Kent Matsueda's TiddlyWiki - a reusable non-linear personal web notebook

Information Privacy and Security (IPAS) Information Session
I went to the info session this afternoon and learned some pretty cool things about the process.
* strongly consider or require logging in with less-than-admin permissions minimizes installing malicious code
** limited log-on accounts minimize 92% of known vulnerabilities
* inspect "terms of service" agreements regarding ownership and longevity of the data you might be sharing
* 400+ computers at PSU have been compromised and ''50% have sensitive data''
* employees can have their network privileges sanctioned or restricted, or might be required to run with lesser privileges
* What level of encryption is acceptable? 128/256 bit AES?
* PII scanning software is Windows only right now, Mac versions are upcoming
* install virus scanning software
* Mac: ~FileVault is not full disc encryption; legal liability since data can easily be stored outside of the encrypted area
** full-disc encryption incurs a 5-20% performance hit
Three levels of data SOS has identified
# public – OK for anyone to see
# internal or controlled – wouldn’t be disastrous if it was leaked, intended for ~PSU-eyes only
# restricted – high risk, cannot be made public
[[Download the handouts|files/IPAS_handouts.pdf]]

<html><h3>Business and Engineering</h3>
<ul><li>Project Management - course is live; providing training-at-a-distance for Jack</li></ul>
<h3>Continuing Education</h3>
<ul><li>Online Instructor Training w/ Mary Lou Sigler</li></ul>
<h3>Education and Health</h3>
<ul><li>Ed's request for updates</li></ul>
<h3>Continuing and Distance Education</h3>
<ul><li>119 Outreach
<ul><li>monitor mounting, move electrical box, surround sound is now working</li><li>live streaming from TNS bridge is available, testing of recording
system at TNS is available, recording system at TNS&nbsp;is very likely
for free to feature network download of full-resolution media</li><li>UPDATE: even though a testing of the recording system is possible,
David has reminded me that Jeff P. is reluctant to do so for other
reasons. We'll have to wait until it's officially avaialble before we
can use it. That doesn't sound right, now does it <img src="file:///Volumes/Penn%20State/Drupal/Nodes%20Backup/Misc_files/cry_smile.gif">.</li></ul>
</li><li>Innovation Team Project - group meeting next Monday,
<ul><li>met w/ Kevin yesterday: spoke about research, overlap w/ Mike's Taskforce, and perspectives on implemenation</li></ul>
</li><li>ANGEL Update</li></ul><hide linebreaks></html>

<html><h3>Outreach</h3>
<p>Innovation Team Meetings</p>
<ul><li>Slow progress. Lots of discussion about overlap with Mike's Taskforce. Agreement over a <a href="http://kkm11.dyndns.org/drupal/node/100">Scenario Planning</a> <span class="print-footnote">[20]</span>
approach. Another conference call scheduled for Thursday 15th to
discuss progress and presentation to entire team on Monday 19th.</li></ul>
<h3>C&amp;DE</h3>
<p>3/11/09 Webinar: <a href="http://www.magnapubs.com/calendar/293.html"><span class="header">10 Ways to Improve Blended Learning Course Design</span></a> <span class="print-footnote">[185]</span></p>
<ul><li><span class="header">Room 119 OB has been reserved</span></li><li>Awaiting directions on registration process and budget</li><li>Your professional development costs come out of the CE
budget.&nbsp;&nbsp; You should work with Kim Fisher to get the budget
number. Pam Matthews would probably be able to help you as well. </li><li>karen pollac, talat, daren, annette, larry, rick, jeff, bill harvey?</li></ul>
<h3>CE</h3>
<p>Faculty Portal</p>
<ul><li>continued developing/uploading/adding materials in wikispaces</li><li>expanding points of contact to staff members in CE</li></ul>
<p>IST&nbsp;Learning Object Repository</p>
<ul><li>learned from Stevie Rocco how to give IST instructors access to the LOR to obtain course content</li></ul>
<h3>Business/Engineering</h3>
<p>Project Management Course</p>
<ul><li>Working with Jack on Instructional Materials</li><li>Add PDF of PPT's to site - add any notes from class as well</li></ul>
<h3>Education/Health</h3>
<p>Spoke w/ Wanda about updates to Nursing CE program. External issues to me are:</p>
<ul><li>lack of faculty initiating course approvals through Wanda</li><li>unknown, but most likely limited course development from faculty</li><li>one faculty member has already submitted course work without using the mandated templates for the program</li></ul>
<p>No test session w/ Berks Campus for the Healthcare Interpreting
program. Attempted to contact and schedule a test session Friday 9th
for Monday 12th, but it didn't happen. No updates on how the course
went.</p><hide linebreaks></html>

<html>David
suggested that I help Jeff with the recording room by getting solid
answers to the framing issues. Discuss lead-times to development.
Suggest consulation with multi-media specialists from LD and OTS.<hide linebreaks></html>

<html><p>David
and I met over the phone today because yesterday was the Day of
Connection and today, David's meeting this afternoon was canceled so
rather than coming over to the Outreach building, we decided to talk on
the phone.</p>
<p>After we spoke about this past week's events and issues there's at
least one thing David suggested I should look into. He recommended
scheduling weekly test sessions with the crew over at the Penn Stater
103 to test out different scenarios between 119 OB and 103 PS. For
example:</p>
<ul><li>A typical lecture featuring PowerPoint</li><li>A typical lecture featuring a DVD/VHS videos</li><li>A typical presentation featuring Adobe Connect Pro</li><li>etc.</li></ul>
<p>These sessions would be useful in understanding the limitations,
configuration, and possibilities with Polycom and other technologies
there in 119 OB.</p>
<p>UPDATE: Testing Matrix</p>
<table border="1" cellpadding="1" cellspacing="1" width="100%">
<tbody>
<tr>
<td bgcolor="#cccccc">&nbsp;</td>
<td>projector</td>
<td>polycom</td>
<td>dvd/vhs</td>
<td>connect pro</td>
<td>recording</td>
<td>audio system</td>
</tr>
<tr>
<td>projector</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#ffffcc">Yes<sup>1</sup></td>
<td>?<sup>2</sup></td>
<td>?<sup>3</sup></td>
<td bgcolor="#ffffcc">Not Yet<sup>4</sup></td>
<td>?<sup>5</sup></td>
</tr>
<tr>
<td>polycom</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#ffffcc">Yes<sup>6</sup></td>
<td bgcolor="#ffccff">No<sup>7</sup>; Not Yet<sup>16</sup></td>
<td bgcolor="#ffffcc">Not Yet<sup>8</sup></td>
<td bgcolor="#99ffcc">Yes<sup>9</sup></td>
</tr>
<tr>
<td>dvd/vhs</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td>?<sup>10</sup></td>
<td>?<sup>11</sup></td>
<td bgcolor="#99ffcc">Yes<sup>12</sup></td>
</tr>
<tr>
<td>connect pro</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#99ffcc">Yes<sup>13</sup></td>
<td>?<sup>14</sup></td>
</tr>
<tr>
<td>recording</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#ffccff">No<sup>15</sup></td>
</tr>
<tr>
<td>audio system</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
<td bgcolor="#cccccc">&nbsp;</td>
</tr>
</tbody>
</table>
<ol><li>Can we project a polycom feed through the projector? Yes, but we need to verify People+Content capabilities.</li><li>Can we project dvd's and vhs tapes through the projector? We should be able to, but we need to verify.</li><li>Can we project Adobe Connect Pro sessions through the projector? We should be able to, but we need to verify.</li><li>Can we record what gets fed through the projector? Do we even need to do this?</li><li>Can we pipe audio from a laptop through to the speakers during a presentation? We would need to purchase a cable to do this.</li><li>Can we show dvd's and vhs tapes through polycom's People+Content? We should be able to, but we need to verify.</li><li>Can we use polycom to deliver concurent connect pro sessions? No.
The polycom codec will not share it's bandwidth with streaming
technology as a means of preserving QoS.</li><li>Can we record polycom sessions? TNS is looking into a
centrally-located solution. A local solution may be possible with
limited functionality using recording equipment like a MiniDV deck or
camcorder.</li><li>Can we listen to a polycom session through the integrated speaker system? Yes and it has been tested.</li><li>Can we show dvd's or vhs tapes within an connect pro session?</li><li>Can we record a lecture that features the use of dvd's and/or vhs media? The demand for this is questionable.</li><li>Can we pipe the audio of a dvd/vhs feed through the integrated speaker system? Yes and it has been tested.</li><li>Can we record connect pro sessions? Yes, initiated and managed through connect pro's integrated features.</li><li>Can we pipe the audio of a connect pro session through the integrated speaker system?</li><li>Can we record a lecture that features a presenter using the
speakers as a PA? The demand for this is questionable. There aren't any
mic's to provide audio for speakers right now.</li><li>Can we use the polycom cameras to capture video for Connect Pro
sessions? We would need to purchase additional hardware to do this.</li></ol><hide linebreaks></html>

High Level Online Faculty Support for Low Level Cost
Adobe Connect Pro - sound dropped multiple times
Use LOR's - Flash-based; quick templates: flash cards, crosswords, jeopardy, matching items to image; look for tools to generate LOR's
Presenter teaches 4-hour e-Pedagogy workshop - what does it look like?
Use a course planning sheet
Rubrics for course design
Open course-ware examples
Ispring
Slideshare
Thinkfold
~CourseCast
Odiago.com - text to audio

Goal To convert 119 into a multi-purpose, video conference broadcast location with recording capabilities for CE.

Existing monitor in 119 is a [[Dell 1905FP|http://support.dell.com/support/edocs/monitors/r83546/EN/]]. Is there a way to determine whether or not there's a PC available for 119? David said that he was going to talk with Dave Langton about that.
<<section "UPDATE 1/30/09:"
David has just contacted me with information that he and I are now officially out of the renovation planning process. I'm still a little unsure about the scope of this withdrawal.>>
<<section "UPDATE 6/4/09:"
David - Polycom will be upgraded to HD systems. Old system will be moved to Wayne's suite. There are 15-20 systems going in around the Commonwealth. The majority of them are new installations.>>
*[[Operational/Reference Materials for 119]]
*[[Visit to Spectra Wood]]
*[[Gremlins]]
*[[Scenarios to Test using Polycom]]
*[[2/12/09 103 PS People+Content Test]]
*[[4/7/09 "Crestron Programming" Meeting Notes]]
!Files
[[119 OB Project Outline.docx|files/119 OB Project Outline.docx]]

Forms
* [[2-17TelecommunicationsServiceRequisitionEX.pdf|files/2-17TelecommunicationsServiceRequisitionEX.pdf]]
* [[tnsTSR.pdf|files/tnsTSR.pdf]]
* [[VideoconferenceRoomFacilitySpecificationForm.doc|files/VideoconferenceRoomFacilitySpecificationForm.doc]]
* [[VideoconferenceRoomSystemSpecificationForm.doc|files/VideoconferenceRoomSystemSpecificationForm.doc]]
Diagrams
* [[327 Sackett Equipment flowchart.pdf|files/327 Sackett Equipment flowchart.pdf]]
* [[UP_119_OIB_TSR.pdf|files/UP_119_OIB_TSR.pdf]]
* [[UP_119_OIB_layout_rev.vsd|files/UP_119_OIB_layout_rev.vsd]]
* [[UP_119_OIB_PARTS_REV.xls|files/UP_119_OIB_PARTS_REV.xls]]
* [[UP_119_OIB_layout_OPP.vsd|files/UP_119_OIB_layout_OPP.vsd]]
* [[UP_119_OIB_System_Diagram.vsd|files/UP_119_OIB_System_Diagram.vsd]]
* [[UP_119_OIB_Design1.doc|files/UP_119_OIB_Design1.doc]]
* [[UP_119_OIB_System_Diagram.jpg|files/UP_119_OIB_System_Diagram.jpg]]
* [[UP_119_OIB_layout_OPP_jpg.jpg|files/UP_119_OIB_layout_OPP_jpg.jpg]]
* [[UP_119_OIB_Design_Rev2B.doc|files/UP_119_OIB_Design_Rev2B.doc]]
* [[VCRDDiagram.doc|files/VCRDDiagram.doc]]
Equipment
* [[Projector Quote|files/cbpo3193.pdf]]
* [[projector_manual_4024.pdf|files/projector_manual_4024.pdf]]
* [[projector_spec_2632.pdf|files/projector_spec_2632.pdf]]
* [[Podium Quote|files/PSU-Outreach.xls]]

Here's a good reminder why it's important to always think about backups and who owns data when you use online services:
<html><img src="files/toodledo_shutdown.png" width="400"/></html>
//right-click to view a larger image//

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<html><p>Business &amp; Engineering</p>
<ul><li>Project Management
<ul><li><strong>my understanding of the scope changed/evolved</strong>
cross-listed w/ two instructors; discussed preparing teaching materials
and rubrics; recorded introductory video w/ Jack at 103 Penn Stater</li></ul>
</li><li>Discuss w/ Wes not attending first class, design process, PV course</li></ul>
<p>CE@UP</p>
<ul><li><strong>faculty portal</strong> likely ANGEL platform</li><li>faculty development, need to consider multi-tiered strategy
(competencies, resources, training opportunities, tracking, goal
setting/standards)</li></ul>
<p>Education &amp; Health</p>
<ul><li>series of emails about <strong>scaling project</strong> - scripting audio, Naturally Speaking, additional funds for faculty</li><li>upcoming test session on Health Care Interpreting course for the Spring</li></ul>
<p>119 OB</p>
<ul><li>saw note about monitors; <strong>podium</strong> still awaiting PDF's w/ "marks"</li></ul>
<p>Innovation Team</p>
<ul><li>met w/ Kevin, msgs w/ Sandy, team meeting scheduled</li><li>Mike Ostroski contacted me about a <strong>Taskforce</strong>, we traded documents</li></ul><hide linebreaks></html>

<html><p>Business &amp; Engineering</p>
<ul><li>ENGR 497E/WF ED 498B - recorded video introduction w/ the instructor, joined courses, almost finished adding weekly assignments</li></ul>
<p>Education &amp; Health</p>
<ul><li>Healthcare Interpreting
<ul><li>Polycom, Adobe Connect &amp; ooVoo Super desktop video conferencing w/ recording capabilities</li></ul>
</li></ul>
<p>CE@UP</p>
<ul><li>Faculty Portal</li><li>MKTG 301 - finishing course; course to run once a year - think about development strategy to make the course truly blended</li><li>Flexible Learning Meeting w/ WC - introduce CE situation and see how it may relate to the WC CASE-&gt;Evolution migration</li></ul>
<p>Outreach</p>
<ul><li>Innovation Team
<ul><li>partial team meeting to discuss marketing investigation and overview of technology resources</li></ul>
</li><li>Professional Development: Incident at Oglala</li></ul><hide linebreaks></html>

I changed my default index.html page to automatically redirect to this tiddlywiki. I chose to do this so that I can just share my main URL and have it redirect anywhere I choose. Before it was my drupal, not its my TW, who knows in a few months/years what it'll be next.

This is what I removed as a default from [[ViewTemplate]]
{{{<div class='toolbar' macro='toolbar [[ToolbarCommands::ViewToolbar]]'></div>}}}
This is what I added
{{{<div class='toolbar' macro='toolbar closeTiddler closeOthers +editTiddler editHtml externalize easyEdit > fields syncing permalink references jump'></div>}}}
I have to be careful how I use the {{{write}}} button since it can destroy data on tiddlers that I've created using the {{{edit}}} command. Use one or the other and {{{cancel}}} if I'm in the wrong mode. I don't know if it's worth the trouble. I can already tell that I might not use this plugin. Since new tiddlers are defaulted to the {{{write}}} mode, I have to exit and then enter the mode to access the features. There's also a lot of additional code, so the file sizes will be larger. I have a feeling that this might be a limitation with TW in the end.

Attending (alphabetically): Becky Beatty (via phone), Wes Donahue, Annette Fetterolf, Erin Garthe, Kent Matsueda, and David Norloff.
!CEUP
Becky discussed three different courses under Leslie Demmert that are a priority right now for CE@UP. These courses belong to the Addiction Prevention certificate that begins this summer session. Leslie has emailed the three course authors on the availability of Kent's ID support/consulting services. Nancy Remy replied and met with Kent and Leslie on Friday, May 16th to begin discussing ideas for her hybrid delivery of the course this summer.
* Recorded Adobe Connect Session [[Part 1|https://breeze.psu.edu/p15222075/]] and [[Part 2|https://breeze.psu.edu/p38524405/]]
Becky also discussed Syllabi Templates for use within CE@UP under Denise Rill. Erin, Wes, and Annette also expressed interest. Wes may have something to begin working with from another project. Wes also recommended tapping into other resources around the campus, like Cole Camplese from TLT and Earth and Mineral Sciences, to avoid duplicating efforts. Kent will schedule a specific meeting to discuss requests for content and format ASAP.
!SWCE
Annette gave an update of the Hybrid Business Certificate:
The DCE's have been contacted with a request for information based on the implementation of this program.
<<slider email_dce_hbc [[Annette's email to DCEs re: HBC]] "Annette's email to ~DCEs" "Toggle to view Annette's email to the ~DCEs re: HBC">>
She also identified a number of "barriers" that need to be addressed through out the development of a collection of hybrid courses intended for Statewide use.
<<slider email_hbc_core_annette [[Annette's email to HBC Core Team]] "Annette's email to the HBC Core Team" "Toggle to view Annette's email to the HBC Core Team">>
Kent is awaiting additional access to BLI courses that are related to the Hybrid Business Certificate. He already has access to the online version of ECON 002.
!Education/Health
Erin provided an update on the EPIC program. The first course is ready to go this summer and enrollment closes on May 31st. Materials from David ~McNaughton have been received and Erin expects the materials from the other two instructors shortly.

The ~Quiz-Evaluation development for the Nursing Certificate (see the bottom of the page) under Ed is almost complete. After which, it they will be demonstrated to the School of Nursing for final approval. Kent has just received feedback (see the bottom of the page) from the ANGEL helpdesk [168] on some final questions regarding these course components in ANGEL.
!General
David opened the question to those present whether these meetings were useful enough to keep on an ongoing basis and the consensus was that it was a good opportunity to hear what each other have been working on and to keep lines of communication open between these particular units within C&DE. David (and/or Kent) will then be looking to schedule monthly meetings to discuss any projects emerging from Continuing Education at UP, and POD: Business & Engineering and Health & Education.

There wasn't additional time to discuss the status of the "Hybrid Course Development Process" which attempts to "describe one possible process of purposefully migrating online and face-to-face courses into hybrid delivery formats." Kent will soon be looking for feedback on his draft and will be contacting the stakeholders, associated program managers, instructional designers, and others for their thoughts.

Please amend any content or add any comments below. Future "minutes" will be added real-time during the next meeting.

