Wednesday, October 29, 2014

C21U Innovation Lab, Klaus 1207 

11am - 12pm

ITHAKA is a not-for-profit organization that helps the academic community use digital technologies to preserve the scholarly record and to advance research and teaching in sustainable ways.

Bio:

Kevin M. Guthrie is an executive and entrepreneur with expertise in high technology and not-for-profit management.  Kevin was the founding president of JSTOR (1995) and Ithaka (2004).  JSTOR and Ithaka merged in January 2010 to form a new organization (ITHAKA) with a mission to help the academic community use digital technologies to preserve the scholarly record and to advance research and teaching in sustainable ways. ITHAKA provides three externally facing services:  JSTOR, the research, teaching and learning platform, Portico, the digital preservation service, and Ithaka S+R, the strategy and research enterprise focused on helping the scholarly community make a successful and sustainable transition to digital and network technologies.  ITHAKA has offices in New York, NY, Princeton, NJ, and Ann Arbor, MI.

Previously Kevin started his own software development company serving the needs of college and professional football teams, and later served as a research associate at The Andrew W. Mellon Foundation, where he authored The New-York Historical Society:  Lessons from One Nonprofit's Long Struggle for Survival (Jossey Bass).  His diverse background also includes experience as a professional football player, a sports broadcaster and producer, and a consultant for an Oscar-winning motion picture. 

Kevin holds a BSE in Civil Engineering from Princeton University and a Masters in Business Administration from Columbia University.  He lives in New York City with his wife, Sari Chang, and their three children.

RSVP and indicate your lunch selection by following the link:http://goo.gl/forms/GoSU94gi1c

Mentor Walk College Immersion Days (150-200 children) will be hosted at Agnes Scott College on October 31, 2014 and at Oglethorpe University on November 1, 2014. 

The signature event is organized as a walk around campus followed by coaching sessions for kids with appropriate content for elementary, middle, and high school students. Coaching sessions are followed by an after party with fun vendors and lunch.

Kids are pre-assigned to small groups (8-10 children) and stay in these groups throughout the day – from the walk through the small group coaching sessions. College student coaches and trained volunteer coaches are assigned to each group. We encourage parents, teachers, and the community to participate in the walk and to attend sessions specifically designed for adults.

Coaching Sessions:

• Session for high school students led by Accenture as part of their Skills to Succeed program. Students will cover concepts such as applying for college, job application, interview skills, financial literacy, etc.

• Session for middle school students led by Wells Fargo on Financial Literacy.

• Session for elementary school children led in partnership with the Annie E. Casey Foundation as part of Get Georgia Reading – their Campaign for Grade Level Reading program. Sessions will focus on reading, literacy, and books.

An adult/parent session covering topics in education, health, literacy, etc. will be conducted by Deloitte.

The Mentor Walk is free for all students. Students receive breakfast, lunch, T-shirts, and back packs filled with valuable information about college, financial literacy, reading, and more.

To participate or to become a sponsor, please email kashi@mentorwalk.org

For program information and registration please visit the event website.

For information about PKAL, AAC&U’s STEM higher-education reform center, please visit: http://www.aacu.org/pkal/.

Please Note:
Registration is online. The general registration fee (faculty/administrators/postdocs) is $50 per person; the fee for graduate students is $10 per person and is limited to the first 15 graduate student registrants. The registration fee includes refreshments, lunch and materials. The registration deadline is October 4. Space is limited to 75 people; registration will close early if the event is full—so register early!The discounted registration fee for graduate students is generously supported by the PKAL Atlanta Regional Network. 

Register for the walk by visiting www.MentorWalk.org.

All students, college and younger, participate for free. C2P will provide breakfast, lunch, and t-shirts to all participants. 

Major sponsors: Coca-Cola, Accenture, The Annie E. Casey Foundation, Northside Hospital, SFC Energy, Gigabark Broadcast Solutions.

Read more at Georgia Tech Center for 21st Century Universities.

Lunch will be served, so please register in advance.

