Session 5

1:45 p.m.

Session 5 | Presentations | 1:45pm

Carol LaRow - Educational Technology Consulting and SUNY Albany, School of Education

Turn yourself into a Google Drive and Docs power user and train your students too. Discover features to work more effectively. Customize documents; add additional fonts; copy font styles; add columns, set page attributes; edit and crop images within docs. Make ePubs from Docs to use on mobile devices. Convert PDF's to Google Docs and open Word documents with ease. Tag people in comments for email alerts. Add bookmarks to avoid scrolling through long documents. Automatically insert footnotes. Share Docs so people without Google accounts can edit them. Also, learn more about Drive and how it's set up. See how files within "Shared Folders" work. Use the search feature to narrow searches and find things quickly. Use the Drive "Info Feature" and "Activity Window" to see specifics about files, their locations, modification dates, when co-editors made changes, etc. Color code folders, search within folders, use drag and drop features, and . . . more. Participants should have a basic knowledge of Google Docs.

Target Audience: Grades K-12, Post-Secondary

Conference Strand: How to/Integration

No session recording, presenter declined

Ed Finney - Maple Hill Jr/Sr High School

Engage, motivate and challenge students using proven, free game-changing tech tools. Podcasting, video productions, gamification, digital presentation, review games, and virtual reality. Share your favorite tool/resource on a Live Doc that will be updated throughout the year!  Attendees will walk away with a Doc with over 50 resources. Demos, Swag, collaboration!

Target Audience: Grades K-12

Conference Strand: How to/Integration 

Susan Miiller - SUNY Orange

Students in online and face-to-face versions of Introduction to Art demonstrated development of skills; explored creative processes and materials; and developed skills with no loss of quality in either version of the course. Success in the online version resulted from the development of a strong learning community through a variety of tools including blogs, discussion boards, ZOOM, Blackboard Collaborate, virtual office hours, and video demonstrations. Daily response to emails and course messages, combined with a willingness to help with technical issues, contributed to a stronger online learning community. Online learning affords enthusiastic commenting in discussion board forums and blogs. Participants will learn about the affordances of online tools that can impact the sense of community in an online course, and increase learning.

Target Audience: Post-Secondary

Conference Strand: eLearning

Angie Quintero-Ares - University of Saint Joseph

Lauren  Tucker - University of Saint Joseph

This session will share the experiences of utilizing professional learning communities (PLC) to promote meaningful technology integration and online learning activities during the abrupt transition to online learning during the COVID-19 pandemic.  We will provide a brief background about the research behind the approach and the themes that emerged from the series of virtual PLCs to support full and adjunct faculty.

Target Audience: Post-Secondary

Conference Strand: Leadership

Ruth Guo - SUNY Buffalo State

Stephen Gareau  - SUNY Buffalo State

Learning a computer programming language can be a boring and painful experience for many beginners. This study focused on how to guide students to effectively learn a C++ computer programming language. The study examined the pedagogical approach of situated learning theory, which requires social interaction and collaboration within the learning community for active student engagement for positive learning outcomes. Over the course of four semesters, the authors looked at various approaches, including teacher-led instruction, Cengage's MindTap online learning tool, and software such as DEV-C++ and CODE:BLOCKS. The authors analysed and compared students' assignments, outcomes of exams, and course drop-out rates. Findings revealed that a situated learning environment provides an effective way for students to learn computer programming language.

Target Audience: Post-Secondary

Conference Strand: Instructional Design

Kim McDonnell - University at Albany, SUNY

Maree Michaud-Sacks - SUNY Empire State College

Would you like to foster richer interactions and deeper learning while having fun during your online instruction? VoiceThread is an asynchronous multi-media tool that has the ability to supercharge online teaching and learning. We will explore how incorporating unique features of VoiceThread combined with pedagogical use cases and best practices can enhance and support a sense of community for you and your students. At the end of this session you will be able to explain how the Community of Inquiry framework supports online learning; describe how VoiceThread is a unique tool for learning; list pedagogical use cases of VoiceThread; and analyze how VoiceThread could help supercharge your online teaching.

Target Audience: Grades K-12, Post-Secondary

Conference Strand: Remote Learning (COVID Response)


Gurmukh Singh - SUNY at Fredonia

Jared Clark - SUNY at Fredonia

The open source language Lua has become an indispensable asset in the development of software used embedded systems, mobile devices, the Web, IoT and the computer gaming industry. Lua is a natural choice for any researcher/educator who is looking for a simple, efficient, extensible, and portable scripting language. The beauty of Lua is that one may learn its basics and its API designing without any prior knowledge of computing languages. In addition, the Roblox Studio lets you create anything of interest within a few weeks, and release it with just one click on any computer, mobile device, VR or console. Present investigation involves the Roblox platform and Roblox Studio's IDE to design the Graphical User Interface (GUI) using Lua to explore video game design. We will demonstrate techniques such as writing algorithms, matrix and vector operations, inverse kinematics, string manipulations, game designing mechanisms, etc. Using these computational tools, we will simulate projectile motion in 3D-space. We believe this gaming project will be beneficial for students of computer science, information systems, natural science, engineering and mathematics (more specifically STEM education). 

Target Audience: Grades K-12, Post-Secondary

Conference Strand: Emerging Technologies