Genome Island: A Virtual Science Environment in Second Life
Mary Anne Clark

Mary Anne Clark describes the organization and uses of Genome Island, a virtual laboratory complex constructed in Second Life. Genome Island was created for teaching genetics to university undergraduates but also provides a public space where anyone interested in genetics can spend a few minutes, or a few hours, interacting with genetic objects—from simple experiments with peas to the organization of whole genomes. Each of the approximately four dozen activities available in the island’s various areas includes background information, model objects with data sets, and suggestions for data analysis. The island also has a presentation theater, an indoor conference setting, and separate meeting spaces suitable for small group conversations. Clark describes some of the activities available on the island, offers advice for their use, and discusses the results of a pilot project that identified some pedagogical and technical challenges arising in this virtual setting.

Link: http://innovateonline.info/index.php?view=article&id=562 (article requires free registration)

Link: http://slurl.com/secondlife/Genome/118/145/53 (Second Life location)

Organizing your online course for maximum effect
Janie Sullivan

If you are going to deliver a course online, it helps to have a plan in place for organizing that course so both you and your students have the best possible experience. You will need to explore ways to present the class format, content, syllabus, time line, use of technology, assessments, and evaluations. This article will help you put together a comprehensive organization plan for any online course, making the delivery of that course as smooth as possible.

Link: http://www.examiner.com/x-19260-Phoenix-Online-Lea…

The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses
Lawrence A Tomei

This study examined the impact of substituting didactic instruction, face-to-face advisement, and conventional evaluation with distance-based delivery of content, electronic counseling, and online assessment. It analyzed the impact of distance learning demands on faculty teaching loads and computed the ideal class size for an online course. Specifically, this article sought answers to the following questions. 1. What are the teaching demands of an online course? 2. What is the impact of distance learning demands on faculty teaching loads? Does teaching at a distance require more or less of an instructor’s time? 3. What is the ideal class size for an online course versus the traditional classroom? The research reflected in this study found that online teaching demanded a minimum of 14% more time than traditional instruction, most of which was spent presenting instructional content. The weekly impact on teaching load also varied considerably between the two formats. Traditional teaching was more stable across the semester while online teaching fluctuated greatly during periods of advisement and assessment. Finally, the ideal class size was calculated for both instructional formats.

The role of the traditional classroom teacher evolved over the centuries to include a common set of skills and competencies agreed upon by most in the discipline (Budin, 1991). For example, the traditional classroom teacher must be certified for the appropriate grade level. In the United States, the appropriate foci comprise early childhood, elementary, middle, and secondary concentrations. Only 5% of schools have grade configurations outside these age-centered criteria (U.S. Department of Education, 2001). In addition, successful educators are expected to pursue a continuous program of professional development that begins soon after certification and lasts until retirement. Finally, the traditional classroom teacher is expected to devote considerable hours both in and outside the classroom–whatever is necessary to produce successful student learning outcomes (Kerr, 1989). Professional preparation, academic excellence, lifelong learning, and personal commitment are the hallmarks of the successful traditional teacher.

Since its arrival as a teaching strategy, many of these self-same characteristics have come to define successful distance educators as well (Cuban, 1986). In addition, new skills come into play as teachers assume the role of distance educator. Some of those additional skills include understanding the nature and psychology of distance education; identifying characteristics of successful distance learners; designing technology-based courseware; adapting teaching strategies to deliver instruction at a distance; evaluating student achievement in an online environment; and, recognizing the incremental demands of teaching (e.g., faculty load, online assessment, out of class interaction, etc.) under these new set of circumstances (American Association of University Professors [AAUP], 1968). Of all the peculiarities of teaching at a distance, none appears so crucial to successful student learning than teacher-student interaction.

Link: http://uwashington.worldcat.org/oclc/102863900

Facebook 2.0
Tracy Mitrano

Tracy Mitrano is the Director of Information Technology Policy and Computer Policy and Law Programs at Cornell University. Her article about the current state of Facebook and how higher education will be involved with it in the future has been published in the EDUCAUSE Review (volume 43, number 2).

Link: http://www.educause.edu/library/erm08210

In a two part series, Campus Technology looks into using chat as an instructional tool in education:

Using Chat To Move the Thinking Process Forward
Ruth Reynard

In the first installment, chat is discussed in general terms and its abilities for the use of mixed media and synchronous interaction are emphasized.