Current Mini Hubs and Champions

Dual Use: How can MOOCs be leveraged to improve the in-class experience for GT students? What are the special issues of using a MOOC to flip or blend a course?
Champion: Bonnie Ferri, Electrical and Computer Engineering

Delivery Mechanisms: How can alternative reality technologies be used to enhance learning in MOOCs and on-campus courses?
Champion: Racel Williams, College of Architecture

Physics Labs: How can a physical science lab experience be designed for students in a MOOC or other online learning environment?
Champion: Ed Greco, Physics

Library Support: How can the library provide resources in a MOOC? How can the library facilitate the faculty in finding open access learning resources?
Champions: Lori Critz, Library and Cari Lovins, OIT

Motivation: What are the real issues of keeping students engaged and involved in a MOOC? Which social components of a class are not or cannot be replicated online?
Champion: Al Ferri, Mechanical Engineering

Math Bridge: Can a MOOC environment help Georgia Tech to efficiently and effectively serve incoming students who need a bridge course to ensure success in their first math course?
Champion: Shannon Dobranski, Center for Academic Success

Multidisciplinary: How can an online environment be harnessed to offer a truly multidisciplinary course addressing the challenging issues of today?
Champion: Katja Weber, International Affairs

An RSVP is requested.

Abstract
Villanueva’s talk covers more than 20 years of his experience with distance education at Tecnológico de Monterrey, a multi-campus university based in Mexico and the largest private university in Latin America. He addresses the educational model components of Tecnológico de Monterrey and the Virtual University (TecVirtual), which include a mix of tradition and innovation, emphasizing the distance education models and the development of online content for different audiences. Villanueva also discusses how Monterrey Tech can reach more than 30 countries in distance education and more than half a million users per year.

Bio
Carlos A. Villanueva is the director of strategic development at TecVirtual University, Tecnológico de Monterrey System. He has been professor of the Industrial and Systems Engineering Department at Tecnológico de Monterrey, Monterrey Campus, and is a member of the World Economic Forum’s Knowledge Advisory Group and the WEF’s Global Agenda Council, actively representing the Tecnológico de Monterrey System. Prior to receiving his PhD in Organizational Behavior from Tulane University, Villanueva received a Bachelor’s degree in Industrial and Systems Engineering and Master’s degrees in Information Systems and Administration, all from Tecnológico de Monterrey.

About Tecnológico de Monterrey System & TecVirtual University
Tecnológico de Monterrey is the largest private multi-campus university in Latin America with over 90,000 students at the high school, undergraduate, and postgraduate levels. Based in Monterrey, Mexico, the institute has 31 campuses in 25 cities throughout the country. TecVirtual University, launched in 1989, is one of the Spanish-speaking world’s foremost institutions in distance learning programs offered on the Internet. Credited with having expanded the Tecnológico de Monterrey’s academic coverage to over 30 countries, TecVirtual enrolls students in online graduate courses and other educational programs.

The event is an open house; so feel free to drop in!

Poster topics include:

• Crowd-sourcing reputations to rate the accuracy of news organizations
• Technology for allowing neighborhoods to monitor zoning decisions made by city governments
• Detecting pyramid investing schemes
• Discovering and reporting on discrepancies between political polling and social media predictions
• Prediction of catastrophic events (market crashes, political upheavals, food safety events) based on mining of social media
• Tools to help entrepreneurs and independent creators

How are the trends in online learning remaking the education landscape for students, teachers and administrators? Is this a game-changing disruptive movement in action or a fad that will fade as challenges are uncovered? Will four-year college on a campus become a thing of the past? Who are the entrepreneurial companies that are enabling the future?

The digital education movement is gathering significant steam, presenting what could be considered the largest potential for change and disruption to our education system in modern memory. Join us to discuss some of the most relevant and exciting topics facing educators and students alike with an all-star panel featuring many names that are shaping the conversation today. We will discuss some of the new models that have emerged and how new startups are partnering (and competing) with traditional institutions for students and mindshare.

