Spotlights







Dr. Ching-Hau Chuan
Gaming and Mobile App Development with Students
Dr. Lakshmi Goel
Virtual Worlds
Dr. Caroline Guardino
Using Mobile Devices with Preservice Teachers
Dr. Katherine Hooper
Using Online Proctoring with DL Classes
Dr. Bryan Knuckley
Screencasting for Instruction & Student Feedback
Dr. Jonathan Pabalate
Online Presentations with Google Hangout

Dr. Chuan

ChuanBIOGRAPHY

Ching-Hua Chuan is an Assistant Professor in the School of Computing at University of North Florida. She received her Ph.D. in Computer Science from University of Southern California in 2008. She has published refereed articles in journals and at conferences on audio analysis and music generation. She received the best new investigator paper award at the Grace Hopper Celebration of Women in Computing in 2010. She is the founder of Women in Music Information Retrieval.

ABSTRACT

As tablet and smart phone apps have become indispensable tools in our everyday life, the knowledge and ability of developing such apps is a crucial skill for computing students in order to be successful in their future career. Teaching this rapidly changing, market-driven, and implementation-oriented topic brings many new challenges that do not exist in a traditional course. For example, a textbook can become outdated in less than six months. In addition, there has been a proliferation of mobile platforms (Android, iOS, Windows) and powerful functionalities that renders the planning of this one-semester course difficult. In this talk, I will share my experiences and lessons learned from teaching this course at UNF. I will talk about how I use online tools to assist my teaching, and also the efforts and supports provided by School of Computing that are necessary to make this course happen. I would like to conclude with a discussion of how we can collaborate across schools and departments on the important trend of creating and using mobile apps.

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Dr. Goel

Goel

BIOGRAPHY

Lakshmi Goel is an associate professor in the Department of Management at the University of North Florida’s Coggin College of Business. She holds a MS in Computer Science and a Ph.D. in Information Systems from the University of Houston. Her research interests include knowledge sharing, learning, and collaboration through information technologies such as blogs, wikis, knowledge management systems, and virtual worlds. Her work has been published in journals such as the MIS Quarterly, Decision Support Systems, Information Systems Journal, and various others.

ABSTRACT

Past research suggests that learning at the cognitive level is influenced by social interactions that occur during learning, as well as the context or situation within which the learning occurs. The exponential growth in online learning has demonstrated the effectiveness of technology in conveying information. Technological advancements also allow for learning from and in social networks, which facilitate social interactions essential to learning. However, technological platforms fall short in providing the interaction between cognitive schemas and context in situ that is fundamental for learning. Virtual worlds, or 3D environments that can afford a sense of “situatedness”, may alleviate some of constraints of traditional technological platforms used for learning. In this talk, I discuss the concept of “situated learning”, and propose how it can be facilitated by the technological platform of virtual worlds.

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Dr. Guardino

GuardinoBIOGRAPHY

Dr. Caroline Guardino is an assistant professor of Exceptional, Deaf, and Interpreter Education in the College of Education and Human Services. Her research interests involve understanding effective reading strategies for young struggling deaf readers and helping teachers design their classroom environment to maximize academic engagement and minimize disruptive behavior. As often as possible, she infuses technology into her teaching and research. For example, Guardino founded: www.understandingDAD.org, a web portal designed to help parents and professionals who work with Deaf students who have disabilities.

ABSTRACT

One of the greatest challenges we face as teacher educators is finding the time to teach theory and effective teaching strategies in the university classroom as well as provide practical hands-on experiences in the K-12 setting. This summer, Dr. Guardino overcame this challenge by merging her expertise in Deaf Education and technology with that of Dr. Monnin’s expertise in teaching literacy through graphic novels. The combination spawned iREAD Graphic Novels summer camp for struggling deaf and hard or hearing (D/HH) children. Why “iREAD”? This camp offered D/HH struggling readers an opportunity to engage in reading, exploring, and creating graphic novels while using various applications on the iPad. In addition, the UNF pre-service teachers, who served as camp counselors, learned to modify and master traditional instructional reading strategies using iPad technology.

