Eric Kunnen\’s GRCC Blog

My Book of ELI2010 2
January 20, 2010, 8:21 pm
Filed under: Uncategorized

Day 2 at ELI2010

The following are my notes from the second day of the ELI Annual Conference in Austin, TX:

KEYNOTE: Born Digital

  • John Palfrey, Henry N. Ess III Professor of Law & Vice Dean, Library and Information Resources, Harvard Law School

Abstract: John Palfrey, a professor and vice-dean at Harvard Law School, will discuss the topic of his book, Born Digital (Basic Books, 2008). The talk will cover the first generation of digital natives. These young people are now coming of age, and soon our world will be reshaped in their image. Our economy, our politics, our culture, and even the shape of our family life will be forever transformed. But who are these digital natives? How are they different from digital immigrants? Palfrey will discuss a broad range of issues, from the highly philosophical to the purely practical. What does identity mean for young people who have dozens of online profiles and avatars? Should we worry about privacy issues, or is privacy even a relevant concern for digital natives? How does the concept of safety translate into an increasingly virtual world? Are online games addictive, and how do we need to worry about violent video games? What is the Internet’s impact on creativity and learning? What lies ahead—socially, professionally, and psychologically—for this generation?


  • Social Media Opportunities
    • Digital Identities – students don’t see a difference between their face to face and online life. The have the same “identity” online and offline.
    • Interoperability – mainstream and everyday experiences.
    • Creativity – new opportunities for expression.
  • Social Media Problems
    • Security – crimes haven’t really increased with social media but the concerns are real.
    • Privacy – users often forget about searchability… users may have “virtual tattoos that they want to rub off”, myth is that kids don’t care about privacy but they do.
    • Intellectual Property – kids for a large part do know what is right or wrong but they often do it anyway.
    • Credibility – in a world of which sources are enormous – what is credible or not.
    • Information Overload – exhausted by all the information, and what is important?
  • Thinking about the system is where we need to be. We need to figure out what our learning environment is and how is it structured. Recognizing that we live in a fast changing environment and not focusing on the specific tools but the environment.
  • We need to DO the design work about what a learning environment is. We need to architect our learning space… months and months if not years spending time in the details and system. We need to think about the design of the virtual environment and how to we intersect this virtual space with the face to face and how do we make this constructive. It’s about the design work that is before us.
  • “A Book is just a Digital File”
  • Video – Digital Dossier on YouTube (a 17 year old created this…)

SESSION: Mobile Learning Environment Showcase

Abstract: Through rapid “lightning round” introductions, campus practitioners will share how they are leveraging today’s technologies to create mobile and virtual learning environments. Learn about their process for experimentation and assessment and find out how these innovators are targeting student success with emerging technologies.

During the first half hour of each hour-long session, presenters will share a 10-minute overview of their project. The second half hour is designed for informal interaction with these innovators so you can follow up, learn more, and make connections.

Mobile Learning Initiatives at UT Austin’s Learning Technology Center

The Learning Technology Center (LTC) at The University of Texas at Austin has been examining how mobile devices including smartphones, PDAs, iPod Touches, iPhones, and netbooks can be effectively leveraged to support learning within and beyond the classroom. In doing so, the college has provided iPod Touches to two cohorts of preservice teachers (who already have a laptop requirement) in order to compare the pedagogical affordances of such devices to laptops. LTC representatives will demonstrate open-source, commercial, and internally developed software, along with classroom practices, that enable instant access to information; collaboration; peer review, evaluation, and feedback; and location-aware learning activities.


  • External and Special Projects Group – intent to obtain funding externally.
  • Mobile device… what is one? Portable – laptops, tablets, netbooks, ereaders, smartphone, pda’s
  • Laptop requirement for teacher prep program.
  • Application development includes place-based learning, FIT data collection, mobile online assessment system, presidential timeline.
  • Cohort Pilot = iPod touches distributed in 2 preservice teacher cohorts of 20 students each, microblogging (firtclass) during classroom observations, audio recording of interviews between teachers and students, design and implementation of location-based learning activities, K12.
  • iClicker > Webclicker, U Texas Official iPhone App

Mobile Learning: The Classroom, the Campus, and the World in the Student’s Pocket

Mobile devices offer opportunities for providing experiential and relevant educational activities for learners. The University of Maryland is conducting an iPhone/iPod Touch pilot that is exploring how these technologies can enhance the student education experience. We will explore the use of various mobile devices in teaching and learning and will delve into the roles of both the instructor and the learner. There will be discussion of the advantages and disadvantages of using various applications for teaching and learning.