Schedule
5:30–6:00 pm Member Reception (Klaus Atrium-Forum Members Only)

6:00–7:00 pm Networking/Light Dinner/Start Up Alley (Klaus Atrium)

7:00–8:30 pm Program/Q & A (Klaus 1116)

Panelists
Dr. Curtis A. Carver Jr.
Vice Chancellor/CIO, Board of Regents, University System of Georgia 

Frank Bonsal III
Education Investor and Venture Partner, New Markets Venture Partners

Registration
MIT Enterprise Forum of Atlanta offers a special registration fee of $25 to students and faculty who are nonmembers of the forum.

Abstract
“Disruption” is the theme of the moment in higher education policy. In 2008, StraighterLine was the first provider of ultra-affordable online courses outside of the traditional accreditation structure. This talk will outline why online learning is extremely profitable for most colleges and that “disruption” is a way to start driving these profits from colleges to students in the form of lower prices. Smith will also discuss why the existing organizational model of “college” and higher education regulatory and financing structures are ill-suited to the delivery of online courses. While this threat to college business models is real and dramatic, the market environment in which the threat is occurring is heavily regulated, heavily subsidized, and extremely political. Such forces will slow the adoption of new models.

Bio
Burck Smith is the CEO and founder of StraighterLine. In 2009, ten years before launching StraighterLine, he co-founded SMARTHINKING, the largest online tutoring provider for schools and colleges. Smith has written chapters for two books on education policy for the American Enterprise Institute (AEI) and is working on a third. He is a member of the American Enterprise Institute's Higher Education Working Group. Prior to starting SMARTHINKING, Smith worked as an independent consultant who contracted with for-profit and non-profit educational organizations, including clients such as the Gates Foundation, Microsoft, Computer Curriculum Corporation, the CEO Forum on Education and Technology, the Milken Exchange on Education and Technology, Teaching Matters Inc., Converge Magazine, and others.

As a writer about education and technology issues, Smith has been published in Wired Magazine, Wired News, Converge Magazine, University Business, and the National School Boards Association. In the early 1990s, he wrote articles on a variety of subjects, including creating community telecommunication networks, electronic access to political information, telecommunications deregulation, and the ability of utilities to serve as telecommunications service providers. Smith holds a Master's Degree in Public Policy from Harvard University’s John F. Kennedy School of Government and a BA from Williams College.

About StraighterLine
StraighterLine is a leader in making a quality college education more affordable. StraighterLine’s programs are a great way to tackle the escalating cost of four-year college tuition and avoid a mountain of student debt.

StraighterLine offers two innovative programs. The “Freshman Year for $1,299” program is designed to help college students and their families address rampant rising tuition costs of college education. Students can take up to 10 StraighterLine courses for a single fee of $1,299 and realize savings of more than 90% versus the first-year tuition at many colleges. Students can also enroll in a subscription package of online college courses for $99 a month that allows students who can move the material even faster an opportunity for even greater savings. Both programs includes up to 10 hours of one-on-one instructional support.

Students who successfully complete StraighterLine online college courses receive credit when they enroll with any school in our rapidly expanding network of regionally accredited partner colleges and universities. In addition, the American Council on Education’s College Credit Recommendation Service (ACE CREDIT) has also evaluated and recommended college credit for StraighterLine courses. ACE CREDIT helps students gain access to academic credit at colleges and universities for formal courses and examinations taken in settings outside traditional higher education. StraighterLine also offers a tuition assistance program as a benefit for companies to provide to employees interested in earning their college degree.

Bios
Anant Agarwal is the president of edX and a professor in MIT’s Department of Electrical Engineering and Computer Science, where he leads the carbon research group focusing on multicore architectures and software. Previously, Agarwal served as the director of MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL). He is also a founder and board member of Tilera Corporation, a fabless semiconductor company that launched the TILE multicore processor. Agarwal has led the development of several other processors, including RAW, Sparcle, and Alewife. In 2001, he received the Maurice Wilkes Award from the Association for Computing Machinery’s Special Interest Group on Computer Architecture (ACM SIGARCH) for his outstanding contributions to computer architecture. Additionally, he led MIT’s VirtualWires project and was the founder of Virtual Machine Works, which brought the VirtualWires technology to market. The author of Foundations of Analog and Digital Electronic Circuits, Agarwal received his PhD from Stanford and his Bachelor's degree from the Indian Institute of Technology, Madras.