I thought I lost my backed up Drupal nodes. I had pretty much finished transferring information from my Drupal to my TW except for E/H and Misc projects. I thought I would have to reinstall MAMP and Drupal just so that I could get those nodes back. Thankfully, I was smarter than I thought and had backed up my files to my NAS. I gotta back that up, because (knock-on-wood) if I lost that...

I just sent in two support requests to ANGEL support asking about a funny survey in 8171A summer 09 and the link target function.

--From today, I'm going to move all of my journals to Our.Outreach--
I just signed up for this year's [[Learning Design Summer Camp|http://ets.tlt.psu.edu/wiki/Learning_Design_Summer_Camp_2009#Attendees]]

Went over to 103 PS to meet with Dave Lykens.

He was conducting a ''test from 103 PS to the NOC'' (Joe Pelick).

The test was to ''determine whether or not 103 PS can successfully share conten''t to a connecting site.

''103 PS was able to share their content''. The NOC was able to view the DVD on one (left) monitor and and People on the other (right) monitor.
>The NOC was able to provide some video feedback with the stream from 103 PS. We were not able to use the system NOC was hoping to use with the test session since it was already in use.
The DVD playback appeared choppy (approx 10-12 frames per second) from 103 PS. The dual stream/second stream/auxiliary stream sends at 15 FPS max, the NOC was not sure about the exact specifications.
>The NOC said that the reason was because the content is being sent through an auxilary H.239 stream. The NOC said that it might be possible to switch the DVD playback to the main stream using the DVD/VHS deck to playback video content at the expense of losing the instructor on the main screen. Further testing would be required as the NOC was not sure about this as an option.
>>The way videoconferencing video codecs work is by compressing the differential data between one frame and the next relying upon key frames as milestones for reference. Only the pixels that change from one frame to the next are recorded. That's why a speaker with striped shirts may look pixelated - the compressor has to resend all of the pixels of the speaker's shirt each frame. Compared to some one wearing a solid shirt, only the outlines of the shirt need to be sent if there is movement.
The ''NOC agreed to testing from 119 OB'' and Dave might be interested in joining from 103 PS.

''Jack, Wes, Joon, Rose and I'' met to discuss the last class.

Jack figures that the ''team project presentations are going to take 2 hours approximately'', for seven teams presenting for 15-20 min each. Wes offered Scott's services to tape and edit each of the presentations for some future use.

There was some question about bringing pizza into the Penn Stater, I tried to warn them that bringing in food from the outside is off-limits with rare exceptions.

There may not be enought time to cover the critical factors for project success.

Jack would like to use "Group Systems" to handle the course evaluation in an online, live format. Not exactly sure that the benefits would justify the setup and results, but that's up to others. Wes is going to check in with Joe Walk about whether he's available to set that up.

Who is going to submit the SRTE's to Angela? Two different sets for each class... Rose and Jack's.

''Rose is going to handle the grades for herself and Jack in eLion'' if she can get permission from Engineering.

I entered "1" into the weighting field of the categories section in the gradebook. Each of the categories are now ''correctly sending data into the overall grade column''. However, null grades skew the grades positively as they are not accounted for in the cumulative total.
!Files
[[Project Management for Professionals Class 6 PPT|files/Project Management for Professionals Class 6 PPTs 2-23-09.ppt]]
[[grades.pdf|files/grades.pdf]]

<html><h3>HR</h3>
<h5>Vacation Time</h5>
<p>Out Friday, Feb 27 and the following Monday, Mar 2</p>
<h3>Education/Health</h3>
<h5>Nursing CE</h5>
<ul><li>spoke with Heather Stover about
<ul><li>communication breakdowns</li><li>recording problems</li><li>process loop-holes</li><li>instructor online training attendance</li><li>collaborative-online planning tools</li></ul>
</li></ul>
<p>I'm going to suggest that [Ed, Madeline, Wanda, Heather, and Myself] hold periodic meetings to review</p>
<ul><li>progress</li><li>breakdowns</li><li>enrollments</li><li>improvements</li></ul><hide linebreaks></html>

<html><h3>Outreach</h3>
<p>Intranet</p>
<ul><li>connect with others</li><li>post links to updates on my Drupal on current projects</li></ul>
<h3>Continuing and Distance Education</h3>
<p>119 OB</p>
<ul><li>renovation transition to Chrissy; Penn State Mark; <a href="http://kkm11.dyndns.org/drupal/node/146">testing matrix</a> <span class="print-footnote">[10]</span>; updated user guide</li><li>info session for Annette and her staff</li></ul>
<p>Innovation Team</p>
<ul><li>4 member meeting: pilot identified, not agreed upon</li></ul>
<h3>Continuing Education</h3>
<p>Faculty Portal</p>
<ul><li>staff interviews - expand topics and building content</li></ul>
<p>Video Recording Equipment</p>
<ul><li>closing parts list to Jeff, message to clarify objectives</li></ul>
<h3>Business/Engineering</h3>
<p>Preparing for Project Managment Non-Credit Course Development</p>
<ul><li>looking at websites for Wes</li></ul><hide linebreaks></html>

<<<
Greetings,

Thank you for taking the time last week to help David and I understand the initiatives that are important to you. I have done my best, through my current understanding of Penn State, to capture the salient points of our discussion.

I would first like to begin with a review of the initiatives that were discussed on Thursday, March 20th, 2008.

In the order of the meeting last week, we talked with Erin about the ~DVD-based EPIC (Evidence Based Practices for Inclusive Classrooms and Differentiating Instruction) Program under Ed Donovan, Annette and Bill about a Hybrid Business Certificate Program, Wes about a collection of blueprints/templates for the Process of Online to Hybrid Course Creation, and Becky about the [[Postbaccalaureate Certificate in Addiction Studies: Prevent Efforts and the Nursing Home Administrators Credit Program|http://www.outreach.psu.edu/programs/psu4you/PCAS.htm]].

The EPIC Program is expecting the launch of its first out of six classes this Summer 2008 session (June 16th). The program has been delayed due to low enrollments this past Spring. The original three enrollments have re-enrolled for the upcoming Summer. The Program expects to have additional teachers enrolling in the course, with the help of the Marketing Department, to round-out their participant requirements. Enrollment is essential as it is the major determiner of the feasibility of the program. A $50K TIF Grant only provides funding for the first and half of the second course. The courses are faculty-designed DVD/Video-based courses that are essentially mailed out to the learners. [[The courses|http://www.outreach.psu.edu/cape/epic/program.html]] feature one to six participating faculty members depending upon the particular course. All of the courses are recorded and mastered through WPSU's facilities. Course 1 has been completely finished and Course 2 is to begin recording shortly (May 1st). The courses all feature resident instruction components to satisfy the policies that would otherwise determine its home within Continuing Education and not the World Campus. I have been asked to help prepare videos and other content, perhaps slides, for incorporation into ANGEL so that they are available to the learners via the internet.

The Hybrid Business Certificate Program is an initiative through Statewide CE that would feature a series of courses (TBD) that are currently available in an online format through the World Campus. The Certificate would fit into the Bachelor of Science in Business (BSB) Degree approved through the World Campus. It would be a twelve to fifteen credit certificate available through four to five courses. The courses would be specifically geared to the adult learner. The faculty would provide on-site instruction three to four times a semester. There are hopes for a program like this to provide greater foot-traffic, and net new adult learners to the Commonwealth Campuses. I have been asked to help provide Instruction Design assistance with the process of migrating the online courses into hybrid formats that honor and maintain consistency while providing flexibility.

Wes Donahue expressed a great interest in the previously mentioned blueprints or templates for the hybridization of online courses. These templates have the potential of being a great use to Professional & Organizational Development Division of Outreach. The work for the Hybrid Business Certificate Program would have a direct benefit to his area of operations and his upcoming initiatives.

Becky Beatty also stated that a framework or template structure would be of use to Continuing Education. The Addiction Studies Certificate has been completed though may benefit from my review of the program. The Nursing Home Administrators Credit Program could use help from me to get into the beginning stages of working with faculty. Going back to the Hybrid Business Certificate Program, Becky also commented that the Hybrid Business Certificate could be designed to fulfill electives offered through the [[OLEAD Bachelor's Degree|http://www.outreach.psu.edu/programs/psu4you/olead.htm]] offered at campuses around the Commonwealth. This would provide an obvious benefit for those interested in continuing on with an OLEAD Bachelor's.

Based on our conversation, I will suggest a plan on a two-pronged initiative. One will be the EPIC Program with Erin under Ed and the other will be to develop hybrid courses for the Hybrid Business Certificate Program with Annette under Bill with application to courses under Becky and Wes.

I look forward to talking with all of you in the near future.

Thank you again,
Kent Matsueda
<<<

Using the EasyEditPlugin and the HTMLFormattingPlugin for TW, I was able to cut and paste all of the remaining Drupal nodes into my TW with relatively little editing. I'm confident that I've got all of the content migrated from the Drupal. What a pain the ass.

<html>
<p style="text-align: center; font-weight: bold;"><font size="4">Blended Learning Exploration Meeting</font></p><p style="text-align: center; font-weight: bold;"><font size="4">June 23, 2008   3:00 – 4:30</font></p><p style="text-align: center;"><font size="4"><span style="font-weight: bold;">324 Outreach Building</span></font><br></p><h2>Purpose of Meeting: </h2><p>Establish an exploration group around developing and piloting models
for WC/CE blended programming. The purpose of this group is not
initially to identify a program, but to identify potential models,
arrangements, work-flows, and approaches that make sense from a
learner, program, and organizational perspective. <br>
<br>
Take advantage of market research capacity to identify the program or
programs that are most likely to positively impact Continuing Education
and World Campus learners through providing blended program options.
This work will lead to identifying some blended programming
opportunities that we can act on and deliver. Wayne and I have
identified the following individuals to start the process off:<br>
</p>
<h2>Invitees:</h2>
<table align="left" border="2" cellpadding="2">
	<tbody>
		<tr>
			<td>
			Talat Azhar<br>
			Becky Beatty<br>
			Heather Chakiris<br>
			Anita Colyer<br>
			Bill Curley<br>
			Wes Donahue<br>
			</td>
			<td>
			Ed Donovan<br>
			Annette Fetterolf<br>
			Paula Hamaty<br>
			Jennie Ishler<br>
			David Norloff<br>
			Karen Pollack<br>
			</td>
			<td>
			Larry Ragan<br>
			Pete Rubba<br>
			Rick Shearer<br>
			Darren Wagner<br>
			Ken Udas<br>
			</td>
		</tr>
	</tbody>
</table>
<br>
<p>
&nbsp;
</p>
<h2> </h2>
<p>
&nbsp;
</p>
<p>
&nbsp;
</p>
<p>&nbsp;
<br></p>
<h2>AGENDA</h2>
<h3>Using the Intranet/Work Space<br></h3>
<p>
<b>Purpose:</b> There is the general feeling that Blended Programming
will provide opportunities for collaboration across C&amp;DE program
units. If so, there may be implications for learners as well as the
program units involved in blended programs. It is the purpose of this
meeting to identify some of the implications and work toward
proactively addressing them.<b><br>
Other Groups and Activities</b>
</p>
<ul><li>Blended Learning Initiative (Pollack)</li><li>Blended Program Portfolio (Pollack, Fetterolf)</li><li>Hybrid Business Certificate (Fetterolf)</li><li>Adult Degree Completion (Northeast PA Alliance; CE at UP)</li><li>Accelerated/Compressed Courses (Northeast PA Alliance; CE at UP)</li><li>Blended Learning/Video Initiative (Norloff)</li><li>C&amp;DE Vision for Blended Learning (Fetterolf, Pollack, Norloff, Matsueda, Azhar, Wagner)</li><li>Etc...<br></li></ul>
<p>
<b>Define Blended Programming:</b> At Penn State we normally use the term “Blended” in terms of programs, and “Hybrid” in terms of courses. <br>
Do we need clarification?
</p>
<ul><li>What are some different blended program models?
	<ul><li>2+2 (first two years in residence, second online/at a distance)</li><li>All courses open in either format</li><li>All in residence with online through the eLearning Cooperative.</li><li>Mix between eLC, CE, WC</li><li>Hybrid/Blended Mix</li><li>Etc.<br></li></ul>
	</li></ul>
<p>
<b>Opportunities:</b>
</p>
<ul><li>What are the opportunities and benefits we hope to derive from Blended programming?<br></li></ul>
<p><b>
What are some of the implications that will need to be anticipated and managed?</b>
</p>
<ul><li>Ensuring success &amp; satisfaction for learners.</li><li>Anticipating resource needs for programs.<br></li></ul>
<p>
<b>Moving Forward:</b> Are there questions that ought to be answered to help move blended programming forward?
</p>
<ul><li>Which programs are best suited for blending?</li><li>Etc.</li></ul>
<p>
The BSB was identified as a good start for documenting the solutions
for sharing between multiple units working together to solve problems.
A smaller group, or a subset of those present at the meeting, will look
into this to answer: What are the big issues on collaboration on
blended programs? </p>
<h2>NOTES</h2>
<p>
<a href="http://cdeid.dyndns.org/WC/media/WC_CE_BL_Exploration.mp3" mce_href="http://cdeid.dyndns.org/WC/media/WC_CE_BL_Exploration.mp3" target="_blank" title="Meeting Audio">Click here</a> for audio from the meeting.
</p>
<hide linebreaks></html>

!Project & Task Management with Rick and El
Weekend College
* FAQ for faculty to prepare them for the workshop
* call-confirmations to instructors whom have yet to respond
* phone-based interviews to get information about the instructors and their courses before the workshop
* inviting additional instructional designers
* administrative representation: first-hand feedback and authority to make programmatic decisions
* Jeff should talk with Karen Pollack regarding online OLEAD materials
* talk with Jeff about academic approval of the Weekend College
* calendar for after-session appointments

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!Virtual Energy Forum
[[View a screencast walk-thru of the forum|https://streaming.psu.edu/media/?movieId=8549]]
Pros
* interactive, live presentations: text chatting, audio controls, slides, hiding video, accessory links
* expert presenters
* wide selection of booths: videos, accessory links, downloads, some live text-based chatting
Cons
* cannot browse through the website while watching/listening to a live presentation
* no networking with other participants

!Nursing CE
I got Eric's presentation and I wanted to move the audio from slide two to slide one and I tried shifting the markers, but ultimately slide 3 would not load. I've started again and this time I'm going to import the audio from an alternate saved version. Initially the problem was the sound gain was way too low, but I'll just work with the audio and boost the levels.

I just had a thought about using TW for distributing templates to instructors. For example, the syllabus template could be converted into HTML, by creating a "blank" TW with sections ready for instructors to use. They would fill out their sections and then hit a tag "print" that would display all of their sections for printing.

TW could be used for any kind of in-take form that could be easily editable and mailed from one place to another.

I forgot to mention that my computer was returned this morning. OTS sent me an email afterward and that was all I heard. I'm going to accept my blessing and hope nothing else comes of the situation.
<<<
Description:   Computer was compromised:
Resolution:   Do the following:
1. Get computer
2. Take off network
3. Scan the computer from Flash Drive (Proventure for Windows and Spider for Mac)
4. Encrypt the log files (Utimaco)
5. Send to SOS
6. If PII found, remove files (if not, go to step 7)
7. Reimage computer and put data back onto the computer
<<<

<html>Helped out Doug Orner working in conjunction with Janine Strasser of PSU Altoona. Doug's instructors are FPS editors in the course groups. With the upgrade to 7.3, they have lost access to the Gradebook and the Reports tab. There are two work-arounds:<br><ol><li>Doug or someone else with a <a href="href5596379102921687">PSAA</a> would need to be added as an editor to the groups and they will need to generate the reports for the instructors.</li><li>The instructors will need to get <a href="href973036969036975">PSAA</a>'s in order to get full access. <a href="href85505386775906">There is a fee associated</a> with this option. The instructors would also need to physically go to a Signature Station. There may be an option for the instructors whom cannot go to a Signature Station to obtain a PSAA because it's being done for WC students.</li></ol>https://streaming.psu.edu/media/?movieId=8477<br><hr style="width: 100%; height: 2px;">I got my new 300GB external HD up and running as Yurt and that seems to be working fine. I even have a 200 GB partition to work as a Time Machine. I'll have to configure that next.<br></html>

This is the start of my new tiddlywiki. I've actually had access to TiddlyWiki for a few months now, but I've only just started to really look into using it.

I recently lost my work computer and even though I was able to save all of my important work documents (at least I think so), I wasn't able to save my Drupal. Unfortunately, no computer, no server, no Drupal, no easy access to my work. I was looking for a few characteristics for a platform:
* online, secure file storage
* blog of events

I've been moving files and adding links here to the documents so that they are directly available as downloads. For ease, I've flattened the file structure and I could end up regretting this decision at a later date.

I want to add tabs and found a [[good website|http://tiddlywiki.org/wiki/Tabs_(macro)]] that describes how to do so.

I just added the black and white printer driver. I had a hard time since the PPD for the printer was [[unavailable from Ricoh|http://www.ricoh-usa.com/downloads/downloads.asp?tsn=Ricoh-USA&path=http://support.ricoh.com/bb/html/dr_ut_e/rc2/model/x3035_45/x3035_45en.htm]]. None of their downloads worked, so this morning I looked at the loaner laptop from OTS and sure enough, in the system library, there was a file that was labeled the same as the printer. I had to go to the printer to determine if it had certain upgrades and I just chose all of them. I printed out a few configuration files from the printer and it looks like everything was installed: lower trays, LCT - large capacity tray, etc.
{{{The IP address for the BW Ricoh Aficio 3035 is 172.28.105.69.}}}
[[Black and White PPD|files/RICOH Aficio 3035]] • [[Printer Configuration Page|files/Aficio3035ConfigPage.pdf]]
{{{The IP address for the Color Ricoh Aficio CL7000 is 172.28.105.9.}}}
[[Color PPD|files/RICOH Aficio CL7000]] • [[Printer Configuration Page|files/Aficio7000ConfigPage.pdf]]

I got a call from Matt down in OTS and he said that the problem with my computer was the HD and that I should be getting it back later today. He asked what kind of software I'd like installed, but I hesitated because I didn't know what they have.

I'm slowly adding more and more to the tiddlywiki. I've figured out how to encrypt selected tiddlers which will help securing information. There's a lot more for me to do here.

<html>I did a massive scrub of my hours and job codes that will ultimately be used to generate a report for LD in preparation for my transition.</html>

<<<
UPDATE: On Mar 17, 2009, at 10:00 PM, David R. Riley wrote:

Hello Kent,
I tried to respond to some of your questions below

I had few follow-up questions:
''Would you be the subject matter expert that an instructional designer, like myself, would be working with to develop the course?''
//Andy and I are working together to  assemble and determine the subject matter.//
''Is the development of a blended learning version of the course still the main or first goal?''
//That is want we are teaching now, as a vehicle to assemble and test materials, and get some feedback from students.//
''When would you hope to launch the next course? an online version of the course?''
//I feel it is hard for me to judge this without understanding more about what will be needed to develop the full online version.//
''Are you still planning on keeping the hands-on portion of the course in the online version? If so how?''
//Yes.  I expect to teach a 3 credit solar service class that will compliment the online course and include a hands-on workshop.  I also expect to offer a short 1 credit course on solar and perhaps offer that in the summer.//
I hope that isn't too much. This preliminary information will be very useful planning for a meeting to reconnect on the project.
 
