Anderson Hall, Room 020
725 S. Church Street
West Chester, PA 19383
Amy S. Goldman, MS, CCC/L, Temple University
Amy S. Goldman, MS, CCC/L is the Co-Executive Director of the Institute on Disabilities at Temple University, PA's University Center of Excellence in Developmental Disabilities and an Associate Professor in the Department of Psychological, Organizational and Leadership Studies. She is the Principal Investigator for the Commonwealth’s statewide program under the federal Assistive Technology Act of 2004 (Pennsylvania’s Initiative on Assistive Technology [PIAT]) as well other local, state, and federal projects related to assistive and accessible technology across the life span. Amy has specialized in augmentative and alternative communication (AAC) throughout her long career as a speech-language pathologist, conducting pre-service training, professional development, and consulting with families and people with disabilities regarding assistive technology. Recent international work has included consultation with UNESCO on accessible information and communication technology (ICT) competencies for educators and ICT access policies in accordance with the UN Convention on the Rights of Persons with Disabilities. She is the co-coordinator for the AAC strand for the Assistive Technology Industry Association (ATIA), Vice President for Finance of the US Society for AAC (USSAAC) and a member of the National Joint Committee on the Communication Needs of Persons with Severe Disabilities (NJC). She is immediate past president of the PA Speech-Language-Hearing Association, and past chair of the PA Board of Examiners in Speech-Language and Hearing.
2016 Keynote: "Access and Technology: Promises and Pitfalls in Post-Secondary Education"
What do you do when, two weeks into the semester, you are informed that a student with vision impairment will be adding your class? When you learn that a student who is hard-of-hearing will be taking your on-line course? When you learn that a veteran who lost both arms in Iraq is returning to school and will be taking your Drawing 1 class? When in the fifth week of the semester (after the first quiz) three students ask for accommodations due to their learning disabilities? This keynote will increase your awareness of best practices and strategies to design an accessible college experience from the ground up.
Attendees will be able to:
Karl Kapp, Bloomsburg University
The Quest for Engaged Students: Technology, Millennials & Learning
Karl M. Kapp, Ed.D., is a professor of Instructional Technology at Bloomsburg University in Bloomsburg, PA. He teaches several instructional and game design courses and serves as the Director of Bloomsburg’s Institute for Interactive Technologies which works with government and private corporations to create interactive online instruction. Karl has authored six books including The Gamifi-cation of Learning and Instruction and its accompanying how-to-book The Gamifi-cation of Learning and Instruction Fieldbook. He is a Lynda.com author of the course “The Gamification of Learning” . Karl has served as a Co-Principle Investi-gator on two National Science Foundation (NSF) grants related to games and simulations. One of the projects is now being commercialized into a game-based product for sale to middle school students learning about STEM concepts and can be seen at http://2klearning.com/. Karl blogs at the popular Kapp Notes blog.
In an increasingly connected world, how does one hold the attention of students? Can the ubiquitous Smartphones and tablets actually be used to engage students instead of distracting them? Can we combine the best of traditional and modern teaching methods to create deeper learning and engagement with students? Can a lecture be redesigned to hold the attention of the students? Engagement and deep thinking is possible in a lecture by incorporating simple game elements into the instructional delivery. The result is interactive, engaging instruction which increases retention and application of learned content. Discover methods for engaging Millennials by participating in an interactive, game-like learning experience combining the technology of PowerPoint, a little imagination, and an audience response system.
MaryBeth, Philadelphia University
Social Media in the Classroom - The Myth of the Digital Native
Interim Director of Professional Communication at Philadelphia University Mary Beth Kurilko is known on Twitter as “girlmeetsweb” and has been teaching communication to undergrads for 12 years. As interim director of the Professional Communication major at Philadelphia University, Mary Beth recently led an effort to convert the major for full online delivery, launched in October, 2013. A specialist in emerging media, she helps digital natives get beyond status updates to become new media strategists. In past lives, she was the Director of Web Communications at Temple University, an Associate Director in Temple’s undergraduate admissions office and a marketing and sales professional in the Canadian travelindustry.
It’s hard to deny the influence of technology in education. We’d likely all agree there are many superb tools and uses for them in the classroom. But while everything has changed, nothing has changed. Today’s undergraduates may have a new name in “digital natives” but they’re not native to foundation skills like critical thinking, adaptability and flexibility in a rapid world. Their texting speed may outpace “digital Immigrants” (you? me?), but they still lag behind in finding, constructing and applying meaning – especially in their professional lives.
Elizabeth Scheyder, University of Pennsylvania, School of Arts and Sciences
Enhancing Student Engagement and More with Clickers
Elizabeth C. Scheyder, PhD, PE, is an IT Project Leader in the School of Arts & Sciences at the University of Pennsylvania, where she supervises a wide variety of initiatives assisting professors who want to improve their classes with instructional technologies.
Turning Technologies’ Response Cards, known as “Clickers”, are an easy way to increase student engagement in face-to-face classes. At the University of Pennsylvania, Clickers are used in a variety of departments in a wide variety of ways, from quizzing to surveying. They are even used in place of “bubble sheets” for exams! This session will demonstrate some of the many ways that Penn faculty use clickers, and some of the best practices that we have learned over the years. A few dozen lucky audience members will be able to “click along”, using Clickers provided by West Chester University!