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Clear communication is key in educational settings. The implementation of Skype in online classroom provides a venue for clear communication. Implementation begins with an initial post from the instructor during the classroom set up by posting their Skype name with instructions as to how to download the free software. Students are encouraged to do this at the start the course in order to be in communication with the instructor and fellow classmates. The use of Skype in the classroom has proven to be an effective means of communication that helps learners from all over the world feel connected. When teaching in an online venue a tool such as Skype is important allowing learners in this environment to feel a connection with classmates. Creating this “real life” connection for students causes them to be successful enjoying the learning process. Skype allows for seamless transformation of knowledge. Expertise on the part of the professor to implement Skype into the classroom is paramount. Use of with voice and video is best so that the students can actually interact with their professor. This adds the human element to online teaching. Students forget that the individual who is responding to their submissions is an actual professor working to maintain standards of the university. Students are online asynchronously. Skype affords synchronous communication making the online learning experience a perfect blending of interactions. No longer are we educators of the twenty first century we are quickly evolving into becoming educators of the twenty second century.

This paper presents the results of a project to develop an online professional writing course for mid- to late-career nurses enrolled in an online bachelor’s degree completion program. Course design took into account principles of adult learning theories and attempted to provide an online learning experience that promoted self-reflection as well as connections between course material/assignments and students’ prior experience. Additionally, students were provided with targeted discussion prompts to assist in drawing connections between course material and workplace practice. Although students expressed initial concerns over the online learning environment, they eventually evaluated the course as a positive experience, as well as reporting direct connections between course material and its influence on their workplace practice.

This presentation will discuss a real world application of how the power of the Internet, combined with learning centers, can be applied to changing lives and the economy of a Caribbean territory. The U.S. Virgin Islands struggles with poverty, job scarcity, and inadequate educational attainment. Without Internet access and computer skills, those living in poverty lack the tools to better their lives and the lives of their families. Through a government sponsored project and federal grants, learning centers have been developed where Virgin Islanders can go to learn computer skills, use computers, access the Internet, gain valuable educational credentials, and ultimately obtain jobs. This project serves as an example of what can be accomplished with a vision, and it is a developing project that should be watched for results. If successful in the Virgin Islands, the model could be followed in other poverty stricken places. Those involved in education or government entities will find this presentation informative and inspiring. A discussion will follow the presentation, and questions are welcomed throughout.

United States Virgin Islands Bureau of Economic Research. (2009). Comprehensive Economic Development Strategy for the United States Virgin Islands. Retrieved from http://www.doi.gov/oia/reports/upload/USVI-CEDS-2009-2.pdf
viNGN. (2012). Welcome. Retrieved from http://www.vingn.com/

Over the past few years, we’ve seen many new approaches in the online dimensions of teaching and learning. Phenomena like the MOOC, learning analytics, and new concepts such as personalized and adaptive learning are generating not only tactical innovations, but also entirely new models for teaching and learning in higher education. Some of these are transformative, with implications for blended and face-to-face learning environments.

Join this tour of cases from the EDUCAUSE Learning Initiative’s focus session on transformative online innovations to include learner analytics readiness, service blueprinting, adaptive learning, and new research findings that support enhanced online learning. We’ll discuss each method or process, the outcomes they’ve produced, and consider how it might apply to local contexts.

• Veronica Diaz, EDUCAUSE, ELI, USA

Asperger Syndrome is one of the most common developmental disabilities and is characterized in three developmental areas; communication, socialization and emotional/behavior difficulties (Dillon, 2007). Students with learning disabilities caused from Asperger Syndrome face many challenges in reaching educational and career goals. These challenges can derive from difficulties pertaining to social interaction in the classroom and collaboration when working in a group environment. Despite demonstrated capabilities and gifts, idiosyncratic communication, socialization, and behavior can lead to significant problems and failure for students (Dillon, 2007). Technology is available to aid instructors in creating a learning environment that provides opportunities for students with Asperger Syndrome. Instructors can incorporate this technology so that students with Asperger’s disorder can utilize their skills and interact in the classroom with peers as they work to reach their potential. By creating a community of acceptance for students with Asperger Syndrome, classmates can also demonstrate their ability to work with someone that has a learning disability. The presentation will provide a strategy as to what technology can be used and what indicators may signal the need for additional instructor intervention. The technology that will be addressed during the presentation can provide a positive learning environment for all students and enable the instructor to encourage communication and collaboration similar to what can be expected in their career field.
Dillon, M. (2007). Creating supports for college students with Asperger Syndrome through collaboration. College Student Journal, 41 (2), 499-504

Interactivity
The presentation will include PowerPoint slides that identify a strategic approach for faculty when considering technology in the classroom in order to create a collaborative learning environment that involves all students. Participation by the audience will be promoted though activities that include polling the audience and discussions in the text messaging area. The audience will have the opportunity to submit questions during and after the presentation in addition to offering insight as to their own practices.