Johannes Heinlein is the director of strategic partnerships and collaborations for edX. He also serves as the director of program management in Harvard’s Office of the President and Provost, where he is responsible for leading major transformations and change initiatives across strategy, operations, and implementation planning and execution.

About edX
EdX is a not-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology that features learning designed specifically for interactive study via the web. Based on a long history of collaboration and their shared educational missions, the founders are creating a new online-learning experience with online courses that reflect their disciplinary breadth. Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning – both on-campus and worldwide. EdX’s goals combine the desire to reach out to students of all ages, means, and nations, and to deliver these teachings from a faculty who reflect the diversity of its audience. EdX is based in Cambridge, Massachusetts and is governed by MIT and Harvard.

Following the session, Agarwal and Heinlein will present “Reinventing Education” from 11:00 a.m.–12:00 p.m. in Klaus, Room 1116 E & W.

Agenda

3:00-3:15 p.m.      

Fall 2012: IPaT Director Update and Q&A

3:15-4:30 p.m.      

Georgia Tech Research & Leadership in Humanitarian Systems
Panel presentations by GT faculty and open discussion

4:30-5:30 p.m.     

Networking Reception with a Holiday Twist.

The provost will provide an update on what is happening around the country and the world and, especially, what Georgia Tech is doing in this area.

The majority of the Town Hall will be devoted to listening to ideas and suggestions, and answering any questions that may arise.

For details and to RSVP, please refer to the information below.   

What: Provost’s Town Hall: Online Education at Georgia Tech

When: Dec. 6, 2012, 11 a.m. – noon

Where: Klaus Advanced Computing Building, Room 1116

RSVP: http://provost.gatech.edu/town-hall/rsvp

Speakers include keynote Ralph de la Vega, AT&T Mobility president and CEO; Hakan Kostepen, Executive Director of Product Planning Strategy and Innovation of Panasonic Automotive Systems Company of America; Bruce H. Thomas, Deputy Director of Advanced Computing Research Centre and NICTA Fellow of the School of Computer and Information Science at The University of South Australia; David Kobia, Co-founder and Director of Technology Development at Ushahidi; and Michael Hess, EVP, Data Fusion and Integration at Nielsen.

Attendees will have the opportunity to preview Georgia Tech’s FutureMedia Outlook 2013 before its release in December 2012. The report outlines megatrends that will shape the future of media, content, and information in the next five years. To learn more about the Georgia Tech People & Technology Forum, visit http://ipatforum.gatech.edu.

The Georgia Tech People & Technology Forum builds on the enthusiasm and success of FutureMedia Fest 2010 and 2011. The Forum has grown to take a more expansive view of how technology and innovation impact our lives. Since 2009, over 1,500 people have participated in this fusion of ideas and imagination. This year's event will continue Georgia Tech's tradition of delivering an exemplary program of speakers and research demonstrations.

Public and private universities in the US are in trouble, and Rich DeMillo (PhD ICS 72), who has spent years in both academia and industry, offers a roadmap for the twenty-first century. Based on his popular book “Abelard to Apple: The Fate of American Colleges and Universities,” he describes the evolving model for higher education, including Apple’s iTunesU, MIT’s OpenCourseware, and Georgia Tech’s role in defining the technological university of the 21st century.

Date: October 25
Time: 6 – 7 p.m.
Location: Georgia Tech Global Learning Center Room 236
Who is Invited: Entire Georgia Tech Community
Cost: Free
Parking Information: Parking is available in the Tech Square Parking Deck for $1.50 per hour.
Invitation Only: No

Registration Information: Register now: www.gthomecoming.gatech.edu

Sponsored By: The Georgia Tech Alumni Association, Georgia Tech Student Alumni Association, College of Computing, Office of Greek Affairs, and Computing Alumni Organization
URL: http://www.gthomecoming.gatech.edu/keynote

An RSVP is requested for this event: www.c21u.gatech.edu/koller.

