Track Session 3

8:30 am - 9:45 am Tuesday, March 1

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Video Is the Killer Mobile App (Track 1: Media & Mobility)

Levers of Change in Higher Education (Track 2: Teaching & Learning) 

Jekyll and Hyde: A Book with Augmented Reality; Social Learning: Designing Interactive Tools to Enable Active Reading and Sharing (Track 3: The Future of Books)

Managing & Measuring Mobility’s Impact on Transforming Teaching & Learning (Track 4: K-12 Education) 

Deploying iPads as Exploratory Learning Devices (Track 5: Infrastructure & Logistics)

The Future Is Not What It Used To Be; The Process, Impact and Future of One-to-One iPads at Cedars School of Excellence (Track 6: Campus Spotlights)

Evaluating Digital Texts: What We Know and What We Need to Know (Track 7: Research)



Track 1: Media & Mobility   

Video Is the Killer Mobile App
8:30 am - 9:45 am Tuesday, March 1
Kyle Bowen, Director of Informatics, Purdue University 
Brown Library Core Classroom (room 235)

One of the most powerful content creation features of any mobile device is the camera. The latest generation of smartphones has not only improved picture quality, but with the addition of both back and front-facing cameras, mobile devices can now visually chronicle any activity. In the hands of a student, this technology becomes an effective means for evaluation, self-assessment, and peer-to-peer learning. Purdue University is experimenting with a new mobile video system, called DoubleTake, that enables students to capture, share, and watch videos from virtually anywhere using their smartphone. Once submitted, DoubleTake provides instructors an easy way to assign, manage, and grade student video projects. This system also uses a unique encoding process that makes use of idle machines in campus computer labs, offices, and supercomputing clusters – providing students with a movie-studio sized render farm in their pocket. This presentation will discuss how the technology was used across a variety of courses, and information learned during development and implementation of the application. A hands-on demonstration will be available for presentation attendees. More information can be found at

Kyle Bowen is director of informatics at Purdue University, where he leads a development group focused on creating innovative applications within teaching, learning, and research. He recently led development of Hotseat and Mixable – two new social networking powered tools that enable students to collaborate via Twitter or Facebook both inside and outside of the classroom. Kyle has authored or served as technical director for, more than 20 books within the areas of Web design, development, and usability. His work has been featured by the New York Times, USA Today, TIME, and The Chronicle of Higher Education.

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Track 2: Teaching & Learning   

Levers of Change in Higher Education
8:30 am - 9:45 am Tuesday, March 1
Maria Andersen, Learning Futurist and Math Professor, Muskegon Community College 
McCaleb Conference Room B, Hunter Welcome Center

We've seen many major industries undergo dramatic change in the last decade (i.e. manufacturing, newspapers, and customer service). While education seems ‚"untouchable" to those within the system, there are many "levers of change" that have the potential for dramatic restructuring of higher education as well. Online courses, adaptive computer assessment systems, open-source textbooks, edupunks, pay-by-the-month degrees, these are just some of the levers that are prying at the corners of higher education. In this presentation I will identify many of the levers of change that have the potential to shift higher education, resources to learn more about these, and a few scenarios that describe some of the possible future of higher education.

Maria Andersen is the Learning Futurist for The LIFT Institute at Muskegon Community College (as well as a Math Professor). She has degrees biology, chemistry, math, business, and is hoping to defend her PhD in Higher Educational Leadership in March. Maria's research interests lie in active learning, the study of higher education faculty, interdisciplinary studies, math education, and speculation about the future of education. She writes regularly about education, technology, eLearning, the scholarship of teaching and learning, play, and the future of higher education. You can find her latest musings at

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Track 3: The Future of Books   

Jekyll and Hyde: A Book with Augmented Reality
8:30 am - 9:45 am Tuesday, March 1
Marius Hügli, Visual Communication Designer, Hügli & Kovacovsky (Switzerland)
Martin Kovacovsky, Visual Communication Designer, Hügli & Kovacovsky (Switzerland)
McCaleb Conference Room C, Hunter Welcome Center

This presentation we will demonstrate our project "Jekyll and Hyde," in which we combined a book with augmented reality (AR). Besides providing an extensive live demo of the project, this presentation will address the design process, offering an overview of the challenges and benefits of designing for augmented reality and of the overall role that AR can play in how people interact with information.