  • Mobility Initiative – started as a recruitment tool.
  • Device – iPod touch or iPhone
  • Enhance the classroom learning experience, promote interaction between faculty and students, teaching and learning uses, provide students with a tool to help them manage their time, move mobile support to the enterprise level.
  • Pilot – 175 students iPod touch or iPhone, weekly seminars during ’08, pre and post semester evals, applications where mobile portal, MyeVu, clickers
  • Pilot – year 2, six faculty engaged in the pilots through center for teaching excellence, access to iPod touch loaner pool, native ELMS application / Bb app, and data collection apps, UM info, app for evaluating teachers, app for recording how you are spending time for a research project
  • Distribute apps currently through internal – not through the app store.

Who Gives a Flip? Outcomes from a Large-Scale Distribution of Flip Video Cameras

Over the past two years, the Duke Digital Initiative provided Flip cameras to faculty and students who applied for grants and created a large “loaner” pool of Flip cameras for faculty members or students. Access to easy and portable video capture resulted in a dramatic increase in the number of academic video projects on campus. This session will provide an overview of the Flip distribution, share survey results and outcomes, and explore a variety of course projects using the Flips to better understand how they’re being used in, and outside, the classroom.


  • 2004 iPods with Belkin Voice Recorders distributed to 1600 students, 45 classes
  • Duke Digital Initiative created in 2005 to promote, create, and sustain innovative efforts. Tech support of curriculum enhancements, share knowledge about effective instructional technology strategies.
  • Microprojectors, Voice Thread, Remote Collaboration, WordPress
  • Flip Cameras, Hard Drive camcorder, Web Cams, iPod touch pool
  • Headsets with Microphones, iPods, DVD cameras
  • Flip Program
    • 61 instructors and 161 students gave out cameras – through a grant application process
    • Loaner pool as well of 300 cameras and have 54 faculty, 470 undergrads, grad students 116, and 16 staff.
    • Training and Support Materials
    • Used cams for: class assignments, events, interviews, documentaries, digital diaries, filming lectures, study abroad
    • Student and faculty comments have been great – simple device, and how much need there was- the loaner pool filled that need.
    • Examples:,

SESSION: Using Analytics to Intervene with Underperforming College Students (Innovative Practice)

  • Kimberly Arnold, Educational Assessment Specialist, Purdue University
  • John Fritz, Asst. VP, Instructional Technology & New Media, University of Maryland, Baltimore County
  • Eric J. Kunnen, Director of Distance Learning & Instructional Technologies, Grand Rapids Community College
  • Session convener: Malcolm B. Brown, Director of ELI, EDUCAUSE

Abstract: Data mining is typically associated with business and marketing. For example, Amazon uses people’s past purchases to suggest books they might be interested in buying. Similarly, academic analytics can be used to identify and predict students who might be at risk, by analyzing demographic and performance data of former students. However, there is no clear consensus on how to intervene with current students in a way they will accept and not associate with academic “profiling.” Why should students think they are exceptions to our rules? This panel presentation will share how three institutions are approaching this problem and provide an overview of related issues.

Streaming Video Link

SESSION: Connect the DOTS: The DePaul Online Teaching Series

Abstract: DePaul University’ has launched a program called DOTS (DePaul Online Teaching Series) designed to help faculty prepare for teaching in an online environment, both from a technical and pedagogical standpoint. Attendees will learn about the aspects of the DOTS program and how we offered tools that broke down the barrier between faculty and online teaching: laptops, peripherals, software, critical pedagogical tools, compensation, training and one-on-one support post-DOTS. In addition, participants will hear from an instructor who took the DOTS program and learn how her experience has influenced her teaching in all modalities, as well as what motivated her and online teaching do’s and don’ts.


  • Focus on Instructional Design
  • What is DOTS? It is the DePaul Online Teaching Series = Faculty development program to train and assist faculty to become successful facilitators of online learning.
  • 15 or faculty form a cohort – use a departmental model whereby the cohort faculty are all from the same department.
  • What is expected of the participants:
    • 36 hours of training
      • 6 hours of online learning activities prior to the on site training
      • 3 hours EVERY DAY for a 2 week intensive on site and online training OR 5 hours EVERY WEEK for six weeks on site and online training.
      • Commitment to develop and teach at least one line or hybrid course after the training and submit for course review.
      • Formal commitment by signing a participant agreement for the program.
  • What do the participants get?
    • Technology kit includes a tablet PC or MacBook, webcam, headsets, flash drive, and SansaClip recorder and software such as SoftChalk.
    • Knowledge and skills to facilitate online learning.
    • Stipend of $500 at beginning of training and $1000 at complete of the online/blended course delivery and course review.
    • Certificate of Completion with letter of commendation from the Provost
    • Course Design Support
    • Quality Matter is the foundation for the pedagogical basis.
  • What makes DOTS different?
    • Match technology and instructional design together in a balance.
  • How to convert F2F to Online
    • Tool: Blueprint
    • Aligns Assessment and Activities with Objectives
    • Maps out resources needed
    • Makes building easy!
  • Lessons Learned
    • Over estimate time commitment.
    • Develop first, then schedule
    • Engage instructional design / tech support resources
    • Expect an iterative process
    • Request an independent review or test run before going live.
    • Protect your teaching evaluations.
    • Commit to continuous learning and development.