Abstract

Last year, Stanford University offered three online courses, which anyone in the world could enroll in and take for free. Students were expected to submit homework assignments, meet deadlines, and were awarded a "Statement of Accomplishment" only if they met a high grading bar. Together, these three courses had enrollments of around 350,000 students, making this one of the largest experiments in online education ever performed. Since the beginning of 2012, we have transitioned this effort into a new venture, Coursera, a social entrepreneurship company whose mission is to make high-quality education accessible to everyone by allowing the best universities to offer courses to everyone around the world, for free. Coursera classes provide a real course experience to students, including video content, interactive exercises with meaningful feedback, using both auto-grading and peer-grading, and a rich peer-to-peer interaction around the course materials. Coursera began operations in early 2012, and as of September 2012, has 16 university partners and over 1.3 million students enrolled in its 124 courses, which span a range of topics including computer science, business, medicine, science, humanities, social sciences, and more.

In this talk, Koller reports on this far-reaching experiment in education known as Coursera, and why she and other Coursera leaders believe this model can provide both an improved classroom experience for on-campus students, via a flipped classroom model, as well as a meaningful learning experience for the millions of students around the world who would otherwise never have access to education of this quality. She'll describe the pedagogical foundations for this type of teaching, and the key technological ideas that support them, including easy-to-create video chunks, a scalable online Q&A forum where students can get their questions answered quickly, sophisticated autograded homeworks, and a carefully designed peer grading pipeline that supports the at-scale grading of more open-ended homeworks. Through such technology, Koller and other Coursera leaders envision millions of people gaining access to the world-leading education that has so far been available only to a tiny few, and using this education to improve their lives, the lives of their families, and the communities in which they live.

Bio

Daphne Koller is the Rajeev Motwani Professor in the Computer Science Department at Stanford University and the co-founder and co-CEO of Coursera, a social entrepreneurship company that works with top universities to make the best education accessible to everyone around the world, for free. In her research life, Koller works in the areas of machine learning and probabilistic modeling with applications to computer vision, systems biology, and personalized medicine. She is the author of more than 200 refereed publications in venues that span a range of disciplines, and has given over a dozen keynote talks at major conferences. Koller is the recipient of many awards, including the Presidential Early Career Award for Scientists and Engineers (PECASE), the MacArthur Foundation Fellowship, the ACM/Infosys award, and she is a member of the National Academyof Engineering. She is also an award-winning teacher, who pioneered in her Stanford class many of the ideas that underlie the Coursera user experience. Koller received her BSc and MSc from the Hebrew University of Jerusalem, and her PhD from Stanford, in 1994.

Chemical & Biomolecular Engineering Associate Professor Pete Ludovice presents the Practitioners’ Leading Edge Lecture Series, which highlights innovative thinkers in higher education. Held in conjunction with the Center for the Enhancement of Teaching and Learning (CETL), the program focuses on real-life experiences about new ideas that can inspire teachers to experiment with innovations.

An RSVP is requested for this event: c21u.gatech.edu/practitioners.

Abstract

As commodity industries move offshore, the U.S. economy becomes more
 dependent on its underlying innovation engine. This underscores the 
importance of improving technical innovation. While engineers are
 effective at organizing the design variable conflicts that require
 creative designs, they are not very effective at the creative thinking 
required to discover these novel designs. Humorous improvisation has been
 used effectively to produce the divergent thinking effective in creating
 novel ideas in non-technical areas. However, improvisation has not proven
 effective in producing novel technical designs. We have developed a new
 method for applying improvisation to improve technical innovation that
 addresses the inherent differences in the shape of technical and
 non-technical idea space. This method requires a convergent and emergent
 step, in addition to the divergent step inherent in humorous improvisation
 to be effective in technical innovation. This method has produced
 innovative technical designs in various workshops, and these results will
 be discussed, as well as how such a method may be integrated into
 engineering research and engineering education.