Hope this helps.
 
DR

On Mar 15, 2009, at 7:33 PM, David R. Riley wrote:

Hi Kent.
To update you we have been chugging along with basic use of ANGEL in the solar class this semester, and developing content for the future online version of the course.  My graduate student, Andy Mackey has developed some materials to add to the materials from the book.
 
I think it would be useful to make a development plan for the online version of the course and also, to ensure the balance of the semester efforts are used wisely.
 
My we arrange a meeting to reconnect on this class now that we are a little more certain of how it is going?
 
Thank you
 
DR
<<<
Wes sent me an email to say that this course is listed and features 20 enrollments. I just spoke with him on the phone to discuss the fact that I've never heard from David Riley or Jeff Brownson about a syllabus or any other aspects of developing the course for them. Wes seemed disappointed, but he said to me that he wasn't necessarily surprised. I'll continue to consider myself as not-active with this course.

!Agenda
During the meeting we will:
#Discuss the results of ENGR 497/WFED 498B course evaluation
#Generate ideas of improving ENGR 497/WFED 498B
#Determine the length of the course
#Other
Jim Hoy, Harry Johnson, and John Park will join us in early April to further
discuss PM I, II, III and other related stuff.
!Improving ENGR 497/WFED 498B
* shift focus from independent pacing to blended learning delivery format that is interactive and enables technology to enhance face-to-face interaction
* change course length to at least 8 weeks with one face-to-face meeting a week
* changes to the exams based on responses we received
* balance the work load more evenly
* create video tutorials for course work: developing deliverables documents & MS Project

I just got back my iMac today. I immediately repartitioned the HD and setup a standard server installation of 10.5. It's updating now. I've got it working barebones: file-sharing, mail, and web services.

I've never been able to properly configure any of my previous Tiger or Leopard servers with mail. I was able to do so today!
<html><img src="files/mail_screencap.png" width="300"></html>
//right-click to view a larger version of this image//

Since it took some time to configure my computer with new system software, I began editing this tiddlywiki directly from my mounted PASS Space. I think I'll doing this so I don't have to worry about continually updating my tiddlywiki from my desktop. I'm confident that the university's central servers will keep my files backed up. It took me a while, but I figured out [[how to manually access my PASS Space via Kerberos|http://kb.its.psu.edu/psu-all/hd/passmac]]. It was kind of a pain in the butt, but it works now. I'm slowly getting this machine up and running.

Although, if I don't run Drupal or ~BBphp or something else, running a server is not really necessary. I'm not sure if ~MySQL is active on this server or not. Yet another nut to crack.

Bill swung by earlier and asked about how he could sync his iPhone using Outlook on the PC to his Oracle calendar. I thought I'd keep track of anything I found for him here.
# For starters, begin with this article on [[Sync Your iPhone with Outlook|http://www.smartdevicecentral.com/article/sync+your+iphone+3g+with+vista+and+outlook/231550_1.aspx]]. I think Bill must already be doing this.
# [[Oracle Connector for Outlook|http://www.oracle.com/technology/products/cs/user_info/ocalendar/ocfo_index.html]] is a download that allows one to get calendar information into Outlook. Subsequently, you can sync Outlook to the iPhone! There's more information at the [[NACS website|http://www.nacs.uci.edu/handheld/iphone-calendar.html]].
# You'll probably have to [[contact OTS to get admin access|http://ots.outreach.psu.edu/contactsupport.html]] to your machine to install and perhaps configure previously mentioned software.
I think that should work for you!

<<section "Additional: Just for reference"
# [[overview of MS Office Outlook Connector|http://office.microsoft.com/en-us/outlook/HA102225181033.aspx]]
# here's a link about the [[Oracle to iPhone for Mac Procedure|http://byte-me-please.blogspot.com/2008/08/oracle-to-iphone.html]].
# there is reference to the fact that the new version of the iPhone OS, 3.0, will be using a [[new format for calendaring|http://weblogs.redeyechicago.com/iphoneblog/2009/03/iphone-30-giant-roundup.html]]:
//''Calendars'': Much better now. Shared calendars with ~CalDAV support and syncing with iCal, Yahoo, Google and Oracle. Calendar subscriptions also supported but not quite clear about how full the functionality is. Still better than it is now and that's the headline here.//

It looks like [[Oracle will be supporting CalDav format|http://forums.oracle.com/forums/thread.jspa?messageID=2296312]].>>

!Review of Current Course
*description - currently 3 credit
**instructor(s) & ta(s) - Andy is providing assistance though is a student at the same time
**students - 12+12 from IST, EE, AE; 2 sections: Honduras & online components; some students went to Honduras to install a PV system, David see this as a mechanism to generate awareness of this class, an alternative to the International Solar project that is constantly filled
**schedule - variable: at the beginning there were more sessions with the Honduras section and there will likely be more sessions with the online section near the end of the course
**syllabus
* impressions
!Continued Development
* scope
**blended vs. online
**current 2+1 credit (hands on) vs. "3 credit solar service" class vs. 1 credit course
**current class vs. future
* development plans for either online or blended delivery
**goals and objectives
**schedule
**teaching strategies
**assessments & rubrics
**content & materials
***text, AV, online
**planning team
***program manager, SME(s), ID, ta(s)
!Notes
There's a Solar Conference coming up May 6 & 7. The presenters are talking about these topics every day. They feel that there is a massive void in all aspects of solar. We're not just talking about solar, but renewable energy engineering. We want to draw students in EE, all over the country.

Our focus will be on credit, undergraduate students with a smaller audience of training the trainers - not the general tradesmen of electrical workers.

Andy has been develop the engineering behind the tables found in the course. The students are interested in knowing how the equations work and how to build better tables themselves.

David wants to provide peripheral context like potential jobs by working in real-world contexts.

PE/AIA requires ~F2F sessions to apply for credit and these may be fulfilled by Mediasite Live and other technologies.

"Building systems that work well together," is our message.
!Action Items
*Give Dave and Andy an action/planning checklist of typical ID tasks.
*Develop a course outline and accompanying goals and objectives for the course.
*Currently planning on a fall online course with the possibility of blending. The instructor is pending.
*Joon may help us with a mind map.

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!Send via email
<<<
Good evening,

I wanted to send out a note to thank everyone for your time. I know David, Rick and myself found everyone's input extremely useful as we look to plan the next steps in the renovations of 119 Outreach Building.

To review we discussed (re-ordered):
<html><img src="files/whiteboard.png" width="650"></html>
(right-click to download a larger version of the diagram)
* Jeff's new program that adds an input for the desktop computer and the ability to reset the 3-hr timer by touching any one of the "hard buttons" on the Crestron
* possibly changing the Crestron unit that will ultimately be used
* Ron S. provided us with some very useful charts exploring possible programming schemes for whichever Crestron is chosen for the room
* mounting the Crestron to the desk or other permanent feature
* mounting the monitor to the podium
* air flow issues within the podium
* the likelihood of using a document camera
* expanding the power outlets by using power strips
* removing or moving the DVD/VHS player
* purchasing a DVI -> VGA adapter for the desktop computer
* adding an additional ethernet line to support a laptop or adding an ethernet switcher depending upon the way the computer networks are configured in the Outreach building, most rooms around campus feature a static addressed ethernet line and a mobility line
* possible ways to remotely power on the Samsung monitors
* UPDATE: 4/8 Ron S. - Kent, we talked about moving or adding an IR receiver to increase the reliability of the Polycom remote control. Currently the IR receiver is laying loose on the podium.

Please send out any omissions or clarifications. (We covered a lot of ground, so I wouldn't be surprised if I skipped over something in the list above.)
!Additional
* Ron Strouse's configuration diagram would likely take Jeff one week to program.
* To lock-out unexpected phone calls during sessions would require that the Polycom be configured to accept calls only with approval of an operator... not a good idea because people always forget and TNS would lose their ability to connect easily to the system
* There isn't an easy option of duplicating/extending the IR receiver to the Polycom... right now there's only one sensor for the remote and it's on the podium, next to the monitor
[img[Crestron|files/crestron_logo.jpg]]
<html><img src="files/crestron.png" width="200"></html>
* Attach the PC to Input 1 of the switcher when it's ready, then it'll be accessible from the Crestron controller
* The Crestron wil need to be labeled to include the functionality of the PC input and the black screen
* the unit in the room is no longer being made
* Would it be worth replacing the older model?
* Christina 678-477-1033 and Kevin Iselli 847-431-2073
<html><img src="file:///Volumes/Backups/Drupal%20Nodes/Misc_files/c2n-ft-tps4.jpg"></html>
**[[C2N-FT-TPS4|http://www.crestron.com/products/show_products.asp?jump=1&model=C2N-FT-TPS4]], MSRP $1900, Wall-mount
<html><img src="file:///Volumes/Backups/Drupal%20Nodes/Misc_files/tps-3000.jpg"></html>
**[[TPS-3000|http://www.crestron.com/products/show_products.asp?jump=jump&model=TPS-3000]], MSRP $3800, Tilt-mount
<html><img src="file:///Volumes/Backups/Drupal%20Nodes/Misc_files/tpmc-8x.jpg"></html>
**[[TPMC-8X|http://www.crestron.com/products/show_products.asp?jump=1&model=TPMC-8X]]/8T, MSRP $4300, wireless and wired models
* neither includes [[the [recommended] processor|http://www.crestron.com/products/show_products.asp?jump=1&model=MPS-300]] (or a [[full list|http://www.crestron.com/products/show_products.asp?type=commercial&cat=3]]) which would likely need upgrading as well, would also require a room integrator
* David: too expensive to consider at this time
!Action Items
* Spectra Wood - additional ventillation, mounting the monitor, and mounting the Crestron
* Timber - updated calendars for the room
<<<

<html><h3><a href="http://ets.tlt.psu.edu/wiki/Digital_Literacy">Digital Literacy</a> <span class="print-footnote">[187]</span></h3>
<ul><li>Students don't have the skills to manage their own learning using Web 2.0 technologies</li><li>Focus on faculty to bring the students up to speed, also building
degrees to make them more competive in the workforce through the use of
individualized learning, Ss to use global forms of communication using
a variety of digital personnae.</li><li>How many different literacies (making meaning &amp; communicating)
are there? Not just reading and writing anymore. There are new ways of
communicating and making meaning from text and other way. Digital,
media, 21st Century...</li><li>Web 2.0 drives literacy from a consuption model into
production/manipulation/creation with the goal of facilitating
communication and making connections</li><li>Burden on the consumer to determine whether the information is creditable or not</li><li>Students need to demonstrate reading, writing, grammar,
punctuation, creating , analyzing, problem solving, communication,
critical thinking skills</li><li>Teacher demands formal emails as a means of communicating</li><li>Academic literacy vs. informal forms of communicating</li><li><em>How do we get faculty thinking? Get them engaged and involved and out of the cycle of "whining"<br>
    </em></li><li><em>Why is literacy important? Remaining competitive with your
peers in the workforce. Being able to create high-order communications
like executive reports, mass-media deliverables, etc.<br>
    </em></li><li><em>Japanese - I could recognize 200 chinese characters, but I couldn't write more than 75 of them.</em></li><li>Need more developmental courses for students who lack the skills -- or embed in courses</li><li>Need a multi-front approach to helping students get the skills they need -- maybe embed in gen ed requirements</li><li>4teachers.org - a good rubric creator</li><li>Talk w/ the teachers about what forms of digital media are important for their field for the forseeable future</li><li>Use supplementary modules to augment student skills</li></ul><hide linebreaks></html>

ALL ID's Meeting
A link from Wayne Anderson to investigate: http://weblearning.psu.edu/news/faculty-self-assessment

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*Websites for the 4 programs in ANGEL
*Access to Outreach site (http://our.outreach.psu.edu/content/7325) – for Heather & Madeline
*Next programs – Sue Trainor?  Eric Doerfler?
*Emily Swanger, Hershey Medical Center: walk-thru of recording options
*Course updates
**6003 - update slide 13 then to testing
**6004 - re-recording of slide 16 set for Friday at HMC
**6005 - testing approved?
**6006 - testing approved?
**8171A - approved, active?

!Outreach
*~InnIT - sent in my anonymous survey, no further commitments
!CDE
*119 OB - room closed due to lighting renovations
*LD transition - OK to talk about it with others? Planning a talk with El on LD practices
!CEUP
*Faculty Portal - still waiting for Josh Ellis, no update; new content: copying policies
*Weekend College - preparing agenda/workshop about 65% done, should be finished early next week
*Course Development - SOC 207: assignments, rubrics and PPT's OK, content and quizzes, and presentation for 6/13
*Faculty Development - Wayne wants to see more overlap with CEUP and WC before more resources, Larry planning meeting with Jeff and I
*ANGEL Upgrade
!Education/Health
*Nursing CE - more headway on slide recording, 100% on three, 90% on two and 35% on remaining
*Wanda's Courses - very small, 20 min task
!Business/Engineering
*Gido - summer course canceled, 85% on recording demos on MS Project, two weeks to completion
*Online ~Non-Credit Courses - unknown, another 2hr meeting planned for next week, discuss roles and responsibilities, develop timeline?
*Center for Sustainability - new meeting next week?
*Summer 2-Day PM Workshop PPT Project - no word

<html><span style="font-style: italic; font-weight: bold;">We have the content, we know the audience, but what we’re not experts on is how best to replicate what we do so well face-to-face to an innovative, interactive online experience.</span><br>Possible uses of interactive multi-media<br><ul><li>video introductions given by the faculty - informative, reassuring to different levels of participants, inspirational/motivational</li><li>Adobe Presenter content delivery - A/V, instant assessment opportunities, direct contact, sharing of anecdotal and tacit knowledge</li><li>videos modeling roleplays, allow students a means of recording their own reaction to situations via Flash-based, audio-recording interface</li></ul><span style="font-weight: bold; font-style: italic;">Based on other online offerings that you have had experience with, how much facilitation should we expect the instructor to do?&nbsp; What are the best methods to include that will&nbsp; foster that kind of environment?&nbsp; What else has worked in other non-credit offerings?</span><br>Instructor interaction<br><ul><li>[12 hr] email response turn-around</li><li>moderation of forums/discussions<br></li><li>personalized interactions</li><li>virtual office hours via Adobe Connect</li><li>recorded responses to adjust or guide assignments</li><li>knowledgeable of technical support resources: ANGEL Support, Helpdesk, etc.</li></ul><span style="font-weight: bold; font-style: italic;">We want to create a final product&nbsp; that audiences would feel like they were getting their money’s worth for $500/course—we need your help in building the blueprint for what that should look like online.</span><br>Getting one's money's worth<br><ul><li>quality instructor interaction</li><li>quality interaction w/ peers</li><li>quality and usefulness of deliverables (printed archives of content and forum transcripts)</li><li>quality and availability of materials and references (even when the course has finished)</li><li>is it valid and applicable in the real-world?</li></ul>Possible activities<br><ul><li>pre-session questionnaire, formative and summative surveys</li><li>build an action plan</li><li>--personal indicators (just the basics or a component that would guide participants in their ability to be more effective communicators)-- link to other programs and courses</li><li>expand application exercises with interactive activities (expand)</li><li>extending the conversations/dialog</li></ul>John D - project manager<br>John P - SME/Lead instructor<br>Kent - ID<br><br>John P - What would the skin look like? How would/could we handle the discussions? The format used in ~OL2000, for example, was too confusing.<br></html>

!C&DE
!!Virtual Internal Communications Advisory Board
kickoff on next Wednesday
!CEUP
!!Faculty Portal
*Updated and sent to Laura
*Reviewing list of content SME's for gaps
!!Faculty Support
*fielded questions re: 7.3
!!College Weekend Agenda Review
meeting with Jeff and Angela to talk about the agenda and timing of the workshop
!B/E
!!~PM-Gido
of all my tasks I only have one more 1-min movie to complete, encode, and add to ANGEL for the Fall
!!KELE Courses
roles & responsibilities, start working on tasks, resources, and time line, fielded initial ideas @@CMS change - why? what was the reason they are leaving KELE in the first place? are we endanger of doing the same thing twice?@@
!!Center for Sustainability
passed on the Tuesday meeting @@use transitioning into a new role as an answer to new projects, we don't want to disappoint our clients by being pulled off a promising project in the future@@
!E/H
!!Nursing CE
one course live, four in testing, and one set to re-record
!Learning Design
!!Transition
[[list of questions for El|Transition Questions]]
!!ANGEL
worked on 7.3 issues

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<html><h1>[[C&amp;DE]]</h1><h2>[[Virtual Internal Communications Advisory Board]]</h2><ul><li>conduit/whistle blower vs. sounding board vs. change agent</li><li>open vs. secretive communications</li><li>what is Wayne's involvement<br></li></ul><h1>[[CEUP]]</h1><h2>[[Faculty Portal|CE Faculty Portal]]</h2>no change from Laura, she did say that a hold up with another project should free up more time with Josh<br><h2>Faculty Support</h2>PSU Altoona &amp; Doug Orner - ~FPS-editors losing rights to Gradebook and Reports<br><h2>[[College Weekend Workshop|Weekend College Proposal]]</h2>we've set a date: 7/16 for the 2-hour workshop, beginning to develop the training plan, materials, and assessments<br><h1>[[POD: B/E]]</h1><h2>[[PM-Gido|Project Management for Professionals]]</h2>no meaningful change, still need to finish final video.<br><h2>[[KELE Courses|KELE Series]]</h2>begin mapping out tasks and resources<br><h2>[[Center for Sustainability|Photovoltaics]]</h2>no meaningful change<br>&gt;I was forwarded an email chain from Robert Watt, President, RC WATT (a trade name for ~InterHome Technologies, Inc.) regarding an inquiry into the Center of Sustainability's course offerings. People have begun to talk about the work Dave R. is doing regarding PV.<br><h1>[[POD: E/H]]</h1><h2>[[Nursing CE|Nursing Online CE]]</h2><ul><li>course links have been sent to April to make live on the portal website</li><li>awaiting new courses, just received the final course of the "original six"<br></li><li>shuffling of roles and responsibilities upcoming</li></ul><h1>Misc</h1><h2>[[World Campus]]</h2>sent information to Rick re: hours for Larry's assistant/GA<br><h2>[[119 OB|119 OIB Renovations]]</h2>Timber: who's the contact for AV support? Kathie, no one, what's the problem? What about sending people to Kent (jokingly?) and Angela.<br></html>

Next Steps
* choose an online platform to collaborate with
* fully review aspects of platform choices (ANGEL only vs. ANGEL and some other CMS)
* develop an outline of tasks that we might envision for the development of the series
* assess the content for opportunities to develop interactive and/or multimedia for the "Giving Constructive Feedback" course
* review roles and responsibilities

!Outreach
still need to submit anonymous survey
debrief was more candid than I predicted
!WC
need clarity about public announcement of my move to WC
need to meet with Rick about next phase of transition meetings:
* who am I reporting to
* what is the expected in-take process
* how should I update him of my projects
!CEUP
Weekend College Meeting - going ahead using //"guerrilla"// tactics for approximately 10 courses. Preparing an agenda for a kickoff meeting with the instructors.