Link: http://www.campustechnology.com/articles/68502/

Designing a Working Space for Chat

The second installment looks at some of the major concepts in using chat effectively in the process of moving the thinking process forward, like building ideas, constructing media, and establishing which elements are critical to making the environment dynamic and relevant to the student.

Link: http://www.campustechnology.com/articles/68632/

In honor of Charles Darwin, the University of Cincinnati has undertaken a project to recreate the Galapagos Island in the virtual world of Second Life. For those who are unfamiliar, the Galapagos Islands is where Darwin conducted some of his research that led to the famous On the Origin of Species by Means of Natural Selection. When this project is finished, which is currently set at January 2009, all avatars in the virtual world will be able to retrace Darwin’s steps “from his 1832 journey to South America aboard the Beagle to his tours of the islands.” For more information about the University of Cincinnati’s Darwin Sesquicentennial Celebration program Evolution: Evidence and Impact, please see http://www.uc.edu/darwin/.

Link: http://www.educause.edu/library/erm08516

The Effectiveness of Blended Learning Environments for the Delivery of Respiratory Care Education
Jason Domachowski and Shawna Strickland

It has been reported that the major weakness of online learning environments is the lack of consistent, efficient communication with the course instructor. In an attempt to provide the learner with the “best of both worlds,” some educators have opted to integrate additional course materials via internet classrooms to enhance learning while still maintaining the face-to-face interaction between instructor and learner. The researchers hypothesized that there is not a difference in academic outcomes between students who complete a course in a traditional environment and those who complete the course in a blended environment nor is there a difference in student satisfaction between the two methods of course delivery.

Methods: Data collection included a retrospective review of the demographic and course information. Quantitative data analysis of the data was performed in SPSS® using the Mann-Whitney test and the Spearman rho correlation. Qualitative data analysis was performed via open coding of subjective student comments.

Results: The data obtained by retrospective review of demographics and course outcomes was analyzed to determine significant differences. None of the variables showed a statistically significant difference (p=0.05). Further testing revealed an expected positive relationship between pre-existing GPA and the final examination grade as well as the final examination grade and the course grade (p=0.05). No other positive relationships were noted in course outcomes, student satisfaction or subjective comments.

Conclusions: It can be assumed by the data presented that there is no difference in academic outcomes when comparing the traditional classroom setting to the blended classroom setting. These results favor the continuing practice of blended learning environments as a viable option for course delivery in health care education, specifically respiratory care.

Link: http://undergradresearch.missouri.edu/forums-conferences/abstracts/abstract-detail.php?abstractid=3641

Web 2.0: Good for Education?
Trent Batson

Trent Batson summarizes what Web 2.0 means for higher education:

• More interaction between knowers and learners occurs online rather than in a room
• More continuity between learning meetings during a course of study and after the course is over
• More active learning opportunities are available
• The need for certification of all formal learning is called into question
• A shift in the fundamental perception of learning from content delivery to a guided learning process
• More recognition of and scaffolding on what students already know
• Collection of evidence of student learning online that is owned by the student
• The learning process is associated with the learner
• A deluge of unfiltered information without mature consensus methodologies to handle the deluge
• Transience of knowledge as opinion-producers gain currency more quickly each day than ever before
• Gap between institutions that are able to adapt to Web 2.0 trends and the rest of higher education
• The education enterprise is merely reactive to industry developments; it must instead lead; and educators by and large are resistant; they must instead find opportunities for positive change

Link: http://www.campustechnology.com/articles/68503/

The Ubiquitous Learning Conference investigates the uses of technologies in learning, including devices with sophisticated computing and networking capacities which are now pervasively part of our everyday lives – from laptops to mobile phones, games, digital music players, personal digital assistants and cameras. The Conference explores the possibilities of new forms of learning using these devices not only in the classroom, but in a wider range places and times than was conventionally the case for education. Ubiquitous Learning is made possible in part by the affordances of the new, digital media. What’s new about it? What’s not-so-new? What are the main challenges of access to these new learning opportunities? These are the key themes and concerns of the Conference.

The UL Conference will be held at the University of Illinois’ Illini Centre, 17-19 November 2008, in Chicago, Illinois, USA. Visit its website (see the link below) for more information.

Link: http://q08.cgpublisher.com

The Online Student Survival Guide, a program that kicked off in May 2008, is meant to give online students tips on adjusting to online learning and staying motivated throughout the courses, while balancing life and school.

Link: http://onlinestudentsurvival.com/