Most students who are deaf and hard of hearing (D/HH) struggle to surpass a third-to fourth-grade reading level (Traxler, 2000). We also know that there are very few curricula developed with appropriate reading materials that are both of high interest and written at appropriate reading levels (Smetana, et. al., 2009). iREAD Graphic Novels camp combined the use of high interest reading materials with high interest technology, the iPad.  This camp proved to be successful for both the D/HH students and UNF pre-service teachers/camp counselors as together we motivated struggling readers and created teaching opportunities for UNF students.

RESOURCES


iREAD Website: http://www.unf.edu/coehs/edie/deaf/iRead.aspx

Smetana, L., Odelson, D., Burns, H., & Grisham, D. L. (2009). Using Graphic Novels in the High School Classroom: Engaging Deaf Students with a New Genre. Journal Of Adolescent & Adult Literacy, 53(3), 228-240.

Traxler, C.B. (2000). The Stanford Achievement Test, 9th edition: National norming and performance standards for deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 5(4), 337–348. doi:10.1093/deafed/5.4.337

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Dr. Hooper

Hooper

BIOGRAPHY

Katherine Hooper is a Visiting Assistant Professor in the psychology department. She received a B.S. in psychology from the University of Florida and completed her Ph.D. in neuroscience and psychology at Indiana University. She teaches Human Sensory Perception and Psychobiology both on campus and online. Katherine has been at UNF since 2003.

ABSTRACT

The ability for modern students to learn remotely offers unique opportunities and challenges. Distance learning gives students flexibility with their schedules, allowing them to more easily pursue educational goals without neglecting occupational and familial duties. However, a major concern about distance education is its perceived rigor and integrity. Many people — including students and employers — assume that an “online” education is less valuable than a traditional college experience. One of the main concerns is a lack of integrity in online courses. Frankly, it is easy for students to cheat, and research shows that they do. We can drastically reduce cheating and increase the perception of the integrity and rigor of our online courses by taking one simple step: proctoring exams remotely.

 

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Dr. Knuckley

KnuckleyBIOGRAPHY

Bryan Knuckley is an assistant professor in the Department of Chemistry and currently teaches General Chemistry and Biochemistry to UNF undergraduates.   He received his Bachelors Degree in Chemistry at the University of South Carolina in 2003.  He attended graduate school at the University of South Carolina and received his Ph.D. in Chemistry with an emphasis in biochemistry and drug development.  He spent the following two years as a post-doctoral fellow at Scripps Florida.

ABSTRACT

General Chemistry is an introductory course that provides both science and non-science majors with a basic understanding of chemical concepts.  This course has always been taught traditionally as a face-to-face lecture until this year because it has been perceived that problem-based courses are difficult to teach in an online environment. Traditionally, the course is taught with a combination of PowerPoint slide lectures and a series of example problems.  However, the development of new technology pertaining to education-based applications (i.e., the Ipad App. Explain Everything) has provided new means of delivering course content online, as well as in the classroom.  This application allows for annotating, animating, and narrating the course content, thus creating a more dynamic and interesting lecture for both the student and instructor.

RESOURCES

Dr. Knuckley’s Spotlight Video

Explain Everything

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DR. PABALATE

PabalateBIOGRAPHY

Dr. Jonathan Pabalate is a nurse anesthetist and anesthesia informatician. He designs state of the art computational analytics solutions for health care with a focus on quality and outcomes in anesthesiology. As an instructor in the Anesthesiology Nursing Program at the University of North Florida, he helps mentor the next generation of problem solvers in health care for a better and brighter future. Jonathan is an invited international speaker and published author in the health care space.

ABSTRACT

We live in a mobile world filled with technology designed to connect us together. If you don’t, your students do. Come hear how the UNF Anesthesiology Nursing Program leverages Google+ Hangouts to overcome distance and mobility barriers to create an engaging learning experience for a study in the global health care environment. In addition to learning to be cognizant of health care disparities across health systems, students are pushed to acquire new tools of communication to contribute to the knowledge space their patients are participating in. Learn how “hanging out” fostered a unique learning environment that was engaging, meaningful and relevant to students in a mobile communication world.

 

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