Laura Miller called to confirm a URL and that everything is in place for a mid-July launch on their end, before the faculty meeting. Updated the list of topics for the Faculty Portal and will be sending out requests for new content.
!Business/Engineering
Focus on tutorials for PMP Summer course

Brief meeting on [[Online Course template|KELE Series]]
!Education/Health
3 out of 6 are ready to go or are in testing
of the others, one is about 95% to go and it's in my court
the other two are being recorded, one of which is just a re-recording of one slide
very likely (90%) to have 4 of the 6 ready for the summer
!Other
iMac is basically fully functional with all the software I need

!Learning Styles
What is a learning style? Visual, active, independent, reflective
There are a lot of them, over 46 have been identified - very complicated

Allan will talk to evidence-bases instructional design

Ask Eleanor or Rick for the handouts

Clarifying styles
Identifyig styles
Adapting e-learnig
Research and ROI
Other learning traits

Cognitinve style is where it all began

persistent across various learning situations

Learning syategis are situational and flexible

Preferences are what individuals prefer

Learner aptitudes are Gardner's MI

Research VAK questionnaire for getting info about identifying students learner styles

How can you collect quantitative data about the effectiveness of improving learning by tailoring learning styles?

Lack of f2f makes it difficult to observe learning styles

Online questionnaires are not always accurate or useful

What about using embedded figues tests: objective tests, costly, and difficult to administer

Use online tools, observations, and objective tests but realize their limitations

What foes the data say about tactile and kinesthetic learners

Watch out for our presumptions, stay with the research

Matching adapting and accompdaying modalities to learner styles

Visual auditory or kinesthetic learning VAK

Evidence from the scientific side suggests that there us more visual/spatial visualizations. Were all visual just how?

Most learners are multi-modal

Multimedia should be designed to represent the contents modality not the learners

It's best to blend a varitey of ways to represent content to accommodate for inaccuraciew in online VAK assessment

Active learners lime group work, discussing and explaining

Reflective learninng lime to think about information quietly

Index of learning styles onlyline tests active-reflective

Rflective learners do better in online courses

Check out the downloaded handout

<html>Agenda<br><ul><li>new roles and responsibilities for Ed &amp; Kent</li><ul><li>project manager</li><li>technical support</li><li>financial - baselines &amp; performance metrics</li><ul><li>Kent - 232 hrs. (5/29/08-5/29/09)</li><li>Instructors - $750/course<br></li><li>Ed, Madeline, Wanda, Heather, April, SOAR team<br></li></ul><li>task: signing off on the course</li></ul><li>updates to the instructor's course</li><li>points of contact for presentation audio recordings</li><ul><li>file transfers</li></ul><li>next courses/instructors?<br></li></ul></html>

!Opportunities
* Design a program work flow for converting KELE courses for use in ANGEL based on the WC? POD?
* Design a process template that acknowledges people, course content, time tables, tasks, and resources available
* Design a course template
* Establish baselines and financial tracking metrics
* Launch a pilot course
!Giving Constructive Feedback
* Goals?
**Develop an action plan
**"Kobayashi Maru"

Larry: Do these courses exist accelerated? What should go online? Probably not content as it is more challenging given the time left. Consider discussions. Approach these like an accelerated course - further understanding, engage them for online.

Student Assignments -> online -> interaction, richness of dialog -> back to content

Encourage the instructors to consider the best uses of ~F2F time
~F2F -> (get faculty to think through this middle spectrum) -> online

15 min scenario might be like $125/hr with a tax consultant. What should one prepare? prep -> during -> follow-up ... prep
map student's experience to this process

Develop a FAQ on the weekend college, improve time management

Consider these courses may deal with more (Bloom's) lower-order interaction, what if there's no interaction on the higher-order

Call each faculty member to get info on background, what can be moved online, email first series of questions, comfort levels and concerns.

Try to invite two additional folks like Stephanie Malizia, get the faculty started with a framework, templates

Get someone as an authority figure to step-in for the entire session. If it's a bad idea, Jeff needs to hear about them first hand.

Have a calendar for sign-up sessions, each person to call, Adobe Connect, or meet in-person.

!CEUP
* Weekend College - training plan and materials are on-track at 45% complete; risk of running without approval (Science, Liberal Arts, Altoona) of delivery format: accelerated and blended, requesting a discussion with Jeff
* Faculty Portal - completed list of SME's and Becky is taking charge of assigning each topic (50 of them) to CE staff
* ANGEL Ops - meeting and received a link to a recorded Adobe Connect Pro session on new aspects of 7.3
* SOC 207 James - provided support on ANGEL gradebook and mail
* ~MediaSite Live Pilot (Angela) - both shut down and MTSS was irate; one instructor pulled the night before and the other pulled out after the first class, she gave the technicians a hard time
!POD: Business/Engineering
* Online Non-credit Courses - finished list of tasks, responsibilities, and resources for John Dolan; awaiting next meeting
* Project Management for Professionals class - Jack's request for a 90 min meeting on video walk-thru's, my response: hold on a meeting, provide me clear procedures, scripts, and source files for re-recording, mentioned transition into LD
!POD: Education/Health
* Nursing Online CE - last course awaits approval, awaiting next course's content from instructor, developing agenda for this month's meeting
!Other
!!C&DE
* completed the monthly report to stakeholders, responded to Kathleen's first question, loss of sound in 119 OB due to subwoofer, Rick is taking scheduling and support tasks for Amy Gregor, Program Spc. Cooperative Extension - AG Sci
!!Human Resources
* completed a list of my job codes (David's suggestion) to Rick and El and completed questions for El regarding the structure of LD
!!WC Consulting
* developed a potential list of tasks for Rick for part-time resource

July 9, 2008 4:27:14 PM EDT

All,

Thank you again for participating in a very productive working session yesterday afternoon regarding Succession Planning. I wanted to send out a quick note to everyone to summarize our key discussion points (please keep me honest):
* Succession Planning is comprised of many elements therefore it is important to clearly understand the audience and its desired learning
* Management, Technical Expertise and Social Network Succession Planning are examples of the different audiences
* The preferred approach is to begin with a general overview to better understand and define the audience's learning needs
* Need to also consider the differences between: Family Owned companies, Publicly Traded Companies and Government Entities
* "What every Manager should do every day to build talent" was a very successful program that Dr. Rothwell delivered to a broad audience
* The September timeframe works best for Dr. Rothwell. Jeff Warner proposed 9/25 @ 8:30am to conduct an Overview Session
* It was concluded that a 90 minute free seminar would be the best approach to gauge market interest and overall Succession Planning educational needs. Seminar would be followed by consultation at each location to assess additional engagement opportunities.
* Initial seminar would be broadcast from University Park to York, Abington and Harley Davidson (if technically feasible)
* Need to coordinate the distribution of Outlines, Questionnaire and supporting materials to remote locations
* David Norloff will summarize email and communicate the team's availability regarding the proposed date of 9/25 @ 8:30am
* Smeal is re-tooling Executive Programs and there may be some synergies that can be realized

That's all I had in terms of key findings....please let me know if you have any questions or comments. Thanks.
David

Time Tracked to "CAPE H/E"
* average cost - add to the technical requirements
* ooVoo - free vs. paid, which one will they be using? possibly eLive?
* editing - integrity piece about original video for observation? editing for the mentors for feedback purposes
* sharing/management - secure transmission, storage, and removal/archiving of the video content, IMBA dropbox - course space (Jim Adam - storage quota), secure FTP?
* best practices - audio, video, and composition issues
* technical support - notifying Helpdesk about potential questions

Meeting Notes
Greg Shenan - WC Helpdesk
El Lehman
Carmen
Linas Mockus
Erin Garthe

Students are working towards certified Behavior analysts

I have served as the CEUP representative to the ANGEL Operations team, led by Terry O'Heron, since March 2009. I also serve as the indirect representative for SWCE.

''UPDATE: [[Blackboard purchases ANGEL Learning]]''

[[eTesting Information|eTesting Information for Spring 2009]]
[[Emailed doc from Jenn about 7.3|files/Status of ANGEL 73 issues.docx]]
!Meeting Minutes
<<<
6/25/09
Terry O'Heron wrote:
LOCATION CHANGE - 141 Computer Bldg

1. ANGEL Backups - Bob O'Connor

* Not present. Sent Terry notes that will be distributed.

2. ANGEL Support

* Migration to 24/7 support likely delayed until July 15th.

3. AIS Update
- Reduced Web servers in load

* Running on new storage configuration.
* Failover complete.
* Archiving slowed due to failover, but should in about a week.

4. 7.3 Update
- Update on known issues
- Learning Outcomes Manager and Assessments Pilots
- Assessments Performance
- Group Categories

* Problems with the may update. We will need extensive functional
testing. Should be on acceptance by Monday.
* May update, Tracking data may be turned off by default. If this
is the case, then we will need to doc before putting this in
production.
* 3 Shorts ready to go. Ready for release by beginning of second
session summer. Since shorts are done, marketing has green light.
* Brett has question if reporting function is now working. Yes. Only Daily Logins not working.
* Group categories logic changed and interface is bad. Not an easy fix.
* Assessments performance testing. Need to upgrade to ~VS08 before
this testing. ~May-June updates tested first. Chat thought to be
a performance hit.

5. Misc.
- CSCS
- Programs
- ~On-Line SRTE
- eTesting

* Larry working on Pollock ~APIs. Won't be in place by July 1st. july 8th will be the earliest. Larry to email Chris to ask if
this is a problem.
* CSCS: Aug 18-20 fac/staff usability testing. Done in IST
usability lab.

6. IST / World Campus / Continuing Education

* No updates.

If you have anything else, please let me know.

Terry

Terence N. O'Heron
<<<
!Stats
<<<
Usage statistics for 2008/09 Summer Session

ANGEL Courses

There are currently 18,053 students with at least one course in ANGEL.

There are currently 1,519 active course sections in ANGEL; 51% of total PSU course sections offered.

There are currently 27,850 student-course-section enrollments (e.g., if a student has three courses in ANGEL that would count as three in this number).

ANGEL Groups

There are currently 10,193 groups with a total of 136,062 group users (editors and members).

Terry

Terence N. O'Heron
<<<
!ANGEL Admin Account
Goal: obtain one or more admin accounts to ANGEL for CE
* pedagogical integrity
* policy audits
Spoke to Jim in the WC
* five IT staff have admin accounts
* need special permission from Terry?
* need to go to admissions building? to sign up
* talk w/ Rick or Jamie at WC to get more details on the history and mentoring options for admin accounts
!!UPDATE 3/26/09
* Terry said that they guard the admin account very closely
* Terry said that Jason's group provides support for all of Outreach and that should include us
* Jamie seconded the previous point

![[Stakeholder Meetings & Updates]]
!Project Management
[[OPPM Template|files/BasicTemplate.xls]]
[[OPPM Guide|files/OPPM.pdf]]

<html><p>Name, Degrees/Certifications</p>
<p>Title, Department, Organization</p>
<p>Email, Address?, Phone?</p>
<p>Photo?, Bio?</p>
<p>Course Title, Summary?</p>
<p>Auto-play?</p>
<p>Attachments?</p>
<hr>
<p>? - optional items</p></html>

<<<
~DCEs,

Good seeing most of you earlier this week. As mentioned during the DCE lunch meeting, I'm currently working on the development of a credit business certificate that will be delivered in a hybrid format. As you know, hybrid courses include face-to-face instruction combined with on-line instruction and allow for in-class meeting time to be reduced by at least 40 percent. The courses that will be included in the certificate were previously agreed upon as a step-up to the revised bachelor's degree in business. The certificate is known as Foundations in Business (17 credits) and is approved for delivery at both the World Campus and the Commonwealth Campuses. My core team will kick-off in June and we are doing everything possible to launch this certificate for campus delivery ASAP. The courses include:
*ACCTG 211 Financial and Managerial Accounting for Decision Making (4)
*BA 243 Social, Legal, and Ethical Environment of Business (4)
*ENGL 015 Rhetoric and Composition (3)
*CAS 100 (GWS) Effective Speech (3)
*ECON 002 Intro Microeconomics Analysis and Policy (3)
The following link illustrates how ~DuBois CE is currently offering this certificate:
http://www.ds.psu.edu/Documents/CE/CertifFoundBusiness.pdf?cn21D
What can ~DCEs be doing to support the implementation? Please respond to me with any info you have available in response to the following questions.
#For the courses listed above, identify faculty who are using technology to teach. Do you have faculty who are comfortable using ANGEL, digital course contents, and other technology who would be willing to teach a hybrid course section? Are the faculty full-time or adjuncts?
#For each of the faculty members you identified, what is their skill level with distance education technology? Have they taught online courses? Have they taught hybrid courses? Are they beginners, or have they been teaching with technology for a while?
#For the courses listed above, do you have any faculty who are experienced masters with distance education technology who may be willing to serve on my hybrid course development core team? John Weber (Penn State ~Wilkes-Barre) and Pete Eberle (Penn State Fayette) have already volunteered. For the faculty on the core team, this will require participation in 1-2 meetings per month during the next 12-18 months beginning in June. Please nominate only those faculty who are excited about blended learning and serving adult learners!
#If you are currently offering a different entry-level business certificate than the one listed above, or if different courses are being offered as part of your Foundations in Business Certificate than the courses listed above, please contact me. Keeping our entry-level business certificate uniform across the state will be critical.
Let me know if you have any questions or concerns as we move forward toward offering this certificate. The exact launch date is not yet know, as I'd like the core team members to determine a realistic timeline.

Have a good weekend!
Annette
<<<

<<<
Dear HBC Core Team Member

Welcome! Thank you for volunteering to contribute to the development of Penn State's Hybrid Business Certificate that is being developed for campus Continuing Education delivery. We in Continuing and Distance Education are very excited about this project, and I'm happy to learn that you will join us during the development and implementation process. While we're planning a core team kick-off meeting for late June, thought I'd touch base to provide you with a brief update.

First, I'm very pleased with the breadth of expertise that you and your colleagues will bring to the team. Core team members as of today include:
Jean Barlup, Penn State Mont Alto
John Dolan, Continuing and Professional Education
Pete Eberle, Penn State Fayette
Annette Fetterolf, Statewide Continuing Education (team leader)
Kent Matsueda, Continuing and Distance Education
David Norloff, Continuing and Distance Education
Wayne Smutz,Continuing and Distance Education (team sponsor)
Stephanie Tyworth, Penn State World Campus
John Weber, Penn State ~Wilkes-Barre

Let me know if there are others who you would recommend joining us. We especially need recommended faculty members who will work on sub-teams with our instructional designer to develop the hybrid course content. I understand that faculty are spread thin due to other commitments, and we'll work closely with ~DAAs to coordinate faculty workloads as needed. Karen Pollack, the World Campus associate director who is leading the Blended Learning Initiative and liaison to the campuses, will serve as a consultant to our group. I will also be requesting an Outreach marketing associate to join our team.

Recently, I've met with Directors of Continuing Education, Continuing and Distance Education program development staff, and Nancy Herron, Associate Dean for Academic Programs in the Office of the Vice President for Commonwealth Campuses, to introduce this project. Action steps being completed as a result include:

1. Nancy Herron will share the attached document with ~DAAs during their systemwide meeting in a few weeks. Nancy will share any concerns from the ~DAAs with me following this discussion.

2. Nancy has also requested that I present an overview of this project to BSB faculty during their upcoming meeting in June. Hopefully I can meet some of you in person at Brandywine!

3. I will be meeting with Stephanie Tyworth, program manager for the World Campus online BSB program, to gain her insight and discuss how we'll collaborate across units and across campuses for this project.

4. I have started a list of barriers/challenges that we need to overcome to make the hybrid certificate implementation successful. Please begin to think about solutions to these challenges in preparation for our first meeting. Some of these issues are complex, but I'm optimistic that we can work through them concurrently as the hybrid courses are being developed, so that these items are resolved by the time we launch the certificate. Challenges that we'll be addressing in the coming months include:
curricular integrity; various entry-level business certificates exist, but only one is being developed in a hybrid format
quality of instruction in web-enhanced face-to-face courses
how we define hybrid delivery
instructional design capacity to support course development
faculty capacity to support course development
faculty development for delivering web-enhanced face-to-face courses
course content uniformity and content sharing
working across units and across campuses
understanding the revenue sharing model
articulating the value of central coordination to package a certificate program
defining the target audience of adult learners
maintaining a student-centered approach
other issues to-be-determined

5. We don't yet have a meeting schedule, timeline, budget, and required project resources defined. I will develop drafts of these for our kick-off meeting, and would like to include your input as these items are finalized. Please begin to think about resources that will be required to make campus delivery of the hybrid certificate successful.

For those of you departing for the summer, enjoy the time away. Suzie Hassinger, staff assistant in Continuing Education, will be in touch to schedule our first meeting.