Martin Kovacovsky received a Bachelor of Arts in Visual Communication in 2010 following study at the Academy of Design and Art in Basel, Switzerland. A freelance photographer, Kovacovsky also has 7-years' experience as an electrician. His portfolio of design work can be found at

Marius Hügli was awarded a Bachelor of Arts in Visual Communication from the Academy of Design and Art in Basel, Switzerland in 2010. From 2003 to 2007, he apprenticed as a media designer for prepress in Basel. His portfolio is online at marius-hü

Social Learning: Designing Interactive Tools to Enable Active Reading and Sharing
8:30 am - 9:45 am Tuesday, March 1
Myriam Ribière, Alcatel-Lucent Bell Labs (France)
Natalie Ebenreuter, Alcatel-Lucent Bell Labs (France) 
McCaleb Conference Room C, Hunter Welcome Center

As a first step towards facilitating social learning, this session will present an early prototype application designed to enable students to create different types of annotations and symbolic markups around the content of a digital book. In addition, this session will also present preliminary research findings regarding the various tasks and approaches that students take as they gather and share knowledge. Insight into these strategies provides us with a greater understanding of student practices, needs and requirements. This, in turn, requires us to rethink the use and function of digital books and to envision new ways of leveraging social networks as readers engage with informative content.

Myriam Ribière has been a research engineer at Alcatel-Lucent Bell Labs, France, since 2008. She was awarded a Ph.D. in Artificial Intelligence and Knowledge Representation in 1999 based on work performed at the INRIA Sophia-Antipolis laboratory. She is currently working on social networks. Prior to joining Bell Labs, Ribière was a senior research engineer at the Personalization and Knowledge Lab of Motorola in Paris (from 2001 to 2008) and prior to that, worked at the Stanford Research Institute. Her main research interests include the social and semantic web, knowledge representation and management, and leveraging collective intelligence from human interactions. She has 14 patent applications and 30 publications in the domain of knowledge representation, ontologies, web semantic services, cooperative building of ontologies and conceptual graphs.

Natalie Ebenreuter, Ph.D., is a Fulbright scholar currently working as an interaction design researcher at Alcatel-Lucent Bell Labs, in Villarceaux, France, and as a lecturer in interactive media at Parsons School of Art and Design in Paris. Her experience includes lecturing in design at Carnegie Mellon University's School of Design, Swinburne University of Technology's Faculty of Design and Gobelins l'école de l'image. Ebenreuter has also disseminated various aspects of her research through publications and presentations in Australia, the United States, Canada, Mexico and Europe.

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Track 4: K-12 Education   

Managing & Measuring Mobility’s Impact on Transforming Teaching & Learning
8:30 am - 9:45 am Tuesday, March 1
James R. Veitenheimer, Ph.D., Superintendent, Keller Independent School District (Texas)
Joe Griffin, Chief Technology Officer, Keller Independent School District (Texas)
Lara Lee Hogg, Secretary of the Board of Trustees, Keller Independent School District (Texas)
Leonard S. Avecilla, Parent/Community Representative, Keller Independent School District (Texas) 
McCaleb Conference Room A, Hunter Welcome Center

Producing real gains in teaching effectiveness and learning outcomes requires management of the many simultaneously interacting variables that regulate success. Without enough attention to the entire range of influences, success is compromised (e.g. deploying devices without appropriate training, or sufficiently widespread teacher buy-in). Deploying technology without changing, in parallel, how teachers teach results in merely "a digital version of industrial age delivery." Under these circumstances, real gains for learning outcomes, student product or performance may not result. This presentation describes our 21st century instructional models, as a framework for considering the challenges in deploying mobility, and for managing technology-centric delivery.

James R. Veitenheimer joined Keller ISD Aug. 1, 2004. He led KISD in its adoption of the Baldrige continuous improvement model beginning in July 2008, and was named the Texas Computer Education Association's Superintendent of the Year for 2009-2010. In 1980, he was a teacher in Eanes ISD. He was promoted to administrative assistant to the superintendent, then assistant principal and later principal. He earned his master's degree from the University of Texas at Austin. He completed his Ph.D. in 1993 at UT. He served as area superintendent with Austin ISD. Five years later, he became superintendent at Canyon ISD.