Featured speakers include:

• Rich DeMillo, director of Georgia Tech's Center for 21st Century Universities (C21U) and distinguished professor of computing and business;
• Donna Llewellyn, associate vice provost for Learning Excellence and director of the Center for the Enhancement of Teaching & Learning; and 
• Nelson Baker, dean of Georgia Tech Professional Education.

To attend, an RSVP is requested. For those unable to attend, the event will be streamed at www.provost.gatech.edu/town-hall.

Presented by: Michael F. Schatz, Professor, Georgia Tech School of Physics

The development of national standards for K-12 science education is currently in progress, with input from twenty-six states (including Georgia) and numerous discipline-specific societies. The blueprint for standards development is the 2012 NRC report, “A Framework for K-12 Science Education.” Although the explicit focus is K-12 science, this report describes a fundamental reevaluation of science education that is useful for rethinking undergraduate science.  

C21U is hosting The Practitioners Leading Edge Talk Series to highlight some of the most innovative thinkers in the Higher Education space. This talk is given by Professor Amy Pritchett from Aerospace Engineering on “Problem-based learning in a content-intensive large engineering class”. Register online here.

 Abstract

This semester, we've experimented with shifting AE3515 "System Dynamics and Automatic Control" to a problem-based learning format.  Students were grouped randomly into 10 teams of 12-13 and assigned 4 large problems.  "Just-in-time" instruction is used to lecture on topics that students requested and could cogently justify relative to the problem, roughly 1 hour per week.  The remaining 3 hours per week are group-meeting times, facilitated by graduate students. 

 This talk will discuss both the logistical details faced in using such a pedagogy (e.g. the need for multiple facilitators for 4 hours per week versus the assignment of a single 20 hour-per-week TA to the course) and the learning experience of the students.  Students in the midst of the course will join in the presentation.

Sebastian Thrun recently left Stanford University and started Udacity. Udacity is an online university that seeks to reach the 99% of the world population presently excluded from high-quality higher education. The first class on Artificial Intelligence, which was offered in conjunction with Stanford, attracted 160,000 students, of which 23,000 graduated with Stanford-level qualifications. Thrunl discusses his experience with traditional forms of education, and speculate on what higher education may look like in the digital age.

 Speaker Bio

Thrun is co-founder of Udacity, a Google VP, and a Stanford Research Professor. At Google, he runs Google X, home to the Google self-driving car project and the recently announced Google Glass. Udacity is a XXI Century University, which seeks to democratize higher education. Thrun is one of the youngest people ever to be elected to the National Academy of Engineering; he has published more than 350 papers and 11 books. He also was the winner of  the DARPA Grand Challenge.

Directions and Parking

Location:

The C21U Town Hall is held at LeCraw Auditorium in the College of Management, located at 800 West Peachtree Street NW, Atlanta, GA 30308. The auditorium is located on the first floor, near the West Peachtree Street building entrance.

Parking:

The best place to park is at the Georgia Tech Hotel and Conference Center/Technology Square parking deck located at 770 Spring Street, Atlanta, GA 30308.
To reach LeCraw Auditorium from the parking deck, cross Spring Street and continue walking up Armstead Place NW. Enter the College of Management building through the last door before West Peachtree Street. LeCraw Auditorium will be on your right after the elevators.

In this event, we discussed:

 Technology's need for arts education in its curriculum;

 Design and creativity in the arts and how it impacts technology education;

 How to successfully integrate art education and technology education.

Find out more information here.

Abstract       

Second Life is a virtual online world where the participants or residents create and build their own fantasy life and socialize with other in-world residents.   With a little time and creativity educators may design a world around their specific discipline that allows students to experience learning from an entirely new perspective.