Annette
<<<

<html><img src="files/april09_stakeholders_hours.png" width="650"/></html>
![[Business/Engineering|POD: B/E]]
!!![[KELE Series]] (26%)
planned and established scope for migrating courses from KELE into ANGEL
!!![[Rothwell|Talent Management]] (25%)
reviewed Dr. Rothwell's ~PPT presentation for his 2-day course
!!![[Project Management for Professionals]] (21%)
outlined and begun setting up content in MS Project to record for the video tutorials on developing the deliverables
!!![[Photovoltaics]] (14%)
met with Dave R & Andy M to discuss their currently running course, the change of audience, and the next course to be developed
!!!General (13%)
scheduled meetings, reviewed materials from meetings, and VPN info to John P
![[CEUP]]
!!![[ANGEL|ANGEL Ops & Admin]] (34%)
Operations meetings and preparations for the upgrade to version 7.3
!!!General (24%)
Morning meetings and assisting with participant registration for the CE Career Fair
!!![[Faculty Development|CE Faculty Development]] (17%)
prepared and presented at the CE Faculty Advisory Board kickoff and spoke to Becky about delinquent faculty
!!!Course Design (10%)
* [[SOC 207|SOC 207 James]] - Spencer James
* reviewed materials on the BLI as they may be used for CEUP fall courses
!!![[Faculty Portal|CE Faculty Portal]] (7%)
took the results from the CE Faculty Advisory Board kickoff and applied them to the current list in the wiki
!!!Multimedia Equipment (5%)
* ~CS4 Premiere training
* update on the WC Equella MM system
!!![[Syllabus Development|CE Syllabus Template]] (2%)
updated the syllabus and re-uploaded it
![[Education/Health|POD: E/H]]
!!![[Nursing Online CE]] (98%)
* made changes to the courses and finished preparations on NURS 6005
* prepared and met for the Monthly meeting
!!!General (2%)
update from Wanda
![[April 2009 Supplement]]

<html><img src="files/april09_comp_hours.png" width="650"/></html>
!!!Human Resources (37%)
* developed and reviewed SRDP materials
* met with Rick and Eleanor about my transition to the WC
!!!Instructional Design (11%)
* All ID Meeting on: Learning Design Summer Camp 09; e-Learning Cooperative and PSU Online Info; e-Portfolios
* Adobe Connect Pro Users Group Meeting on the integration of Moodle
* IT Pro Rountable on the use and upgrade to the new VM Hosting platform at PSU
!!!World Campus (6%)
* assisting MM specialists with iTouch problems and Ubantu
* meeting about new positions going under Rick
!!!Outreach Consulting (3%)
* assisting PENN TAP with their Drupal installation

<html><div id="node-247" class="section-3">
  <h1 class="book-heading">4/09/09 Meeting Notes</h1>
  <p>CEUP</p>
<ul><li>7.3 update - letter to SWCE</li><li>Jeff's recording initiative - 2 courses this summer, 2-3 BLI courses - unknown</li><li>Sharon might ask for help with a project to guarantee courses, a subset of 250 to be determined</li><li>updated syllabus template</li><li>faculty portal - update</li><li>Becky - delinquent faculty</li><li>Office Space - Cubicle next to Timber and Angela &amp; desk in the "testing space"</li></ul>
<p>B/E</p>
<ul><li>updates to PM for Professionals</li><li>MS Project training demos for PM course</li><li>PM Essentials 1-3</li><li>scope of PV course</li></ul>
<p>E/H</p>
<ul><li>Nursing CE - finished two of the six courses; awaiting Eric's
finished presentation, Darlene's images and scripts, and Tammy's slide
16</li><li>Health Care Interpreting - second course of the pilot to begin April 13 to run into the Summer 09 semester</li></ul>
<p>119 OB</p>
<ul><li>recording update? TNS system</li><li>status of lighting update?</li><li>updated manual</li><li>two calls this past week to provide techincal assistance during live sessions</li></ul>
<p>&nbsp;</p>
  </div>
<div id="node-255" class="section-3">
  <h1 class="book-heading">4/16/09 Meeting Notes</h1>
  <p>CEUP</p>
<ul><li>spring f2f course planning soc 207 - spencer James</li></ul>
<p>B/E</p>
<ul><li>course merge and preparing new content for the summer</li></ul>
<p>E/H</p>
<ul><li>monthly meeting - reviewed progress</li><li>tasks and scaling content</li></ul>
<p>Outreach</p>
<ul><li>Innovation Initiative: Presentation on Concepts and Technology</li><li>incident log and response questions - training issues and operator error</li><li>SRDP and desk job description</li></ul>
  </div>
<div id="node-265" class="section-3">
  <h1 class="book-heading">4/24/09 Meeting Notes</h1>
  <h3>Outreach</h3>
<ul><li>InnIT Presentation
<ul><li>Wayne, Mike, Suzanne, and others</li><li>more context</li><li>defensive reactions</li><li>failed understanding of revenue opportunities but general approval</li><li>difficulty understanding that indeed we were recommending a model
and pilot, but our main point is to get in the process of making
constant changes to improve revenue options</li></ul>
</li><li>TLT Symposium</li><li>mediocre</li><li>made a couple of new contacts</li><li>had a chance to talk with Craig</li><li>reaching out more to the presenters to get some answers to my own questions on best practices and data</li></ul>
<h3>CDE</h3>
<p>&nbsp;</p>
<h3>CEUP</h3>
<ul><li>SOC 207 - Spencer James - provide assistance with course compression/accelleration and 5/1 f2f meetings, 7 hrs/week</li><li>Faculty Advisory Board Kickoff - last minute planningktop</li></ul>
<h3>B/E</h3>
<ul><li>John &amp; John on KELE to ANGEL - scope established 1 pilot course
(0.6 CEU's, 2 week cohorts to be moderated by a faculty member) for the
Fall 09-10 to add more engaging materials through the use of a template
process to streamline the process of incorporating additional courses
at a more accellerated rate</li></ul>
<h3>E/H</h3>
<ul><li>Send out requests for updates from SON and have yet to hear from any one.</li></ul>
<h3>Other</h3>
<p>My destop has been glitchy. It has sporatically failed to recognize
the drive that it boots from. One test showed some serious errors, but
subsequent testing has given the drive a green light.</p>
  </div><hide linebreaks></html>

[[5/22/09 ANGEL Admin Meeting]]

!What's the problem?
How can we develop blended courses in a well-designed, flexible, dynamic, student-centered, ~SME-owed, comprehensive and timely manner?

Some of the difficulty comes with the vast number of players involved in the development of a course or program.
* CE Director
* CE Registrar
* CE PM
* CE ID
* CE Faculty
* Academic home
* etc.
!What should we do?
The process should address communication frameworks, work-flow, training issues, and roles and responsibilities. It must also balance sound pedagogical practices, the needs of the students, application of technology and appropriate time-frames.
!How should we do it?
We gotta think of a useful platform. It should be online. I don't know who should have access to it - that's another section. It should be easy to use and understand.

[[In-take Form]]

Purpose/Goal of Committee
To determine how Continuing and Distance Education can become a significant provider of Blended Learning and Video based courses and programs across the Commonwealth and beyond.

Desired Committee Outcome
A set of recommendations that outlines how C&DE can launch and operate a functional capability for delivering high quality learning experiences through blended and video based courses and programs.

<<slider blvmembers [[Blended Learning/Video Committee Members]] "Members" "Toggle to see the members">>
!Files
Charge Docs
* [[Blend Learn_Video Com Charge 2-25-08.doc|files/Blend Learn_Video Com Charge 2-25-08.doc]]
* [[BLV Committee Concept Doc.doc|files/BLV Committee Concept Doc.doc]]
* [[Charge to Committee.doc|files/Charge to Committee.doc]]
Planning Docs
* [[Product Comparison Matrix rei v4 1.xls|files/Product Comparison Matrix rei v4 1.xls]]
* [[Product Comparison Matrix Draft 3.xls|files/Product Comparison Matrix Draft 3.xls]]
* [[BL/V Work Doc.docx|files/BL_V Work Doc.docx]]
* [[Technology Comparison Chart.xls|files/Technology Comparison Chart.xls]]
* [[Penn State Videoconference systems - Sorted DCN.xls|files/Penn State Videoconference systems - Sorted DCN.xls]]
* [[Video Technology Comparison Chart DRAFT.xls|files/Video Technology Comparison Chart DRAFT.xls]]
* [[AdobeConnectTraining.doc|files/AdobeConnectTraining.doc]]
Adobe Connect
* [[Adobe Connect Community.doc|files/Adobe Connect Community.doc]]
* [[Adobe Connect in the Classroom.doc|files/Adobe Connect in the Classroom.doc]]
* [[Adobe Connect Screen Capture.png|files/Adobe Connect Screen Capture.png]]
* [[Adobe Connect Transcript.doc|files/Adobe Connect Transcript.doc]]
* [[AdobeConnectInformation.doc|files/AdobeConnectInformation.doc]]
* [[Connect Contacts.png|files/Connect Contacts.png]]
Elluminate
* [[Benefits and Impact of Using Elluminate.doc|files/Benefits and Impact of Using Elluminate.doc]]
* [[Elluminate_PennState.pdf|files/Elluminate_PennState.pdf]]
* [[play.jnlp|files/play.jnlp]]
Polycom Videoconferencing
* [[buyersGuideToVideoConferencing.pdf|files/buyersGuideToVideoConferencing.pdf]]
* [[hdx_quick_tips.pdf|files/hdx_quick_tips.pdf]]
* [[RDRGX330.pdf|files/RDRGX330.pdf]]
* [[usingH239.doc|files/usingH239.doc]]
* [[Videoconf_etiquette4.pdf|files/Videoconf_etiquette4.pdf]]
* [[Videoconferencing White Paper.doc|files/Videoconferencing White Paper.doc]]
* [[Videoconferencing.pdf|files/Videoconferencing.pdf]]
* [[visual_concert_vsx_quick_tips.pdf|files/visual_concert_vsx_quick_tips.pdf]]
* [[vsx_room_systems_quick_tips|files/vsx_room_systems_quick_tips]]
* [[vsx_room_systems_quick_tips.pdf|files/vsx_room_systems_quick_tips.pdf]]
* [[vsx_series_getting_started_guide_v8.7.pdf|files/vsx_series_getting_started_guide_v8.7.pdf]]
* [[VTC White Paper.zip|files/VTC White Paper.zip]]
Deliverables
* [[Outline for Final Deliverable - DRAFT.doc|files/Outline for Final Deliverable - DRAFT.doc]]
* [[BLearning Committee Final Deliverable - 050208.doc|files/BLearning Committee Final Deliverable - 050208.doc]]
* [[BLC Final Deliverable - 051208.doc|files/BLC Final Deliverable - 051208.doc]]

* Reports to Dr. Wayne Smutz
* Chaired by David Norloff
(in alphabetical order)
* Becky Beatty
* William Bishop
* Erin Burns
* Yvonne Clark
* Paul deGategno
* Annette Fetterolf
* Randy Ingbritsen
* Theodora Jankowski
* Dave Langton
* Kent Matsueda
* John Park
* Diana Ricotta
* Rick Shearer
* Deb Zimmerman

These are the projects and initiatives for Continuing and Distance Education, Academic Outreach.
*[[Statewide CE Videoconferencing]]
* [[Blended Learning/Video Committee]]
** [[119 OIB Renovations]]
* [[Blended Learning Vision Committee]]
* [[ANGEL Operations & Administration Committee Representative for CE/SWCE|ANGEL Ops & Admin]]
* [[Virtual Internal Communications Advisory Board]]

!Business & Engineering
These are the projects and initiatives for Continuing and Professional Education: Business & Engineering Programs.
!!Credit
* [[Project Management for Professionals]], [[Jack Gido|mailto:jackgido@verizon.net]]
* [[CATIA Pilot]], [[Dhushy Sathianathan|mailto:dhushy@psu.edu]]
* [[Photovoltaics]], David Riley (Center for Sustainability)
* [[Gaming Management]]
* [[Hotel Restaurant Management]]
* [[Hybrid Business Certificate]] - project cancelled
!!Non-credit
* [[Talent Management]], [[Dr. William Rothwell|mailto:wjr9@psu.edu]]
* [[Project Management Series]]
* [[KELE Series]]
* [[Personal Finance]]
* [[Blended Learning Development Process]]
* [[Hybrid Business Certificate]] - project cancelled
!Education & Health
These are the projects and initiatives for Continuing and Professional Education: Education and Health Programs.
#[[Nursing Online CE]]
#[[Healthcare Interpreting]]
#[[EPIC]]
![[Blended Learning Development Process]]

!Polycom
Provides highest-quality, group-to-group interactive video. Instructors/TA's will use it to address the class and share their content (CATIA on their desktop). Students will use it to view the instructor and their content and address the entire class, including the instructor and TA's.
!Adobe Connect Pro
Provides group-to-group, online collaboration tools. Instructors/TA's will use it to monitor requests for assistance. They will also use it to communicate to the students via text and possibly audio chatting. Students would us it to request for help from the instructors/TA's. Screen sharing capabilities were tested, but latency issues were unsatisfactory.
!~TightVNC
Provides many-to-one desktop viewing and sharing via the internet. Instructors/TA's will use it to passively and at times actively engage with the students at a distance. Minimal latency issues. Maximum connections: unknown. Currently limited to computer-name addressing rather than customized identification based on the students' names. Consider implementing Tunneling SSH to secure the connections. Consider alternative framework (Radmin - learning/support package) to reduce the overhead.

!Introduction
This project is a joint effort by
* the School of Engineering Design (headed by Dhushy Sathianathan) Business
* Engineering and Technology Programs (directed by Wes Donahue) and
* Continuing Education at Penn State
* Other essential members to the core team: David Norloff was recently asked to join to spearhead the project Dave Lykens who heads the Management Development Technology Group under Wes is providing his expertise and access to the computing lab at the Penn Stater Walt Schneider is providing assistance from CE@UP's end and I am providing primarily instructional design support and have been advising the technical team up until now

What we're trying to accomplish is to ''teach advanced software packages (engineering ones in this case) remotely''. The prototype has been requested by the end of the semester, although it has currently been promised by Thanksgiving. Just to mention, this prototype has huge potential to appeal to a very large population beyond CATIA and even other engineering software packages.

Some background on CATIA: http://www.3ds.com/products/catia/portfolio/ engineering software suite that allows for group collaboration on massive projects that combine 3d modeling, testing, and project management tools The first stage of the project is to develop a working prototype that would feature the blending of three communication frameworks synchronously between two groups. For this stage, the groups would be: the instructor and two TA's the students numbering between 20-30 with someone to provide operational (not instructional or technical) support Typical Class Structure: Instructor would greet students and provide a warm-up activity (activate schema or previous knowledge related to the lesson, review previous activities, etc.) Students would begin working on the day's tasks assigned to them out of the textbook (eBook in some cases) that features step-by-step procedural walk-thru's Students would request for help from instructor/TA's via Connect Instructor/TA's would provide assistance via Connect (text or voice), based on passive viewing of the student's screen; instructor/TA's might take active control of student's keyboard/mouse in event of "extreme, on-task adjustments" Instructor/TA may discuss particularly troublesome techniques to the entire class based on the level of assistance required by the students Students would have the opportunity to publicly ask questions to instructor/TA's if they choose via Polycom etc.

The [[three frameworks|CATIA Frameworks]] are:
#Polycom - used to provide the highest quality, group-to-group interactive video-instruction possible; will need to leverage "People+Content" technology through the use of dual monitors/projectors at each site - one will display the images of the instructor and students, the other will display the instructor's computer screen (the CATIA lesson in this case)
#Adobe Connect Pro - used as a means of back-channel communication between the students and the instructor/TA's primarily; active pods: attendees, chat, with possibly voice-chatting active
#~TightVNC (or other similar product) - to provide a means of passive viewing of the student's main screen (the CATIA lesson in this case) with the option of active remote control of the student's workstation; VNC server active on the student's workstation, VNC viewer on the instructor & TA's workstations Each instructor/TA will have: one workstation w/ dual monitors to display VNC connections between students and Adobe Connect to monitor back-channel communications software running simultaneously: CATIA (in this instance), Adobe Connect Pro, VNC Viewer, and Acrobat Reader Each Student will have: one workstation w/ dual monitors to display CATIA workspace, Adobe Connect to communicate w/ instructor/TA's, and possibly Acrobat Reader (if the class is using an eBook instead of a printed textbook) software running simultaneously: CATIA (in this instance), Adobe Connect Pro, VNC Server, and Acrobat Reader

Some technical considerations we'd like to have OTS's feed back on:
* computer configuration: given that we provide the specs on workstations that would adequately support CATIA and other software packages, are there options for us to test and log system and network loads to determine/troubleshoot bottlenecks?
* network configuration: we will probably need to configure/confirm static IP addresses and perhaps 5900 Port-forwarding in both locations security issues: is VNC a wise choice for passive/active viewing of the student's workstations?
* is it essential to consider Tunneling SSH on Windows OS machines running VNC servers?
* back-channel communication: we're still working on how students can best communicate with the instructor/TA's and may settle on trying to use text-only or add headsets for use within Adobe Connect

pedagogical issues: we're also trying to figure out how to best manage the IP addresses of the students to allow instructors/TA's to rapidly switch between views of the student's workstations; one thing ~TightVNC may not allow us to do is to establish custom names for each computer that might make identifying workstations easier to the instructor/TA's and of course any other technical issues that you or your team might see as obvious or potential obstacles
!Additional
[[CATIA Frameworks]]
[[CATIA Test Sessions]]
[[CATIA Pilot Wrap-up]]

Walt had some good thoughts on the pilot
* we need good intructor who's comforatable and trained to use Polycom
* one who's prepared - "winging it" isn't acceptable for this kind of course
* the pace of the class was too fast
* a 3rd screen might be nice or a bigger image (which image?)
* broadcast site - room mics too sensitive, connecting site heard whispering
* teacher's cadence would be interrupted (?)
**90% of questions (?)
**clearer source of instruction (?)
* connecting site was a mess, the layout and seating arrangements are essential
* VNC was not sharing primary screen

David identified some problems
* just viewing CATIA was difficult
* faculty was uncomfortable/untrained with Polycom system and adult learners
* consider migrating to Randall's ~SolidWorks

There were some other things I saw as well
* the use of directional language was difficult to understand "over here," "this side," etc.
* we were only able share low resolution images of the screen, possible to magnify the images?
* the instructor needs to take time to talk with the students and use their names
* the technical frameworks must be fully operational before the start of class, the start-up time would be at least 15 minutes for a class of 10, perhaps 30 min for a class of 20-25
* dedicated machines? there was an issue with the computer that was used for instruction (screen didn't refresh at acceptable rates and there were lots of artifacts) and it the problem wasn't clearly documented; we either need contingencies or isolated machines - perhaps both
* investigate new VNC framework w/ support structure?
* presence of remote TA's?
* load monitoring of all machines and network activity
* Adobe Connect was an essential part of the communication framework between S and TA
* someone needs to be responsible for logistics: reserving locations, coordinating operational support,
* etc.
[[CATIA Notes.pdf|files/CATIA Notes.pdf]]

Friday, October 31st, 2008: 218 Hammond to 103 Penn Stater

Connections over two different networks

103 PS laptops are connected to the Penn Stater network via
Dual monitors

Each site has dual monitors. The students will have CATIA running in their main screen and ACP in their secondary screen. The instructors/TA's will have VNC viewers running in their main screen and ACP in their secondary screen.
CATIA

Test run CATIA on each of the computers. Possible to do a simple tutorial that would last 15 minutes?
Communication framework

Primarily use text chatting via ACP. Does not make sense to use audio chatting via ACP since the TA would be addressing all students unless we used breakout rooms.

Review site resources
*Wireless-only connectivity at Hammond. Instructors/TA's have to connect via VPN. Really? What about the rooms in 315 Hammond? Are they all really wireless? Isn't there an ethernet cable in 218 Hammond?
*The only computer that can display video through Polycom is at the fixed podium in the corner of 218 Hammond. We'll need additional dual monitors in 103 Penn Stater.
*We'll need to upgrade to release 18 at the Penn Stater. We'll need to make sure the laptops in 103 Penn Stater can actually handle anything we'll likely do with CATIA.
*We'll have to configure system and network monitoring at 103 Penn Stater from OTS's side.

