Table of Contents

(see also the Chapter Abstracts organized by author)


Cultivating Change in the Academy
Editors: Farhad Anklesaria, Ann Hill Duin, Ed Nater


While all chapters throughout this eBook are about cultivating change through the innovative use of technology, those in this first section focus on the use of academic technology to transform pedagogy. Contributors address aspects of pedagogy that have seldom (if ever) fully been addressed, moving decidedly beyond memorization to explicit attention on problem solving and interactive coaching.

Web-based problem-solving coaches for physics students
Leon Hsu, Ken Heller, Qing Xu, and Bijaya Aryal

Chemistry, creativity, and curricular experiments
Michelle D. Driessen

Stimulating strategic thinking, acting and learning in a strategic planning class
John M. Bryson

3D Simulation and the apparel design curriculum
Lucy Dunne

How MOODLE, ‘ladders’, ‘flipped classrooms’ and ‘change-up’ created value-added redesign in the Medical School
Anne G. Minenko

Everyone’s a DJ: Defining the instructional remix
Joel Dickinson and Sara Hurley

“Flipping” the classroom in a sensation and perception course
Cheryl Olman, Stephen Engel, and Thomas Brothen

“But I’m Giving Up Lecture Time!” Alternative teaching methods for pathology
Rob Porter, Erik Olson, and Deb Wingert

Repairing the break — an anatomical saga
C. E. Clarkson and Kimerly J. Wilcox

Digital technology for feminist pedagogy: A useful method for learning key concepts in a changing academic landscape
Katie Bashore and Jigna Desai

Nimble instructional design: Using instructional assets for derivative works for more learner- centered instruction
Jude Higdon, Annette McNamara, and Mark McKay

Writing, speaking, and digital technologies: Multimodality in the classroom
Laura J. Gurak

Avenue: Innovation and transformation in world language, reading, and writing e-assessment
Charles Miller, Lucas Lecheler, and Susan Rose


The solutions shared in this section indicate how the innovative use of academic technologies add value and increase efficiency and effectiveness. The solutions include imaginative uses and development of videos, podcasts, vodcasts, and simulations; they indicate how faculty and staff are using GoToMeeting, Moodle, Blackbag, iPads, Camtasia Relay, Skype, Ning, and Google Apps. Those on the digital frontlines at the University of Minnesota are indeed focused on student success.

The ‘WRIT VID’ project incorporating multimodal components into text-only online writing instruction
Lee-Ann Kastman Breuch, Barbara Horvath, Shannon Klug, Dawn M. Armfield, Kim Thomas-Pollei, and Laura Pigozzi

Video podcasts (vodcasts) add life to general zoology!
Sehoya Cotner, Joseph Kleinschmidt, and Michael Kempnich

Podcasting: Learning on-the-go
David Arendale

Creating and incorporating an online simulation to teach antibody identification in the clinical laboratory science curriculum
Jason Hill and Joanna George

STREET: Where simulation meets reality
Arthur Huang and David Levinson

Online emergency risk communication simulation
Jeanne Pfeiffer and Nima Salehi

Synchronous online teaching as a component of a fully online course
Helen Mongan-Rallis

Use of screen capture techology to record student presentations promotes active learning in a large classroom
Kathryn Fryxell, Patricia Goodman-Mamula, Martin Wolf, and Rebecca Merica

CEHD iPad project: Learning anywhere, anytime
Amanda Hane

Creating productive presence: A narrative
Bill West

Pedometers and paragraphs and social online writing networks
Joe Moses

The Survey Research Project: Technology and research with introductory level undergraduates
Tabitha Grier-Reed and Emily Karp

Finding NILMO: Integrating curricular development, technology, and educational research
Amy J. Prunuske and Jacob P. Prunuske

From synchronous to asynchronous: Researching online focus groups platforms
Alfonso Sintjago and Alison Link

Creating custom learning assessment and student feedback applications with Google Apps script
Abram Anders


The chapters in this section illustrate how innovative leadership – at system-wide, campus, collegiate, and departmental levels – has stepped forward to provide direction and support for cultivating change. These contributors challenge the assumption that we need a big, expensive program to get things to happen.