Wesley Smith, Director of Instructional Distance Education & Advanced Services (IDEAS) at Georgia College, will explain and demonstrate how he uses Second Life to teach entrepreneurship to undergraduate students. This course is taught both online and within a hybrid setting.

During the past three years Georgia College has experimented with using Second Life (SL) as a creative outlet to augment the learning process.  In recent semesters GC faculty have used the virtual world to create and model various situations that are closely related to real life situations.  Within SL students are able to create their own learning experiences and gain valuable insight from the successes and failures that occur as they progress through the semester.  These experiences are based on course objectives and are tried and tested in-world.  Students are able to see their plans come to virtual life and they are able to make adjustments, if needed.  Later, the students report their findings.  In most cases students are able to learn by doing and may take their virtual world experiences forward into the real world. 

During the Talk, Smith will discuss and demonstrate how they created a business model in SL, how the students interacted with the software, and their evaluations of the learning model.  He will also be able to answer your questions and explain future plans for the software in classroom settings.

Games has been widely used in education. It has shown to be an effective way of keeping students motivated and engaged. Recently, new types of social games have added more sophisticated game mechanisms among players, which makes these games more dynamic and interesting, while not placing overwhelming requirements on game designers.

Our students are digital natives. 65% of them are frequent video or social game players. How to use games to facilitate learning is a topic all educators need to consider.

In this discussion, we will be exploring questions such as:

What games are used in education? What (digital) games have been out there and how can new types of social games be used?  

What are the pros and cons of using games for learning, from instructors’, students’, and parents’ points of view?

How to integrate games in classroom learning? What is required from instructors? How should the university support new experiments like this?

What are the legal and cost barriers of using games in higher education?

We will have a mixed group of traditional and nontraditional stakeholders there to discuss interesting and innovative ideas around using games in education at Georgia Tech. Bring your top ideas/hot buttons/beliefs.

What form our oc involvement will take?

What legal issues do we have to resolve?

What distribution channels we use?

How to assess qualities of open learning resources and guide students to use them wisely?

Bring your top ideas/hot buttons/beliefs and join us on Monday, Nov 14 from 3-5pm at Klaus 1116 West. We will have a mixed group of traditional and nontraditional stakeholders there to discuss the more interesting and innovative ideas around Open Courseware at Georgia Tech.

8:00 a.m. - 9:00 a.m.      Continental Breakfast

9:00 a.m. - 9:05 a.m.     Welcome by Center Director, Rich DeMillo

9:05 a.m. - 9:15 a.m.      Zvi Galil, Dean, CoC Opening remarks and introductions

9:15 a.m. - 10:00 a.m.    Keynote Address: Jonathan Cole

10:00 a.m. - 10:30 a.m.  Announcement of C21U programs for 2012

Presentation of the TechBurst Video

10:30 a.m. - 10:45 a.m.   Break

10:45 a.m. - 11:00 a.m.   Introduction of Panel Moderator, EVP for Research Steve Cross

11:10 a.m. - 11:30 a.m.   Introduction of Panelists and Panelist’s comments

11:00 a.m. - 12:30 p.m.  Panel Discussion, Q & A Moderator:

Jeffrey J. Selingo, Editor, The Chronicle of Higher Education Panelists: Stephen E. Cross, EVP for Research, Georgia Institute of Technology Devin Fidler, Institute for the Future

Alan Kay, President, Viewpoints Research Institute Roger Shank, Executive Director and founder of Engines for Education, Inc. and Chairman and CEI of Socratic Arts, Inc. Lynne Weisenbach , Vice Chancellor, Educator Preparation,University System of Georgia

2:30 p.m. - 2:45 p.m.President Peterson

Announcement of 2012 Presidential Forum and Closing remarks

12:45 p.m. - 12:50 p.m.Closing comments, Rich DeMillo

Tuesday, September 27, 8:30 a.m. to 12:30 p.m. – Global Learning Center

 8:00-9:00 a.m.Continental breakfast

9-9:05 a.m.Welcomeby Center Director, Rich DeMillo

9:05-9:15a.m.Zvi Galil, DeanCollege of Computing Opening remarks and introductions