Engineering/IST: ~PowerPoint & Word
- Presentations
- Binder covers & Title Pages
- Teacher's Bio's
- Course Description
- Content Pages

CE Syllabus: Word

5/15 - identified as a priority, useful for Erin, Wes, Annette, Becky, and others; Kent to schedule a meeting ASAP to discuss content and format

Wes may already have some templates available for reference; mentioned that it might be useful to talk with Cole Camplese, World Campus (Larry Ragan) "Independent Learning" archived materials.

#What is your opinion on using online teaching resources or online learning environments in Adult Education courses?
#Other than ANGEL, what online learning environments have you used for teaching courses or used for learning in courses you have taken? If you selected Other, please specify.
#How many courses have you taught that incorporated ANGEL to some degree?
#In how many of those courses did you receive assistance in the design of the course?
#Approximately how many courses for the coming academic year do you plan to teach using ANGEL?
#Which of the following best describes your typical use of ANGEL to teach your course(s)?
#What is your experience with teaching fully online courses? If you selected other please specify.
#Do you plan to teach online in the near future?
#With the last course you created that used ANGEL, please rate the following tasks by difficulty.
#Please indicate you level of awareness and usage of the following ANGEL components. If you would like to learn more about an item, please check the box in the gray column.
##Create a page or file (upload)/quiz/survey/drop box (for students to upload files)/discussion forum
##~Communication--Live Chat & Reports
##Gradebook/Roster/Teams/Attendance/(Import/export wizard)
#In your opinion, what does ANGEL do well?
#What would you like to see improved in ANGEL?
#What value or quality do you feel ANGEL adds to your courses?
#What aspects of ANGEL and other online learning environments would you like to learn more about?
#Would you be interested in an online training (i.e. 2 hour) session in ANGEL?
##What particular training topics would interest you?
##Please explain why you are not interested in training.
#Please add any other comments or suggestions you may have.

!Executive Summary
!Survey Caveats and Limitations
Discuss the limited data on participants.
Discuss the omissions in the original line-up of questions.
!Survey Results
Detail the time period of the survey.
Review the questions and data from the questions.
!Conclusions
!Recommended Next Steps
What programs or initiatives does this data impact?
What did we learn from the data?
!Members
Kent Matsueda, Contining and Professional Education
Jennie Ishler, Outreach Marketing Research
Angela Simparosa, Continuing Education

Consider a program to develop "certified CE instructors" based on a number of competencies.
[[Introduction to ANGEL]]
!Incentives
How do we address faculty motivation to learn? How do we ensure consitency in quality (a ~BigMac in Israel tastes the same as one in Louisiana)?
* Development funds
**expensive; the way things are now?
* Support intrinsic motivation
**target new and/or highly motivated/capable faculty for new development opportunites
* Prescriptive mandate
**make faculty development a contractual component
![[Strategies and Best Practices|CE Faculty Development Strategies & Best Practices]]
![[Focus Groups|CE Faculty Portal Focus Groups]]

Assumptions and expectations
* syllabuses - templates, assistance, resository
* adult learners - and mixed classes
* ANGEL - email, gradebook, adding content, announcements, syllabuses
* alternative delivery methods - identify one to begin with, i.e. Polycom
* professional development - self initiated
~Quasi-Mandated vs. Self-elected
* Nursing CE
* World Campus
Resources, Communication, and Opportuntities
* Resources - online & office visits
* Communication - progress charts & portal (social networking)
* Opportunties - meetings & workshops
Leverage Larry Ragan and other PSU initiatives
* [[OL2000|OL 2000]]
* [[OL3000|OL 3000 Just2It]]
Faculty feedback - formalize more opportuntities for input from the faculty

!Development Space
https://wikispaces.psu.edu/display/CEFaculty/
http://www.mindmeister.com/maps/show/15353302
[[Using Wikispaces|files/wikispaces_handout2_short-1.pdf]]
!Features and Functionality
!!Course Development
* online faculty manual
* syllabus development templates and information
* f2f vs. online vs. blended learning
* blended learning course development guides
* technology white papers
* discussion boards
* announcements
* calendar information
* FAQ's
* contact information
* policies
* information on facilities (119, 121, etc.)
!!Faculty Development
* training opportunites
* information about teaching adult learners
!!Administration
* it must allow for permissions
* multiple contributors (wiki or CMS solution)
![[Platorms|CE Faculty Portal Platforms]]
!Site Organization
Think about how we'll organize the information. Some possibilities:
* "The Wh-'s" (Who, What, Where, When, How, Why, etc.)
* "Course Design" (Sequential format)
* use milestones to track competencies
* use quizzes to test knowledge
How do we chunk technology and keep the information current? Think of what faculty need to do to develop a course. Where do they begin? How can we make their job easier? What are their sources of pain? How can I improve the navigational interface of the wiki portal?
![[Faculty Advisory Board|CE Faculty Portal Faculty Advisory Board Kick-Off]]

''Time:'' 15 Minutes
''Goal:'' P's will be able to compare currently planned topics for the faculty portal with topics they have chosen/defined through group work.
''Introduction:'' Jeff has already established that he wants to see blended learning and new distance-learning formats for the near future. We have decided to create a social network website with useful resources for you. This website is just one of the strategies Jeff has for reaching CEUP's enrollment and revenue goals. There are three, over-arching topics of resources that we wanted to start with. We've come up with some topics and we'd like your help today by asking you for your feedback to use as a comparison.
''Activity:''
#Break P's up into three groups
##Teaching with CE
##Developing Courses
##Making your life easier
#Provide P's with scrap paper and pencils. Assign one scribe for each group.
#Give P's 5 minutes to brainstorm topics.
#Give scribes 2 minutes to collate the topics.
#Cover the topics we have already identified and talk about some of the major omissions.
!Feedback
Stevie: //"thematic hub"// - what does she mean by this?
Social Networks: "CE Community Hub" Stevie: //"committment by a faculty member to submit/post (I wouldn't put the efforrt if there wasn't a reward)"//; featured faculty work

!Running Effective Focus Groups
Pro's
* good way to get feed back from larger numbers of participants
* able to clarify the feed back realtime
* provides the opportunity for comments to piggy back and build momentum
* interactive materials may motivate participants and energize their workday
Con's
* concern over confidentiality
* some opinions will not get voiced
* essential to manage feed back
!Goal
Conduct a focus group to receive feed back on the content, organization, and functionality of a CE faculty portal.
!Objectives
!Content
The participant will brainstorm, map ideas and compare results to pre-determined options by creating lists, mind maps, and present on their assessments within a 20 minute time frame.
!Organization
The participant will synthesize an organizational structure using cards that captures their best concept of organizing the content previously determined through the content exercise within a 20 minute time frame.
!Functionality
The participant will assess...
!Activities
!!Ground Rules
!!Guiding Questions - What is it we want to know?
#What would you like to see on the website that we haven't already covered?
#What areas of the website needs more development?
#Would you take advantage of using the portal to network with other instructors and support personnel?
#What are your suggestions for improving the portal's users interface?
!!Pre-work
Send an email to activate schema with regards to the types of content that are useful to faculty.
!!Post-work
!Survey

!Comparing Possible platforms
http://www.cmsmatrix.org/matrix/cms-matrix
[[Sample Output|files/Preview of “CMS Matrix - cmsmatrix.org - The Content Management Comparison Tool”.pdf]]
http://www.cmsreview.com/
!!~RedDot
[[Email from Laura Miller (Marketing)|CE Faculty Portal RedDot Intro Email]]
Pro's
* available from PSU - Outreach Marketing: Joshua Ellis
* PSU LDAP authentication supported
* Follows training CE staff will receive for the new CE Website UPDATE 6/23: CE Website is now in Drupal :-(
* professional interface for users compared to ANGEL and Wikispaces
* all the basic functionality we're looking for now
* Laura: easy to use for contributors
Con's
* our current content would need to go through considerable UI planning in order to be effective
* unknown availability
Functionality
* Blogs - Unknown
* Calendar - Unknown
* Chat - Unknown
* Commenting - Unknown
* ''Databases Reports - Yes''
* Discussion Forums - Unknown
* FAQ - Unknown
* File Distribution - Unknown
* ''Helpdesk - Yes''
* ''Link Management  - Yes''
* ''My Page - Yes''
* Polls - Unknown
* ''Site Map - Yes''
* Surveys - Unknown
* ''User Contributions - Yes''
!!!Training
[[File: PDF Training Manual|files/RedDot_CMS_End_User_Training.pdf]]
[[Link: State of Indiana's WebCMS Training|http://www.in.gov/cmstraining/2364.htm]]
[[File: Univ at Albany's Introduction to Web Content Management|files/Q01.doc]]
!!ANGEL
* Pros - immediately available; would give faculty experience with ~PSU-approved CMS; lots of support available; CMS that would be use for their own courses
* Cons - not user friendly; poor design opportunities; not accessible w/o a PASS or a FPS account (however, the participants do not need to be enrolled in the group to access the materials with "Authenticated Guest" access permissions)
!!Drupal
* Pros - flexible, dynamic, powerful CMS; very well supported; easy to update content; modular design; open source
* Cons - open source; we'd need a server; would make best sense if this would be our ultimate CMS for course delivery
* Drupal vs. Joomla http://cmsreport.com/node/543
!!Joomla
* Installation http://help.joomla.org/content/section/48/302/
* Pros - ? easier configuration and user interface for authoring/contributing than Drupal
* http://www.a3webtech.com/index.php/cms-3.html
* Cons - unknown how many are using Joomla at PSU, it's not working on my test server
* installed demo http://kkm11.dyndns.org/joomla/
!!Wikispaces
* basically PSU supported
* only accessible to faculty/staff?? UPDATE: I just used my FPS account and was able to access, comment, and download documents. I was not able to upload any documents.
* the wiki is not very friendly with regards to organizing information
!!Plone
!!Movable Type
* Blogs at Penn State Community
* ePortfolio and Blogs at PSU
* Cons - not enough control over page organization, you can't designate a page as the main content
!Hosting Solutions
* Penn State Virtual Machine Hosting

Kent, here are two site models for you to review. I proposed a meeting for Friday in Oracle.
http://www.outreach.psu.edu/commission
* nice clean layout, easy to navigate, PSU branded, consistent, features breadcrumb navigational links
* text only version available
* easily searchable
* supports hierarchy file organization - how many levels?
* file distribution supported (PDF's) using what appears to be a file directory
* obviously allows for contributor submitted images
http://www.psu4you.org/newsletter
* see above plus...
* email request form
* are the page modification dates automatically generated?
* how does the archiving work?
* this template would be preferable minus the locations links bar and the issue identifier header
Both have the ability to add graphics, and ~PDFs. And the side navigation bars can be expanded or hidden depending on need at the moment.

Laura

<<<
[[Gregory Griffith|mailto:gwg10@mail.outreach.psu.edu]]
[[Robert Igo|mailto:rli2@psu.edu]]
[[Peter Miraldi|mailto:pnm10@psu.edu]]
[[Valerie Postal|mailto:valerie.postal@comcast.net]]
[[Mary Lou Sigler|mailto:mms39@psu.edu]]
[[Wendy Snetsinger|mailto:wrs112@psu.edu]]
[[Michael Vicario|mailto:mav2@psu.edu]]
[[Yasmín Villuendas|mailto:yasmin.villuendas@gmail.com]]
[[Lorena Waselinko|mailto:law17@email.psu.edu]]
<<<

*[[Preventative Addiction Studies|CE Preventative Addiction Studies]]
*[[Nursing Home Administrator's Credit Program|CE Nursing Home Administrator's Credit Program]]
*[[Document Templates|CE Document Templates]]

HPA is the basis for B.A., M.A., Ph.D. degrees
Participants graduate with B.A. and have certification in Nursing Home Administration. Grad students.
Launch: Fall '08, Andrea ?; 4 Credit in Fall, 3 Credit in Spring

Content is divided. Syllabi needs to be straightened out.
After HPA is the Nursing Home Administrators Program.

Postbaccalaureate Certificate in Addiction Studies: Prevention Efforts http://www.outreach.psu.edu/programs/psu4you/PCAS.htm Additional Information http://http//www.psu.edu/bulletins/whitebook/certificates/adctn_std-pbc.htm

Williamsport & Lewistown - rural areas with drug problems and halfway homes

Target market: social & mental health workers (administrators to case workers) and schools (counselors)
Launch: earliest is the Summer '08

6 credits might be transferrable to M.A.Ed. by referral/approval; Skip Niles is the director/department head to talk with about the program (program originates out of the same department at EPIC)

Content has been revised. Awaiting outlines from Becky.

ID support services for 3 courses/instructors to begin Summer 08:
Play class (ECE 479) for hybridization, Nancy Remy
Autism class (SPLED 498A) for delivery to Williamsport via Polycom, Valerie Postal
CN ED 401 for delivery to University Park via Polycom from Williamsport, Gene Brosius

Development Tools for New CE Instructors
!Instructions on using the templates
These documents were developed in MS Word for the most common user. There is information that may be useful to your planning process in these templates. Much of the assistance with the process is contained in the documents as hidden text.

To show hidden text in the template:
#Open the Tools menu in Word once you've opened the template
#Select Options
#Select View tab
#Select Hidden Text under Formatting marks
#Click on OK
!Acknowledgements
A special thank you to Dr. Jill Lane formerly with the Schreyer Institute http://www.schreyerinstitute.psu.edu/ for allowing us to use her syllabus as a model for the example output of the template.
![[Syllabus Template Meeting|CE Syllabus Template Meeting]]
![[Project: Syllabus Tutorial|CE Syllabus Upload Tutorial]]
!Attachments
[[Word 2007-2008 Syllabus Template.dotx|files/Syllabus Template.dotx]]
[[Word 97-2004 Syllabus Template.dot|files/Syllabus Template.dot]]
[[Evaluating_a_syllabus.pdf|files/Evaluating_a_syllabus.pdf]]
[[INSYS 415 Example.docx|files/INSYS 415 Example.docx]]
[[Insys415_Syllabus.pdf|files/Insys415_Syllabus.pdf]]
[[Syllabus_checklist.pdf|files/Syllabus_checklist.pdf]]
[[TwoPurposeSyllabus.pdf|files/TwoPurposeSyllabus.pdf]]

The time for the meeting is:
Wednesday, June 11th, 3:30-4:30 PM
The meeting will be held online via Adobe Connect. Test your system for use with Adobe Connect.
The simultaneous ~Meet-Me audio bridge phone number will be: (814) 863-0033
And for those of you whom prefer to meet in person, the brick-and-mortar meeting room is: 223A Outreach Building

Background:
This meeting started from a suggestion that it might be very useful if someone were to create some syllabus templates for the CE faculty. Apparently, we distribute about as many different syllabi as there are faculty to CE students.

Goal:
The goal of this meeting is that I can get as much buy-in from program planners, faculty, syllabi developers, etc. on an appropriate syllabus template for use here at CE@UP and SWCE initially. Once a template is finished, it could be modified for use with POD and elsewhere.

I'm requesting samples of:
* other templates in use by other academic units
* stellar syllabi
* not-so-stellar syllabi
* any other materials that would be useful to myself and the group
Please consider emailing any samples to me ahead of time.

Expectations:
I don't expect us to walk away from our hour-long meeting with a template ready to go, but I am hoping that we can at least agree on the components of the syllabi. Later meetings or requests for feedback might cover stylistic and other levels of detail on the template.

I've also invited Nancy Remy, a CE faculty member very interested in syllabi development (please correct me if I'm mistaken). She will provide a very valuable perspective to the discussion.

Again, if you know of anyone, faculty or otherwise, whom you think would be willing to join the discussion, please invite them as well.

<html>Create a short (1-2 min) walk-thru of the process of uploading DOCX and HTML versions of syllabuses to ANGEL.<br></html>

![[Recording Lab|CE Video Recording Equipment]]
!~MediaSite Live
Angela just mentioned that there are Mediasite Live streaming options available for free by reservation. The technicians can even appear on-site if needed. She was uncertain how long the content would be archived for or whether or not we could obtain copies of the archived materials for our own purposes. We could alternatively use Adobe Connect Pro to handle some situations as well. Some of the advantages are that we could manage the recordings ourselves and even download them for remastering.
!WPSU's Recording Booth
Rick said that Jeff Luck is the person in-charge of the planning. I was also given Kerry's name as a possible contact.
The room will apparently feature:
* free access
* availability through scheduling
* installed equipment
* access to trained technicians
* network accessible recordings for post-editing
How will this affect Jeff Hand's decision to setup his own recording booth? Who will do the work like sound-proofing the room from the adjacent bathroom, etc.?
![[BLI Update for Summer 09|CE Video Recording BLI Update for Summer 09]]

Important Criteria for Instructor Candidates
* willing to experiment with new pedagogy
* risk taking personalities
* people-oriented person
* willing to seekout professional development
Possible Instructors
* Michael Dan, BI SCI
* Darren Wagner, MKTG
* Miguel Hernandez
* Yasmín Villenudas, SPAN
Courses to consider for video recording
* NUTR 251 - is the room even available for ~MediaSite Live? Yes
* ACCTG 211 - no instructor
Jeff wants
* 2 trials with video cameras in the Summer 09
**every class would be recorded with two cameras and edited immediately after the class finishes, then prepared for delivery and archiving
* blended learning courses based on what's available from the BLI