SESSION: Success, Withdrawal, and Student Satisfaction When the Numbers are Very Large

  • Charles D. Dziuban, Director, Research Initiative for Teaching Effectiveness, University of Central Florida
  • Joel L. Hartman, Vice Provost and CIO, University of Central Florida
  • Patsy D. Moskal, Associate Director, Research Initiative for Teaching Effectiveness, University of Central Florida

Abstract: The presenters in this session will describe the results of ongoing research examining the predictors of student success and withdrawal for more than 250,000 fully online and blended students over five academic years. They will demonstrate data mining results for 1,200,000 student ratings, presenting decision rules for predicting, with 95% accuracy, the circumstances under which students assign excellent ratings to courses. Finally, they will demonstrate the need for contextualizing all research findings with the institutional culture.

SESSION: The Genius of “And”: Reconciling the Enterprise and Personal Learning Network

  • Jon Mott, Asst. to the Academic VP – Academic Technology, Brigham Young University

Abstract: The current educational technology debate is often framed as a contest between the CMS and the PLN, between centralized IT and individualized toolboxes. Mott argues that we should reject this “either-or” choice and instead embrace the possibility of a best-of-both-worlds “and” solution. Such a solution would combine the value of SIS integration and secure, assessment-related communication with the openness and persistence of the web.


  • Begin with the end in mind…
  • CMS or PLN?
    • does one work better than the other?
    • CMS
      • Reinforcing existing practice.
      • Content, Assessment, Gradebook, Communication, Collaboration
      • SIS to CMS to External Apps + Other redundant non-integrated apps.
      • Feature usage: Course Materials 85%, gradebook 78%, announcements 68%, email 68% — then falls off dramatically when it comes to teaching tools.
      • Faculty use the CMS primarily as an administrative tool and it is a fundamentally conservative tool.
      • Online tech use: CMS only 75% use, 25% use CMS+, and then the 25% that don’t use anything. 14% have their own blog or custom website… they have more freedom.
      • Open for Learning: The CMS and the Open Learning Network… a whitepaper.
      • A CMS is time bound… when the course is done – the content and learning is shutdown vs PLN which can grow and persist.
      • UC Boulder 36% wikis remain available and still participating on the wiki.
      • A CMS is instructor centric. Standard practice is often reflected and supported by the CMS. The underlying paradigm hasn’t really changed.
      • Educating and facilitating learning vs Providing students with content.
      • Shift from pouring content through a funnel and move to creating learning. Steven Wheeler
      • Pointing students to data buckets and conduit weve already made won’t do it.
      • Teaching and learning are not fundamentally.
      • CMS is not the Academic ERP
      • Teaching and learning are not fundamentally transactions – we need tools that facilitate.
    • PLN
      • Anyone with a pc can create their own pln… the rules of the game have changed.
      • Everyone has a camera.
      • Flash mobs
      • Do yourself culture – cobble together tools.
      • Scott Lesley has several PLN schematics on his blog.
      • Central IT doesn’t need to be involved.
      • But… sites can go away.
      • Security issues…
      • Is it this OR that?
      • private OR public
      • secure OR open
      • reliable OR flexible
      • teachers OR learners
      • efficient OR creativity
      • What is the best of both worlds…
      • this AND that
    • CMS + PLN = OLN (open learning network)
      • Dave Weinburger – Small pieces loosely joined.
      • Open modular interoperable… how do you do this?
      • In progress… Network of Collaboration Entities bringing in standards of how tools interoperate.
      • Washington State – Harvesting Gradebook
      • Hotseat
      • Goingon
      • ConnectYard
      • SAPO Campus
      • OLN Infrastructure – BYU Web Services Platform
      • LTI Framework and standard web services protocol.
      • An Open Institutional Learning Network
      • Step 1 – Build a stand alone Gradebook (BYU and Agilix partnered and this semester they are piloting with 25 instructors.)

In summary, I have found ELI 2010 one of the best conferences I have been to in many years.  Sessions were top notch, presenters top quality, and the ideas expressed where innovative.  Well done EDUCAUSE!

Here are the archives from the sessions that were recorded.

I’ll leave you with a few photos from ELI 2010.

See you next year!?!


3 Comments so far
Leave a comment

I found your post because I have a Google Alert on “Harvesting Gradebook”. a good citation is

I’m also glad you are doing this. I have tried to develop the discipline to blog meetings and appreciate that you took the time Nils Peterson

Comment by Nils Peterson

Thanks Nils! That was a very kind comment. Perhaps we’ll cross paths at a future tech conference. Until then – we’ll see you online! 🙂

Comment by ekunnen

I was on Yahoo and found your blog. Read a few of your other posts. Good work. I am looking forward to reading more from you in the future.

Comment by benny

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