Joe Griffin currently serves as Chief Technology Officer in the Keller Independent School District, Keller TX. Griffin holds both a Bachelors of Arts and Master of Arts in Education from Austin College in Sherman Texas. He has 18 years’ experience as a technology director with the last 14 years in the Keller ISD. Joe has been involved in the design and implementation of the District’s technology infrastructure as well as the integration of instructional technology into the district’s curriculum. He has been involved in piloting various one-to one initiatives, including the use of hand-held and mobile technologies to increase student engagement and learning.

Lara Lee Hogg is a Strategist at Texas Health Resources. She has significant experience in strategic planning, business development, linking strategy and execution, and operations performance improvement. Ms. Hogg's work for the past year has focused on the development and implementation of an innovative heart and vascular service line model across seven hospitals in North Texas. Ms. Hogg also serves her community as a School Board Trustee. She is currently in the third year of her second term as a Keller ISD Trustee. She earned an MPH from San Diego State University and a BBA in Marketing from Texas A&M University.

Leonard S. Avecilla holds an M.S., Medical Engineering (Oregon State University), and B.S., Biomedical Systems Engineering (Boston University); he focuses on technology integration for novel instructional strategies, and 21st century transformation of teaching and learning. He is Vice-President (Parents & Community), Texas Association for Gifted and Talented, and consults in healthcare informatics (needs assessment, deployment strategy, stakeholder alignment, continuing education). He has held faculty appointments at Medical College of Georgia and Bowman Gray School of Medicine (Wake Forest University). He has served as Managing Director (Europe, Middle East, Africa, Sales, Marketing, Service), Biosound Europe (now Esaote Group), and Director of Marketing Worldwide, (now) GE Medical Systems‚ Bone Mass Measurement.

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Track 5: Infrastructure & Logistics   

Deploying iPads as Exploratory Learning Devices
8:30 am - 9:45 am Tuesday, March 1
Amy Campbell, Assistant Director of the Center for Instructional Technology, Duke University 
Living Room, McGlothlin Campus Center

The advent of the iPad, with its unique computing format, has stirred faculty excitement and interest in mobile computing on our campus, and has spurred many faculty to think about whether and how this new type of device could change their classrooms and the way they think about teaching with technology. We have been encouraging faculty to experiment with iPads as learning and productivity devices, to see whether iPads allow faculty to accomplish teaching activities they may not have been able to do as easily in the past.

In this session, Amy will briefly share:
1. Our process for managing the loaner programs, including managing and configuring the devices, handling and reviewing program applications, and distributing and collecting the devices.
2. Our efforts to build a campus user community for information and experience sharing around iPads.
3. Some faculty and student experiences with iPads in courses and academic programs ranging from Music to Writing, Computer Science, Engineering, Medical residency, and foreign languages.

At the Center for Instructional Technology, Amy Campbell plans, implements and assesses faculty development programs for the improvement of teaching and learning with technology. Before coming to CIT, Amy was the assistant director of the Office for Teaching and Learning at Wayne State University in Detroit, MI. She holds a bachelor's degree in biology from the University of Virginia and a master's degree in ecology and evolution from the University of Michigan. She has completed a certificate in distance education from the University of Wisconsin, and participated in the Educause Institute Learning Technology Leadership Program.

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Track 6: Campus Spotlights   

The Future Is Not What It Used To Be
8:30 am - 9:45 am Tuesday, March 1
Abdul Chohan, Director, Essa Academy (England)
Shore Art Gallery

Starting in December, 2009, Essa Academy began providing an iPod touch to each of its students. The creativity and student success inspired by the use of this technology has been amazing. This presentation will allow participants to have a more in-depth perspective on how equipping students with mobile devices has transformed this school in the north of Britain. As staff and students are able to communicate more seamlessly, and as educators are able to provide feedback that is not only of a higher quality, but is also powerfully personalized, this once struggling school has unprecedented success. Abdul Chohan, a chief architect of Essa Academy's mobile initiative, will outline the remarkable change his school has seen and will describe how mobile technologies are even impacting the design of new facilities.

Abdul Chohan is a director at Essa Academy, the first school in the UK to give iPod touch devices to all students and staff. The Academy believes in allowing students to access information and deepen learning beyond the classroom. A chemistry teacher for 10 years with a great passion for technology and its integration into learning, Chohan has previously worked for Glaxo Pharmaceuticals as a research analyst.