Jeff had a sheet with a rough idea of what he's looking for in his capture studio. I've gathered some possibilities and will be referencing assistance from Brian Strauss of the WC and others.
!Planning Questions
* What content/courses/programs are going to be recorded? Unknown. Possibly CLEP program classes.
* --Who is the audience?-- Adult learners. Distance, not face-to-face. Working professionals.
* When will the first programs be offered? Summer '09? Unknown.
* Where will the classes be recorded? Outreach Building? Unknown.
* What is the operating budget?
* Who will handle the capture and editing? 2 cameras = 2 operators. When will we be hiring with a multi-media specialist? Unknown.
* What is the expected workflow and turn-around for a project? Unknown.
* What are the final products and delivery methods? DVD? Definitely. Web? Possibly. Mobile? Unknown. What recording formats do these drive?
**Flash/Hard Drive Camcorder
***AVCHD vs. ~MPEG-2
***Is ~MPEG-2 (9Mbps) suitable for publishing DVD's after editing? How much will get lost re-encoding ~MPEG-2, if that happens that is? It'll probably be fine. Jeff want's "quick and dirty" and will upgrade later if it looks like it'll work.
***Faster transfer rates using USB 2.0 or FW?
***minimum requirement: SD ~DVD-quality (~MPEG-2) publishing
***~MPEG-2 is editable by iMovie '08 http://support.apple.com/kb/HT1014 and Final Cut Express
* Where can we find student waivers to appear on recording? Probably not too difficult to find.
* What will be the post-production platforms? How do I rationalize the Mac platform?
**[[http://www.poweroid-video-editing.co.uk/Reviews/Articles/Systems/Mac_vs_...|http://www.poweroid-video-editing.co.uk/Reviews/Articles/Systems/Mac_vs_...]]
**Mac
***allows you to focus on your content rather than the hardware
***dedicated to multimedia production
***it's what the pro's use
***~UNIX-based ~MacOS X is more stable than Vista/XP platforms
***can run Windows natively using bootcamp
* What kinds of storage does CE need for now? RAID 1 http://en.wikipedia.org/wiki/Redundant_array_of_independent_disks?
!Proposed Hardware
* Samson ~AirLine Micro http://www.samsontech.com/products/productpage.cfm?prodID=141&brandID=1 Portable Lavalier Wireless Mic (Teacher) $270
* Shure ~MX391 http://www.bhphotovideo.com/c/product/145201-REG/Shure_MX391_O_MX391_O_Omni_Directional_Condenser.html#includes Ceiling-mounted, Omni-directional/Cardioid Boundary Mic (Audience) $150
* Camera & Tripod (2 sets - 1 for Teacher & 1 for Audience)
**Canon Vixia 24 Mbps HD camera approx. $500-600
**Canon ~FS-line 9 Mbps SD camera approx $400
**extra battery
**camera bag
**tripod
**~Over-the-Ear Headphones (2 - one for each camera to monitor sound levels)
**essential: mic input, headphone output, tripod mountable, long recording capabilities
**Canon http://www.usa.canon.com/consumer/controller?act=StandardDisplayAct&fcategoryid=2561&keycode=1604 provides educational sales
* Lighting
**Sets for each: Teacher & Audience
**Litepanel set http://www.bhphotovideo.com/c/product/577228-REG/Litepanels_LP1_4LK_FST_1x1_LED_Four_Light.html#features - keeps the room temperature and energy demands to a minimum, provides basic area illumination; what are the typical recording settings? classroom illumination is a totally different scope
**highlight/spot lights for single subject or small group recording
* Workstation
**24" iMac (3.06GHz, 8800GS 512MB, 4GB + 1TB) & FC Studio $3487
* Storage:
**Desktop RAID 1 Enclosure http://www.bhphotovideo.com/c/product/457248-REG/G_Technology_GR2T_35_1TB_G_Raid2_1TB_2_Disk_Triple.html - provides sufficient storage and redundancy for approx 73 hrs. of standard definition DV storage.
!Sources
http://www.bhphotovideo.com/
http://www.apple.com/
http://www.tigerdirect.com/
http://www.newegg.com/
http://www.frys.com/
!Attachments
[[AM1_Camera_System.pdf|files/AM1_Camera_System.pdf]]
[[UM1_Camera_System.pdf|files/UM1_Camera_System.pdf]]

These are the projects and initiatives for Continuing Education and University Park.
*[[CEUP Courses]]
*[[CE Faculty Development]]
**[[CE Faculty Portal]] Project
**[[OL 2000]]
**[[OL 3000|OL 3000 Just2It]] - ~Just2It
*[[ANGEL|ANGEL Ops & Admin]]
*[[Weekend College Proposal]]
*[[Digital Recording of Courses|CE Video Recording]] Project
*The [[Knowledge Base]] Project (KB)
*[[CE Syllabus Template]]
*[[Survey on CE Faculty Usage of ANGEL]]
*[[Inactive Projects|CE Inactive Projects]]
*[[The Unit's Support Needs|CEUP Needs Assessment]]
For more information about CEUP's administrative initiatives, click to visit the [[Wikispaces CEUP Wiki|https://wikispaces.psu.edu/display/CEUP/]].

A list of courses and faculty with whom I work with to develop delivery formats, content, assessment, and/or class management tools.
*[[ECE 479 Remy]], [[Nancy Meckley Remy|mailto:nmr161@psu.edu]]
*[[ECON 002/4 Brannick]], [[Gina Brannick|mailto:gmh14@psu.edu]]
*[[EdLdr 405 Brobeck Sillman]], [[Sonja Brobeck|mailto:srb108@psu.edu]] & [[Kathleen "Kate" Sillman|mailto:kas132@psu.edu]]
*[[ENGL 015 Sigler]], [[Mary Lou Sigler|mailto:mlmps@embarqmail.com]]
*[[HPA 101 Spokus]], [[Diane Spokus|mailto:dms201@psu.edu]]
*[[IST 210 Long]], [[Kate Long|mailto:tkatelong@hotmail.com]]
*[[SOC 207 James]], [[Spencer James|mailto:spencerlylejames@gmail.com]]
<<slider ce_faculty [[CE Faculty supported by ID]] "Faculty supported by ID" "Toggle to see a list of faculty whom have received ID support">>

# faculty
## support for course development for different delivery formats
### technology enabled face-to-face
### blended learning
### accelerated
### Weekend College
### adult/RI mixed audiences
## support from personnel from other units
### technology - in the form of immediate problem-solving to in-class support
### course design - instructional design support that would help to insure quality of learning outcomes, materials, etc.
### multimedia - off loading more content online to allow for more interactive activities during face-to-face classes
## educational technology training
### ANGEL
### Polycom
### Adobe Presenter
### digital video and audio - online videos, podcasts, etc.
### multi-purpose rooms
## concerns
### direct instructor interaction - faculty want and/or need the ability to directly contact support for technology
### time restraints - faculty are constantly insisting they are too busy to make time for professional development
### unknown motivational factors - probably a wide range of motivators ranging from a desire to work with a different audience to financial motivations
# program management
## course planning - understanding the process and resources for course development as units change their focus
## project management - skills on communicating scope, setting time lines, tracking progress, and measuring baselines
## distance education distribution frameworks - resources and consulting on solving distribution problems

Please edit your nickname below so I know who's chatting! Thanks - Kent
<html><!-- Beginning of meebo me widget code. Want to talk with visitors on your page? Go to http://www.meebome.com/ and get your widget! --> <object width="600" height="300" ><param name="movie" value="http://widget.meebo.com/mm.swf?bnkipNOLob"/><embed src="http://widget.meebo.com/mm.swf?bnkipNOLob" type="application/x-shockwave-flash" width="600" height="300"></embed></object><p>Or call me!</p><object type="application/x-shockwave-flash" data="https://clients4.google.com/voice/embed/webCallButton" width="230" height="85"><param name="movie" value="https://clients4.google.com/voice/embed/webCallButton" /><param name="wmode" value="transparent" /><param name="FlashVars" value="id=1da44800383a305d93d27e06cbc5568b6a4e9938&style=0" /></object></html>

[[DN Reflections|files/Comments regarding Rothwell slides 033109.doc]]
[[KM Reflections|files/Technical Talent Management Presentation Review.docx]]

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!Background
required for our course team project, and how to submit them to our dropboxes, imbed them in the final report, and convert to PPT's for the project team presentation
!Recording Platform
* Adobe Captivate - editable, Flash-based, easily scriptable
* Jing/iShowU - Cross/Mac-platform baed, quick to use
!Recording Length
Rose - keep them short: approx 30 sec to 1 min
!Examples
* documents completed by the group that includes Markus Amanto
* the work by Jillian Rimmer and Heidi Van Middlesworth
!Software to Record
* MS Project - the bulk of the work space, repurpose Lynda.com videos?
* ANGEL - uploading documents into dropboxes
* MS Office - mostly how to integrate MS Project documents
!Steps to Record
Using Microsoft Project (or equivalent)...
#Deliverable 3
##develop a Work Breakdown Structure
###Create work breakdown structure (WBS) codes [5]
###MS Visio WBS Modeler [6]
####I tried to install the modeler, but it didn't work... see the attached files; the modeler requires Visio
##Responsibility matrix
##List of (20 to 40) activities, including estimated duration of each activity
##Budget for each activity (hours for each person and any material costs)
#Deliverable 4
##develop a network diagram of the logical sequence of all activities
##generate a Gantt chart
##Risk Assessment Matrix
#Deliverable 5
##produce a schedule showing the duration, earliest start and finish times, latest start and finish times, and slack for each activity
##?? - Identify activities that make up the critical path
#Deliverable 6
##produce a final network diagram
##resource histograms
##cost graphs
##?? - other related project documents
#Deliverable 7
##~PowerPoint slides used in Deliverable 8 - integrating MS Project work into other Office applications
!Files
*[[WBSModelerSetup.msi|files/WBSModelerSetup.msi]]
*[[PrimaryInteropAssembly.exe|files/PrimaryInteropAssembly.exe]]

<html><img src="files/12_08_Stakeholders.png"/></html>
!Continuing Education
!!!Faculty Development (25%)
* shared resources and meetings with Mary Carol Frier, Mary Lou Sigler, Karen Blair on syllabus development
* preparing materials to share with the faculty development course: ~Just2It organized by Larry Ragan
* discussed ANGEL Admin access for CE with Jim Simparosa
!!!Course Design (14%)
finished materials and ID support for the Fall 08 MKTG 301 (Wagner) course
!!![[Faculty Portal|CE Faculty Portal]] (<5%)
* researched ANGEL platform as a possibility and VM hosting options for Drupal
* worked on developing more content (policies and manuals) for portal
!!!ANGEL Survey (<5%)
* reviewed Jenny Ishler's initial reserach and cross-tabulations
* reviewed questions to summarize in final report
!!!Misc (49%)
staff retreat, morning meetings, and holiday breakfast
!POD Business & Engineering
!!![[Project Management Course w/ Jack Gido|Project Management for Professionals]] (83%)
* film video introduction of Jack's welcome message
* developing content for course
* meetings with planning team
!!!Hybrid Business Certificate (12%)
last hand-off of David Shaprio's ECON 002.006 to BLI's Stephanie Edel
!POD Education & Health
!!![[Nursing CE Program|Nursing Online CE]] (56%)
* clarification of roles and responsibilities
* updated scripting process for instructors developing courses
!!![[Healthcare Interpreting Course|Healthcare Interpreting]] (44%)
proof-of-concept testing between participating sites
![[December 2008 Supplement]]

David, here is the supplemental information for my projects of December 2008.
<html><img src="files/12_08_Comp.png"/></html>
!Continuing and Distance Education
!!![[Innovation Initiative Team]] (71%)
* research on cutting-edge technologies that might serve conferences
* planning meetings
* discussions with Mike Ostrowski on his taskforce and where the two initiatives overlap
!!![[119 OB Renovations|119 OIB Renovations]] (14%)
overseeing aspects of the installation of the podium
!!!Misc (14%)
meetings and holiday parties
!Administrative
preparing reports and organizing tasks
!Human Resources
3 hour viewing and discussion on the "Incident at Oglala" hosted by Outreach

config.options.chkShowDecryptButtonInContent=true;

[[Overview]]
[[Chat]]

Referred by Angela
Course Launch: Fall '10-11 (proposed)
Instructor Background: has taught previous versions of this course with the World Campus

Gina had a question about the process of designing a course for a six-week, accelerated, blended learning course that meets for four hours a week. After explaining the pedagogical shift of blended learning, available resources, and time table, she is going to think about her course and whether or not she'll teach it for the fall.

There is an upcoming meeting with the program managers regarding which courses are going to be selected for the fall and which will not be added.

Prepared [[Introduction to ANGEL]] for Dr. Mary Lou Sigler

Began by sharing the two attached documents below with Dr. Sigler as background reading.

I'm still waiting for access to the ENGL 015 ANGEL Course Angela created. Mary Lou will be using her FPS account to attend the online training session set for Monday 1/12.

<html><p>To
develop course materials for a series of six certificate courses
offered through Continuing and Professional Education. A description of
the program:</p>
<p>To meet the increasing need for special education training for
elementary and secondary schoolteachers, the Penn State College of
Education's Special Education Program has developed a comprehensive new
series of courses, Evidence-Based Practices for Inclusive Classrooms
and Differentiating Instruction(EPIC). Designed to aid both pre-service
and practicing classroom teachers, this program can benefit experienced
and novice teachers alike.</p>
<p>Task: add movies into individual questions when designing quizzes in ANGEL<br>
Requested by: David McNaughton<br>
Deliverable: <a href="https://streaming.psu.edu/media/?movieId=6549">Screencast of How-To</a><span class="print-footnote"></span>
(Quality is low, starts off with a gray screen but soon switches to
video, try playing in external window via the link at the upper
left-hand corner of the page)<br>
<a href="http://its.psu.edu/streaming/faq.html#7">Error resolution</a><span class="print-footnote"></span><br>
<a href="http://its.psu.edu/streaming/specs.html">Additional info on encoding for streaming</a><span class="print-footnote"></span></p>
<p>Various sources on Academic Integrity<br>
Policies that may be adapted for use testing within EPIC:<br>
    <a href="http://espse.educ.psu.edu/sped/93">PSU Special Education</a><span class="print-footnote"></span><br>
    <a href="http://www.worldcampus.psu.edu/StudentServices_AcademicIntegrity.shtml">PSU World Campus</a><span class="print-footnote"></span><br>
    <a href="http://www.ed.psu.edu/educ/current-students/academic-integrity">PSU College of Education</a><span class="print-footnote"></span><br>
    <a href="http://www.la.psu.edu/CLA-Academic_Integrity/integrity.shtml">PSU College of Liberal Arts</a><span class="print-footnote"></span><br>
    <a href="http://www.hhdev.psu.edu/faculty/integrity.html">PSU College of Health and Human Development</a><span class="print-footnote"></span><br>
    <a href="http://www.hhdev.psu.edu/hdfs/undergrad/integrity.html">PSU Dept. of Human Development and Family Studies</a><span class="print-footnote"></span><br>
    <a href="http://www.smeal.psu.edu/smeal/integrity/">PSU Smeal Business College</a><span class="print-footnote"></span><br>
    <a href="http://students.cas.psu.edu/AcademicIntegrity.htm">PSU College of Agricultural Sciences</a><span class="print-footnote"></span><br>
    <a href="http://www.engr.psu.edu/CurrentStudents/acadinteg.aspx">PSU College of Engineering</a><span class="print-footnote"></span><br>
    <a href="http://www.sa.psu.edu/ja/">PSU Judicial Affairs</a><span class="print-footnote"></span></p></html>

/*{{{*/
body {color:#444; font-size:0.75em;line-height:1.4em;font-family:arial,helvetica;margin : 0.5em; padding : 0;}
html {border:0}
a, a:link, a:visited, a:active {text-decoration:none;color:#BB4400;font-weight:bold}
ul, ol {margin-left:0.5em;padding-left:1.5em;}
/*}}}*/

/***
|''Name:''|EasyEditPlugin|
|''Description:''|Lite and extensible Wysiwyg editor for TiddlyWiki.|
|''Version:''|1.3.3|
|''Date:''|Dec 21,2007|
|''Source:''|http://visualtw.ouvaton.org/VisualTW.html|
|''Author:''|Pascal Collin|
|''License:''|[[BSD open source license|License]]|
|''~CoreVersion:''|2.1.0|
|''Browser:''|Firefox 2.0; InternetExplorer 6.0|
!Demo
*On the plugin [[homepage|http://visualtw.ouvaton.org/VisualTW.html]], see [[WysiwygDemo]] and use the {{{write}}} button.
!Installation
#import the plugin,
#save and reload,
#use the <<toolbar easyEdit>> button in the tiddler's toolbar (in default ViewTemplate) or add {{{easyEdit}}} command in your own toolbar.
! Useful Addons
*[[HTMLFormattingPlugin|http://www.tiddlytools.com/#HTMLFormattingPlugin]] to embed wiki syntax in html tiddlers.<<br>>//__Tips__ : When this plugin is installed, you can use anchor syntax to link tiddlers in wysiwyg mode (example : #example). Anchors are converted back and from wiki syntax when editing.//
*[[TaggedTemplateTweak|http://www.TiddlyTools.com/#TaggedTemplateTweak]] to use alternative ViewTemplate/EditTemplate for tiddler's tagged with specific tag values.
!Configuration
|Buttons in the toolbar (empty = all).<<br>>//Example : bold,underline,separator,forecolor//<<br>>The buttons will appear in this order.| <<option txtEasyEditorButtons>>|
|EasyEditor default height | <<option txtEasyEditorHeight>>|
|Stylesheet applied to the edited richtext |[[EasyEditDocStyleSheet]]|
|Template called by the {{{write}}} button |[[EasyEditTemplate]]|
!How to extend EasyEditor
*To add your own buttons, add some code like the following in a systemConfig tagged tiddler (//use the prompt attribute only if there is a parameter//) :
**{{{EditorToolbar.buttons.heading = {label:"H", toolTip : "Set heading level", prompt: "Enter heading level"};}}} 
**{{{EditorToolbar.buttonsList +=",heading";}}}
*To get the list of all possible commands, see the documentation of the [[Gecko built-in rich text editor|http://developer.mozilla.org/en/docs/Midas]] or the [[IE command identifiers|http://msdn2.microsoft.com/en-us/library/ms533049.aspx]].
*To go further in customization, see [[Link button|EasyEditPlugin-LinkButton]] as an example.
!Code
***/

//{{{

var geckoEditor={};
var IEeditor={};

config.options.txtEasyEditorHeight = config.options.txtEasyEditorHeight ? config.options.txtEasyEditorHeight : "500px";
config.options.txtEasyEditorButtons = config.options.txtEasyEditorButtons ? config.options.txtEasyEditorButtons : "";

// TW2.1.x compatibility
config.browser.isGecko = config.browser.isGecko ? config.browser.isGecko : (config.userAgent.indexOf("gecko") != -1); 
config.macros.annotations = config.macros.annotations ? config.macros.annotations : {handler : function() {}}


// EASYEDITOR MACRO

config.macros.easyEdit = {
	handler : function(place,macroName,params,wikifier,paramString,tiddler) {
		var field = params[0];
		var height = params[1] ? params[1] : config.options.txtEasyEditorHeight;
		var editor = field ? new easyEditor(tiddler,field,place,height) : null;
	},
	gather: function(element){
		var iframes = element.getElementsByTagName("iframe");
		if (iframes.length!=1) return null
		var text = "<html>"+iframes[0].contentWindow.document.body.innerHTML+"</html>";
		text = config.browser.isGecko ? geckoEditor.postProcessor(text) : (config.browser.isIE ? IEeditor.postProcessor(text) : text);
		return text;
	}
}

