhanced pedagogy. http://riverweb.cet.uiuc.edu/
Vernon Burton was born in Royston, Georgia, reared in Ninety Six, S.C., graduated from Furman University, and received his Ph.D. in American History from Princeton University in 1976. He is Professor of History and Sociology at the University of Illinois and is also a Senior Research Scientist at the National Center for Supercomputing Applications where he is Associate Director for Humanities and Social Sciences. He is an affiliate of the Afro-American Studies and Research Program and a member of the Campus Honors Program. In addition, he is Executive Director of the College of Charleston's Program in the Carolina Lowcountry and Atlantic World.
Burton is the author of more than a hundred articles and the author or editor of seven books (one of which is on cd-rom), including In My Father's House Are Many Mansions: Family and Community in Edgefield, South Carolina (fifth printing 1998; subject of sessions at the Southern Historical Association and the Social Science History Association's annual meetings; nominated for Pulitzer). He was named a University Scholar in 1988.
Recognized for his teaching, he was selected nationwide as the 1999 U.S. Research and Doctoral University Professor of the Year (presented by the Carnegie Foundation for the Advancement of Teaching and by the Council for Advancement and Support of Education). Within the university he has won teaching awards at the department, school, college, and campus levels and was designated one of the first three University Distinguished Teacher/Scholars in 1999. He is the recipient of the 2001-2002 Graduate College Outstanding Mentor Award.
Burton's research and teaching interests include the American South, especially race relations, family, community, politics, religion, and the intersection of humanities and social sciences. He has served as president of the Agricultural History Society. Among his honors are fellowships from the Rockefeller Foundation, the National Endowment for the Humanities, the Pew Foundation, the National Science Foundation, the American Council of Learned Societies, the Woodrow Wilson International Center for Scholars, the National Humanities Center, and the Carnegie Foundation. He was a Pew National Fellow Carnegie Scholar for 2000-2001.
Dr. Phillip Long
Massachusetts Institute of Technology
Partly Sunny with Great Potential: A Forecast for Educational Technology
What is the forecast for educational technologies? Which programs, projects, tools, and pedagogies seem promising? Join a leader in the field for an inside look at what’s happening at MIT and beyond.
Phillip Long is a Senior Strategist for the Academic Computing Enterprise at the Massachusetts Institute of Technology. He provides direction in applying MIT Information System resources to support the development and integration of educational technology into the academic environment. As a member of the Open Knowledge Initiative leadership team, a project to develop an open source software development environment for educational tools, he coordinates the Educational Activities and Learning Practices workgroup. He also directs the CrossTalk faculty colloquium. He serves on various advisory boards and professional committees, including Syllabus, the NLII Advisory Council on Teaching and Learning, and the U.S. Army Subcommittee on Distance Education. He has shared his knowledge and expertise at numerous conferences and through many invited presentations.
Dr. Long enjoys running, birding and maintains his fragile state of mental health through an avid dedication to sailing.