9:15-10:00 a.m.Keynote Address:  Jonathan Cole

10:00-10:30 a.m.Announcement of C21U programs for2012

10:30-10:45 a.m.Break

10:45-11:00 a.m.        Introduction of Panel Moderator,Ex. VP for Research Steve Cross

11:10-11:30 a.m.         Introduction of Panelists andPanelists comments

11:00 a.m.-12:30 p.m.   Panel Discussion, Q&A

    Moderator:Jeffrey J. Selingo, Editor, The Chronicle of Higher Education
 

Panel: 
DevinFidler, Institute for the Future
Alan Kay,President, Viewpoints Research Institute
Roger Schank,Executive Director and founder of Engines for Education, Inc. and Chairman andCEO of Socratic Arts, Inc.
Lynne Weisenbach , ViceChancellor, Educator Preparation, University System of Georgia
Stephen E. Cross,Executive Vice President for Research, Georgia Institute of Technology

12:30-12:45p.m.Announcement of 2012Presidential Forum,

Closing remarks, PresidentPeterson

12:45-12:50 p.m.       Closing Comments, Rich DeMillo

12:50-2 p.m.            Private Buffet Lunch, Press interactions,mixer

RSVP to Mary Claire Thompson at Thompson@cc.gatech.edu

The Center for 21st Century Universities is proud to announce that in Fall 2011 Georgia Tech will offer its first Massive Open Online Course (MOOC) for students interested in learning more about Instructional Technology. This course is open to anyone in the world, but only a select few—including students at Georgia Tech—are given credit for it. 

What is a MOOC?

If you’re still reading, you’re probably asking, “That’s great. So what’s a MOOC?” A MOOC is a form of computer-mediated learning with each week’s lecturer providing course materials and discussion topics (streamed online) on that week’s theme. After each lecture, students are required to engage in the discussion; this can be in the form of a blog post, a vlog, a forum discussion or other interactions. Students will be evaluated based on their level of engagement within the community.

A MOOC differs from traditional distance-learning classrooms in a few key ways. In addition to allowing any interested parties to participate, all of the content produced from the course is shared by everyone involved. A MOOC is participatory—learners contribute to the class by building on the topics discussed, researching those topics further and then creating their own relevant content, which other students then comment on, critique, connect and share, creating a community of content shared by all.

What will the MOOC cover, and how will students be evaluated?

The direction this MOOC will take depends on who participates and how they interact. However, all discussion surrounding this MOOC will focus on the role of instructional technology in forming a student’s digital identity, the role of open learning communities (OLCs), and more.

Who is teaching the course?

Interested students can find a list of course facilitators plus many other details (course outline, discussion threads, blog posts, etc.) at the MOOC’s website: http://GTMOOC.com

How much does it cost?

Nothing! There is no cost to enroll.

Who is eligible to enroll?

Everyone. Like many Georgia Tech seminars, this MOOC promises to be of interest to undergraduate and graduate students alike, and all are welcome. And there is no class size limit—in fact, we invite all interested Georgia Tech students to participate. The MOOC is a 4-credit course divided over two semesters (2 and 2); the course numbers are CS 4802 ELT (CRN92449) and CS 8802 ELT (CRN92450). To register, visit the MOOC website:http://GTMOOC.com

If you have not already registered, here is what you should do:

1. Subscribe to this blog, so that you can follow posts, comment on discussions and register your presence.  There is a button in the side bar of this page for your convenience. If you do not want to be identified, then subscription is not required to participate in the MOOC.
2. Visit this page to register for the MOOC
3. If you are registered at Georgia Tech, visit your T-Square page for additional information.
4. If you are part of the Georgia Tech community and would like to be added to T-Square, send an email message containing your preferred Georgia Tech email address to me with the subject line ADDME.
5. Watch your email for updates and announcements

Who do I contact for more information?

For more information, contact Emily Ivey at emily.ivey@cc.gatech.edu or visit the MOOC website at http://GTMOOC.com