The Process, Impact and Future of One-to-One iPads at Cedars School of Excellence
8:30 am - 9:45 am Tuesday, March 1
Fraser Speirs, Head of Computing and IT, Cedars School of Excellence (Scotland)
Shore Art Gallery

This talk will present the decision-making process that led to Cedars School of Excellence becoming the first in the world to deploy one-to-one iPads throughout the school. It will discuss the early impact of these devices and share insights into Cedars' view of the future of technology in K-12 education.

Fraser Speirs is the head of computing and IT at Cedars School of Excellence in Greenock, Scotland. He is responsible for the teaching of computing and ICT across the school and is also responsible for IT provision, policy and strategy. In August 2010 at Cedars, Speirs successfully led the world's first one-to-one deployment of iPads in a whole-school setting. Speirs holds a BSc in Software Engineering and a masters in computer science from the University of Glasgow.

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Track 7: Research   

The Challenge of Using eTextbooks in Higher Education
8:30 am - 9:45 am Tuesday, March 1
Roger Von Holzen, Ed.D., Director of the Center for Information Technology in Education, Northwest Missouri State University 
Alumni Conference Room, Hunter Welcome Center

Over the past several years, online classes have been slowly delving into the realm of eTextbooks, primarily motivated by cost and delivery issues. Until the fall of 2008, that was the case with Northwest Missouri State University. But starting that fall, Northwest undertook an initial pilot study to test the feasibility of moving toward an eTextbook-based academic environment. The pilot focused on utilizing Sony's eReader. During the second phase of the pilot, Northwest expanded its eTextbook offerings to over two-thirds of its 6,500 students, but this time, basing the delivery of the eTextbooks via campus-provided notebook computers. This session will focus on the findings of Northwest's two pilot projects and will also detail the challenges faced by current eTextbook technology.

Roger Von Holzen is the director of the Center for Information Technology in Education (CITE) at Northwest Missouri State University. Roger graduated from the University of Wisconsin - Stevens Point with a bachelor degree in history and taught high school history and computer science for 10 years. After obtaining a masters' degree in computer studies from Northwest Missouri State University in 1987, he began teaching in the Computer Science department at Northwest. Since completing his doctorate in instructional technology from Texas Tech University in 1993, Roger has been extensively involved in the various technology initiatives undertaken by the university, leading to his appointment as the director of the campus' faculty technology center (CITE) in the spring of 1999. In 2010 Roger was assigned the additional duty of director of Northwest's textbook rental service.

An Evaluation of eTextbooks: Are Designers Listening to Researchers?
8:30 am - 9:45 am Tuesday, March 1
Michael Mayrath, Ph.D., President and CEO, GetYa Learn On, LLC
Alumni Conference Room, Hunter Welcome Center

Traditional textbook publishers are facing a historical shift similar to what music publishers experienced 10 years ago. Digital distribution models and open-source content will fundamentally change the way instructional content is delivered. Especially in higher education, textbook prices continue to increase forcing students to search for digital alternatives to expensive paper textbooks. Today's college students are digital natives who use technology in all aspects of their lives; however, they continue to resist digital textbooks because these "eTextbooks" do not utilize the affordances of the medium. Students naturally bring expectations of interactivity to digital environments. These students are accustomed to finding answers by searching online with keywords then exploring with links. In contrast, today's digital textbooks are frequently just PDFs from existing textbooks with page turner arrows. This simplistic content conversion strategy, although cost efficient, cheats the user because the digital textbook is not interactive, engaging, social, or internally hyperlinked. Further, there is generally zero integration of technology-based assessments into existing digital textbooks. Yet, digital environments allow for rich and robust assessments that provide custom feedback and scaffolding. Another missed opportunity for digital textbooks to utilize the affordances of the medium. This presentation challenges the current state of digital textbooks and argues for an instructional design paradigm shift. As a community of educators, administrators, and innovators, we must lead the change we seek and strive to fully capture the potential of the medium by creating digital textbooks that redefine traditional models of delivering instructional content.

Michael Mayrath received a Ph.D. in Educational Psychology and Masters in Educational Technology Evaluation from the University of Texas at Austin. After graduating he worked as a Postdoctoral Fellow at Harvard University with Chris Dede. Michael's research focuses on how innovative technologies can enhance learning and assessment. He is CEO and co-founder of GYLO (GetYa Learn On), an Austin-based educational software company and is attending the Connected Summit with GYLO's Chief Scientist, Priya Nihalani, to present their recent research and discuss future directions for designing educational technology.