From academic analytics to individualized education
Claudia Neuhauser

University Digital Conservancy: A platform to publish, share, and preserve the university’s scholarship
Lisa Johnston, Erik Moore, and Beth Petsan

Opportunity knocks: Dataverse as a solution for a small economics data archive
Julia Kelly and Amy West

Technology across borders: Online resources to support multilingual writers
Kirsten Jamsen, Debra A. Hartley, Kimberley A. Strain, Zachary Pierson, Daniel Balm, Johanna Mueller, Katie Levin, Maija Brown, Huy Hoang, Farha Ahmed, Linda Clemens, and Mitch Ogden

The Cloud curriculum: Using web-based technology to diversify the conversation and build consensus toward curricular revision
Jude Higdon and Charles Taylor

U-Spatial: Support for the spatial sciences and creative activities
Francis Harvey, Len Kne, Steve Manson, and Kris Johnson

iSEAL: An integrated curriculum in its natural habitat
Linda Dick, Andy Franqueira, and Jeremiah Oeltjen

Brave New World: M-learning and beyond
Jim Hall

Adventures with clickers in veterinary medical education
Laura Molgaard, Deb Wingert, Al Beitz, and Dave Brown


The chapters in this final section most explicitly indicate our expanded engagement via innovative uses of technology. Researchers are changing strategies to meet the needs of a social and mobile population; they are collecting data via texting, transitioning computer courseware to mobile web apps, and building mobile technology training for response to disasters. What better time to share 50+ stories about cultivating change than in 2012 – the 150th anniversary of the founding of the Land Grant Mission!

Increasing access to mental health care
Heidi Flessert and Abigail Gewirtz

Reaching out: Making graduate nursing education accessible
Melissa D. Avery

The drive to digitize
Mauri Brueggeman, Cheryl Swinehart, Janice Conway-Klaassen, Stephen Wiesner

Using online instruction and virtual laboratories to teach hemostasis in a medical laboratory science program
Janice M. Conway-Klaassen, Stephen M. Wiesner, Christopher Desens, Phyllis Trcka, Cheryl Swinehart

Development of online conferencing and web- based in-service modules for clinical preceptor training
Janice M. Conway-Klaassen, Patricia J. Brennecke, Stephen M. Wiesner, and Donna J. Spannaus-Martin

Supporting the technical requirements of the teacher performance assessment protocol
Pete McCauley and Elizabeth Finsness

Looking for connections: Pulling together collegiate initiatives to create a concept for high impact experiential learning experiences in environmental sciences, policy and management
Leonard C. Ferrington Jr.

Costa Rica digital exploration
Connie Magnuson

Using technology to highlight children’s experiences of domestic violence
Ericka Kimball, Hoa T. Nguyen, and Jeffrey L. Edleson

The river in the classroom: Digital storytelling that fosters community, deepens engagement, and cultivates global awareness
Linda Buturian

Weaving research, policy, practice, and technology: Building a community of practice across early childhood partners using CLASS (TM
Rosemary Frazel and Vicki Hawley

R U Up 4 It? Collecting data via texting: Development and testing of the Youth Ecological Momentary Assessment System (YEMAS)
Carolyn Garcia, Gyu Kwon, Rachel Hardeman, Therese Genis, Sonja Brady, and Bonnie Klimes

Technology in the field
Andrew Scobbie

Transitioning computer courseware to mobile web apps
Thomas F. Fletcher

Mobile technology training for a public health response to disasters
Sara Hurley, Amy Scheller, and Debra K Olson


An eBook Adventure
Editors: Farhad Anklesaria, Ann Hill Duin, Ed Nater

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  1. Pingback: Meet the 5 UMinn Coursera MOOCs – with a bit of About MOOCs and some MOOCing About | TILT

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