Textbooks v. eTextbooks: Do Students Trust One Over Another?
8:30 am - 9:45 am Tuesday, March 1
Alyssa Reinhardt, Doctoral Candidate, University of Texas at Austin
Alumni Conference Room, Hunter Welcome Center

Widespread adoption of eTextbooks is expected within the next two to three years (Johnson, Levine, Smith, & Stone, 2010). For states already allocating funds to eTextbook purchases (e.g., Texas), estimated time-to-adoption might be even sooner. eTextbooks currently lack a standard set of defining features, beyond being digitally based, and thus exist in multiple formats spanning digital texts resembling print-based textbooks to Wikipedia-type pages to interactive course modules. University pilots have demonstrated differential learning outcomes resultant of these varying formats (Precel, Eshet-Alkalai, & Alberton, 2009). However, a relationship yet to be explored is how perceived credibility of instructional material varies across eTextbook formats and impact learning.

This study investigated differences in credibility judgments across common eTextbook formats, compared to printed texts, to inform designers and educators of student needs before widespread adoption occurs. Designers must gain a greater understanding of student needs before widespread adoption occurs. Until pedagogically effective development occurs, educators must also be weary of utilizing eTextbooks in their courses. Providing designers with criteria aligned with educational research may be the first step in this process and is explored to a greater extent in the conducted study.

Alyssa Reinhart is currently in her second year as a doctoral student in educational psychology at The University of Texas at Austin where she is focusing on learning, instruction, and motivation. Her research interests include effective course redesign and the use of technology to blend learning, instruction, and assessment.

Studying Students' Annotation Strategies in the Digital Textbook
8:30 am - 9:45 am Tuesday, March 1
Robert McKelvain, Ph.D., Professor of Psychology, ACU
Alumni Conference Room, Hunter Welcome Center

The presentation will review the methodology and preliminary findings of a project collaboration between ACU and Alcatel Lucent Bell Labs designed to understand university students annotation strategies in a digital textbook.

Robert McKelvain is Professor of Psychology and serves the ACU's Psychology department as Director of Graduate Studies. He is also Researcher-in-Residence position in ACU's Adams Center for Teaching Excellence and is currently engaged in reviewing learning outcome measurement as it applies to digital learning media including the digital textbook.

Student Evaluation of Digital Texts: Pilots of Microeconomics and Marketing on the Inkling Platform
8:30 am - 9:45 am Tuesday, March 1
Scott Perkins, Ph.D., Director of the Office of Research and Sponsored Programs, ACU
Alumni Conference Room, Hunter Welcome Center

Three years ago ACU began deploying mobile devices to students in a campus-wide initiative attempting to harness the potential of these devices to enhance educational experiences. With release of Apple's iPad, another glimpse of the future of higher education seems apparent; one in which students carry their course texts and personal media in a sort of "digital backpack" that is light, enjoyable, and always connected to the world of information and friends. However, the integration of technology into academic programs has not always improved educational outcomes, as appropriate deployment and use seem a prerequisite for improved engagement and learning. This paper reports on two full-semester trials of digital texts in one Microeconomics and one Marketing class at ACU where students provided ongoing evolution of the text, Inkling platform, and the iPad across the semester. Results clearly show that students eagerly anticipate a future where they expect to have light-weight and constant access to their academic texts. However, student participants also explicitly articulate obstacles and challenges they perceive to successfully migrating to digital formats for reading, studying, and preparing for the workplace they anticipate. The trend toward digital texts is readily apparent from recent state-wide school board adoptions, thus, extending initial empirical evaluations of reading and learning on these platforms is of both immediate and critical need.

Scott Perkins is the Coordinator of Mobile Learning Research at Abilene Christian University where he also oversees the Office of Research and Sponsored Programs and is a Professor of Psychology. He has 25 years experience investigating topics in psychopathology and neuropsychology; almost always with with student co-authors. For the past three years, Perkins' attention has shifted to coordinating and conducting research evaluating the success and impact of ACU's Mobile Learning Initiative. Perkins' joint appointments allow him the opportunity to direct, encourage, and nurture faculty research across the ACU campus.


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The State of Mobile Learning
Students using iPhones in classroom discussion
So much about the way we teach, learn and communicate is up for grabs. Educators are using new tools and technologies to reach their students - but what does the future hold?
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