// EASYEDITOR CLASS

function easyEditor(tiddler,field,place,height) {
	this.tiddler = tiddler;
	this.field = field;
	this.browser = config.browser.isGecko ? geckoEditor : (config.browser.isIE ? IEeditor : null);
	this.wrapper = createTiddlyElement(place,"div",null,"easyEditor");
	this.wrapper.setAttribute("easyEdit",this.field);
	this.iframe = createTiddlyElement(null,"iframe");
	this.browser.setupFrame(this.iframe,height,contextualCallback(this,this.onload));
	this.wrapper.appendChild(this.iframe);
}

easyEditor.prototype.onload = function(){
	this.editor = this.iframe.contentWindow;
	this.doc = this.editor.document;
	if (!this.browser.isDocReady(this.doc)) return null;
	
	if (!this.tiddler.isReadOnly() && this.doc.designMode.toLowerCase()!="on") {
		this.doc.designMode = "on";
		if (this.browser.reloadOnDesignMode) return false;	// IE fire readystatechange after designMode change
	}
	
	var internalCSS = store.getTiddlerText("EasyEditDocStyleSheet");
	setStylesheet(internalCSS,"EasyEditDocStyleSheet",this.doc);
	this.browser.initContent(this.doc,store.getValue(this.tiddler,this.field));

	var barElement=createTiddlyElement(null,"div",null,"easyEditorToolBar");
	this.wrapper.insertBefore(barElement,this.wrapper.firstChild);
	this.toolbar = new EditorToolbar(this.doc,barElement,this.editor);

	this.browser.plugEvents(this.doc,contextualCallback(this,this.scheduleButtonsRefresh));
	this.editor.focus();
}

easyEditor.SimplePreProcessoror = function(text) {
	var re = /^<html>(.*)<\/html>$/m;
	var htmlValue = re.exec(text);
	var value = (htmlValue && (htmlValue.length>0)) ? htmlValue[1] : text;
	return value;
}

easyEditor.prototype.scheduleButtonsRefresh=function() { //doesn't refresh buttons state when rough typing
	if (this.nextUpdate) window.clearTimeout(this.nextUpdate);
	this.nextUpdate = window.setTimeout(contextualCallback(this.toolbar,EditorToolbar.onUpdateButton),easyEditor.buttonDelay);
}

easyEditor.buttonDelay = 200;

// TOOLBAR CLASS

function EditorToolbar(target,parent,window){
	this.target = target;
	this.window=window;
	this.elements={};
	var row = createTiddlyElement(createTiddlyElement(createTiddlyElement(parent,"table"),"tbody"),"tr");
	var buttons = (config.options.txtEasyEditorButtons ? config.options.txtEasyEditorButtons : EditorToolbar.buttonsList).split(",");
	for(var cpt = 0; cpt < buttons.length; cpt++){
		var b = buttons[cpt];
		var button = EditorToolbar.buttons[b];
		if (button) {
			if (button.separator)
				createTiddlyElement(row,"td",null,"separator").innerHTML+="&nbsp;";
			else {
				var cell=createTiddlyElement(row,"td",null,b+"Button");
				if (button.onCreate) button.onCreate.call(this, cell, b);
				else EditorToolbar.createButton.call(this, cell, b);
			}
		}
	}
}

EditorToolbar.createButton = function(place,name){
	this.elements[name] = createTiddlyButton(place,EditorToolbar.buttons[name].label,EditorToolbar.buttons[name].toolTip,contextualCallback(this,EditorToolbar.onCommand(name)),"button");
}

EditorToolbar.onCommand = function(name){
	var button = EditorToolbar.buttons[name];
	return function(){
		var parameter = false;
		if (button.prompt) {
			var parameter = this.target.queryCommandValue(name);
			parameter = prompt(button.prompt,parameter);
		}
		if (parameter != null) {
			this.target.execCommand(name, false, parameter);
			EditorToolbar.onUpdateButton.call(this);
		}
		return false;
	}
}

EditorToolbar.getCommandState = function(target,name){
	try {return target.queryCommandState(name)}
	catch(e){return false}
}

EditorToolbar.onRefreshButton = function (name){
	if (EditorToolbar.getCommandState(this.target,name)) addClass(this.elements[name].parentNode,"buttonON");
	else removeClass(this.elements[name].parentNode,"buttonON");
	this.window.focus();
}

EditorToolbar.onUpdateButton = function(){
	for (b in this.elements) 
		if (EditorToolbar.buttons[b].onRefresh) EditorToolbar.buttons[b].onRefresh.call(this,b);
		else EditorToolbar.onRefreshButton.call(this,b);
}

EditorToolbar.buttons = {
	separator : {separator : true},
	bold : {label:"B", toolTip : "Bold"},
	italic : {label:"I", toolTip : "Italic"},
	underline : {label:"U", toolTip : "Underline"},
	strikethrough : {label:"S", toolTip : "Strikethrough"},
	insertunorderedlist : {label:"\u25CF", toolTip : "Unordered list"},
	insertorderedlist : {label:"1.", toolTip : "Ordered list"},
	justifyleft : {label:"[\u2261", toolTip : "Align left"},
	justifyright : {label:"\u2261]", toolTip : "Align right"},
	justifycenter : {label:"\u2261", toolTip : "Align center"},
	justifyfull : {label:"[\u2261]", toolTip : "Justify"},
	removeformat : {label:"\u00F8", toolTip : "Remove format"},
	fontsize : {label:"\u00B1", toolTip : "Set font size", prompt: "Enter font size"},
	forecolor : {label:"C", toolTip : "Set font color", prompt: "Enter font color"},
	fontname : {label:"F", toolTip : "Set font name", prompt: "Enter font name"},
	heading : {label:"H", toolTip : "Set heading level", prompt: "Enter heading level (example : h1, h2, ...)"},
	indent : {label:"\u2192[", toolTip : "Indent paragraph"},
	outdent : {label:"[\u2190", toolTip : "Outdent paragraph"},
	inserthorizontalrule : {label:"\u2014", toolTip : "Insert an horizontal rule"},
	insertimage : {label:"\u263C", toolTip : "Insert image", prompt: "Enter image url"}
}

EditorToolbar.buttonsList = "bold,italic,underline,strikethrough,separator,increasefontsize,decreasefontsize,fontsize,forecolor,fontname,separator,removeformat,separator,insertparagraph,insertunorderedlist,insertorderedlist,separator,justifyleft,justifyright,justifycenter,justifyfull,indent,outdent,separator,heading,separator,inserthorizontalrule,insertimage";

if (config.browser.isGecko) {
	EditorToolbar.buttons.increasefontsize = {onCreate : EditorToolbar.createButton, label:"A", toolTip : "Increase font size"};
	EditorToolbar.buttons.decreasefontsize = {onCreate : EditorToolbar.createButton, label:"A", toolTip : "Decrease font size"};
	EditorToolbar.buttons.insertparagraph = {label:"P", toolTip : "Format as paragraph"};
}

// GECKO (FIREFOX, ...) BROWSER SPECIFIC METHODS

geckoEditor.setupFrame = function(iframe,height,callback) {
	iframe.setAttribute("style","width: 100%; height:" + height);
	iframe.addEventListener("load",callback,true);
}

geckoEditor.plugEvents = function(doc,onchange){
	doc.addEventListener("keyup", onchange, true);
	doc.addEventListener("keydown", onchange, true);
	doc.addEventListener("click", onchange, true);
}

geckoEditor.postProcessor = function(text){return text};

geckoEditor.preProcessor = function(text){return easyEditor.SimplePreProcessoror(text)}

geckoEditor.isDocReady = function() {return true;}

geckoEditor.reloadOnDesignMode=false;

geckoEditor.initContent = function(doc,content){
	if (content) doc.execCommand("insertHTML",false,geckoEditor.preProcessor(content));
}

// INTERNET EXPLORER BROWSER SPECIFIC METHODS
	
IEeditor.setupFrame = function(iframe,height,callback) {
	iframe.width="99%";  //IE displays the iframe at the bottom if 100%. CSS layout problem ? I don't know. To be studied...
	iframe.height=height.toString();
	iframe.attachEvent("onreadystatechange",callback);
}

IEeditor.plugEvents = function(doc,onchange){
	doc.attachEvent("onkeyup", onchange);
	doc.attachEvent("onkeydown", onchange);
	doc.attachEvent("onclick", onchange);
}

IEeditor.isDocReady = function(doc){
	if (doc.readyState!="complete") return false;
	if (!doc.body) return false;
	return (doc && doc.getElementsByTagName && doc.getElementsByTagName("head") && doc.getElementsByTagName("head").length>0);
}

IEeditor.postProcessor = function(text){return text};

IEeditor.preProcessor = function(text){return easyEditor.SimplePreProcessoror(text)}

IEeditor.reloadOnDesignMode=true;

IEeditor.initContent = function(doc,content){
	if (content) doc.body.innerHTML=IEeditor.preProcessor(content);
}
	
function contextualCallback(obj,func){
    return function(){return func.call(obj)}
}
	
Story.prototype.previousGatherSaveEasyEdit = Story.prototype.previousGatherSaveEasyEdit ? Story.prototype.previousGatherSaveEasyEdit : Story.prototype.gatherSaveFields; // to avoid looping if this line is called several times
Story.prototype.gatherSaveFields = function(e,fields){
	if(e && e.getAttribute) {
		var f = e.getAttribute("easyEdit");
		if(f){
			var newVal = config.macros.easyEdit.gather(e);
			if (newVal) fields[f] = newVal;
		}
		this.previousGatherSaveEasyEdit(e, fields);
	}
}

config.commands.easyEdit={
	text: "write",
	tooltip: "Edit this tiddler in wysiwyg mode",
	readOnlyText: "view",
	readOnlyTooltip: "View the source of this tiddler",
	handler : function(event,src,title) {
		clearMessage();
		var tiddlerElem = document.getElementById(story.idPrefix + title);
		var fields = tiddlerElem.getAttribute("tiddlyFields");
		story.displayTiddler(null,title,"EasyEditTemplate",false,null,fields);
		return false;
	}
}

config.shadowTiddlers.ViewTemplate = config.shadowTiddlers.ViewTemplate.replace(/\+editTiddler/,"+editTiddler easyEdit");

config.shadowTiddlers.EasyEditTemplate = config.shadowTiddlers.EditTemplate.replace(/macro='edit text'/,"macro='easyEdit text'");

config.shadowTiddlers.EasyEditToolBarStyleSheet = "/*{{{*/\n";
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar {font-size:0.8em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".editor iframe {border:1px solid #DDD}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar td{border:1px solid #888; padding:2px 1px 2px 1px; vertical-align:middle}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar td.separator{border:0}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .button{border:0;color:#444}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .buttonON{background-color:#EEE}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar {margin:0.25em 0}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .boldButton {font-weight:bold}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .italicButton .button {font-style:italic;padding-right:0.65em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .underlineButton .button {text-decoration:underline}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .strikeButton .button {text-decoration:line-through}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .unorderedListButton {margin-left:0.7em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .justifyleftButton .button {padding-left:0.1em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .justifyrightButton .button {padding-right:0.1em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .justifyfullButton .button, .easyEditorToolBar .indentButton .button, .easyEditorToolBar .outdentButton .button {padding-left:0.1em;padding-right:0.1em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .increasefontsizeButton .button {padding-left:0.15em;padding-right:0.15em; font-size:1.3em; line-height:0.75em}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .decreasefontsizeButton .button {padding-left:0.4em;padding-right:0.4em; font-size:0.8em;}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .forecolorButton .button {color:red;}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet += ".easyEditorToolBar .fontnameButton .button {font-family:serif}\n" ;
config.shadowTiddlers.EasyEditToolBarStyleSheet +="/*}}}*/";

store.addNotification("EasyEditToolBarStyleSheet", refreshStyles); 

config.shadowTiddlers.EasyEditDocStyleSheet = "/*{{{*/\n \n/*}}}*/";
if (config.annotations) config.annotations.EasyEditDocStyleSheet = "This stylesheet is applied when editing a text with the wysiwyg easyEditor";

//}}}
/***
!Link button add-on
***/
//{{{
EditorToolbar.createLinkButton = function(place,name) {
	this.elements[name] = createTiddlyButton(place,EditorToolbar.buttons[name].label,EditorToolbar.buttons[name].toolTip,contextualCallback(this,EditorToolbar.onInputLink()),"button");
}

EditorToolbar.onInputLink = function() {
	return function(){
		var browser = config.browser.isGecko ? geckoEditor : (config.browser.isIE ? IEeditor : null);
		var value = browser ? browser.getLink(this.target) : "";
		value = prompt(EditorToolbar.buttons["createlink"].prompt,value);
		if (value) browser.doLink(this.target,value);
		else if (value=="") this.target.execCommand("unlink", false, value);
		EditorToolbar.onUpdateButton.call(this);
		return false;
	}
}

EditorToolbar.buttonsList += ",separator,createlink";

EditorToolbar.buttons.createlink = {onCreate : EditorToolbar.createLinkButton, label:"L", toolTip : "Set link", prompt: "Enter link url"};


geckoEditor.getLink=function(doc){
	var range=doc.defaultView.getSelection().getRangeAt(0);
	var container = range.commonAncestorContainer;
	var node = (container.nodeType==3) ? container.parentNode : range.startContainer.childNodes[range.startOffset];
	if (node && node.tagName=="A") {
		var r=doc.createRange();
		r.selectNode(node);
		doc.defaultView.getSelection().addRange(r);
		return (node.getAttribute("tiddler") ? "#"+node.getAttribute("tiddler") : node.href);
	}
	else return (container.nodeType==3 ? "#"+container.textContent.substr(range.startOffset, range.endOffset-range.startOffset).replace(/ $/,"") : "");
}

geckoEditor.doLink=function(doc,link){ // store tiddler in a temporary attribute to avoid url encoding of tiddler's name
	var pin = "href"+Math.random().toString().substr(3);
	doc.execCommand("createlink", false, pin);
	var isTiddler=(link.charAt(0)=="#");
	var node = doc.defaultView.getSelection().getRangeAt(0).commonAncestorContainer;
	var links= (node.nodeType!=3) ? node.getElementsByTagName("a") : [node.parentNode];
	for (var cpt=0;cpt<links.length;cpt++) 
			if (links[cpt].href==pin){
				links[cpt].href=isTiddler ? "javascript:;" : link; 
				links[cpt].setAttribute("tiddler",isTiddler ? link.substr(1) : "");
			}
}

geckoEditor.beforeLinkPostProcessor = geckoEditor.beforelinkPostProcessor ? geckoEditor.beforelinkPostProcessor : geckoEditor.postProcessor;
geckoEditor.postProcessor = function(text){
	return geckoEditor.beforeLinkPostProcessor(text).replace(/<a tiddler="([^"]*)" href="javascript:;">(.*?)(?:<\/a>)/gi,"[[$2|$1]]").replace(/<a tiddler="" href="/gi,'<a href="');
}

geckoEditor.beforeLinkPreProcessor = geckoEditor.beforeLinkPreProcessor ? geckoEditor.beforeLinkPreProcessor : geckoEditor.preProcessor
geckoEditor.preProcessor = function(text){
	return geckoEditor.beforeLinkPreProcessor(text).replace(/\[\[([^|\]]*)\|([^\]]*)]]/g,'<a tiddler="$2" href="javascript:;">$1</a>');
}


IEeditor.getLink=function(doc){
	var node=doc.selection.createRange().parentElement();
	if (node.tagName=="A") return node.href;
	else return (doc.selection.type=="Text"? "#"+doc.selection.createRange().text.replace(/ $/,"") :"");
}

IEeditor.doLink=function(doc,link){
	doc.execCommand("createlink", false, link);
}

IEeditor.beforeLinkPreProcessor = IEeditor.beforeLinkPreProcessor ? IEeditor.beforeLinkPreProcessor : IEeditor.preProcessor
IEeditor.preProcessor = function(text){
	return IEeditor.beforeLinkPreProcessor(text).replace(/\[\[([^|\]]*)\|([^\]]*)]]/g,'<a ref="#$2">$1</a>');
}

IEeditor.beforeLinkPostProcessor = IEeditor.beforelinkPostProcessor ? IEeditor.beforelinkPostProcessor : IEeditor.postProcessor;
IEeditor.postProcessor = function(text){
	return IEeditor.beforeLinkPostProcessor(text).replace(/<a href="#([^>]*)">([^<]*)<\/a>/gi,"[[$2|$1]]");
}

IEeditor.beforeLinkInitContent = IEeditor.beforeLinkInitContent ? IEeditor.beforeLinkInitContent : IEeditor.initContent;
IEeditor.initContent = function(doc,content){
	IEeditor.beforeLinkInitContent(doc,content);
	var links=doc.body.getElementsByTagName("A");
	for (var cpt=0; cpt<links.length; cpt++) {
		links[cpt].href=links[cpt].ref; //to avoid IE conversion of relative URLs to absolute
		links[cpt].removeAttribute("ref");	
	}
}

config.shadowTiddlers.EasyEditToolBarStyleSheet += "\n/*{{{*/\n.easyEditorToolBar .createlinkButton .button {color:blue;text-decoration:underline;}\n/*}}}*/";

config.shadowTiddlers.EasyEditDocStyleSheet += "\n/*{{{*/\na {color:#0044BB;font-weight:bold}\n/*}}}*/";

//}}}

<html><p><img src="files/cape_2_09.png" height="293" width="243"></p>
<h3>Continuing Education</h3>
<h5>Faculty Development (40%)</h5>
<p>Collected and designed resources for training administrators and staff members on the use of Adobe Connect Pro</p>
<h5>Faculty Portal (18%)</h5>
<ul><li>collected content from Angela and Sharon Youtzy</li><li>added and developed content for the wiki</li><li>continuing to network with contributors for additional content</li></ul>
<h5>General (16%)</h5>
<ul><li>staff and morning meetings</li><li>assisted Leslie with technical specifications for "mobile presentation units" for CE Faculty</li></ul>
<h5>Course Design (15%)</h5>
<ul><li>Kate Long - reviewing materials and planning online content for IST 210</li><li>Mary Lou Sigler - assisting with ANGEL for ENG 015</li><li>Wendy Snetsinger - assisting with ANGEL for ED TEC 449</li><li>Liz Lasher - assisting with ANGEL Gradebook for Counseling course</li></ul>
<h5>ANGEL (6%)</h5>
<ul><li>weekly ANGEL Ops meetings</li><li>administrative support to Great Valley forwarded by ANGEL Support -
Great Valley has requested access to ANGEL for their faculty and
students for credit courses</li></ul>
<h5>Multimedia Project (5%)</h5>
<ul><li>updated online information regarding recording equipment specfications</li><li>spoke to members of WC regarding equipment purchasing and planning</li></ul>
<h3>Education/Health</h3>
<h5>Nursing Online CE (95%)</h5>
<ul><li>developed an online certifcate for automatic generation</li><li>developed a GoogleDoc to track course development progress</li><li>reviewing and developing Tammy &amp; Janet Fogg's presenations</li><li>looking into updating the training course for instructors</li><li>looked into large file transfers between SON and Innovation Park</li></ul>
<h5>Development</h5>
<p>Provided Wanda with introductory training to GoogleDocs</p>
<h3>Business/Engineering</h3>
<h5>Jack Gido - Project Management (71%)</h5>
<ul><li>meetings regarding the final class of the course</li><li>fixing exams in ANGEL gradebook</li><li>adding additional observers to the course</li></ul>
<h5>Course Design (20%)</h5>
<ul><li>phone conference with the planners for the non-credit Project Management series</li><li>assisting Dave Lykens with a Polycom Test relevant to the Raetheon course</li></ul>
<h5>General (10%)</h5>
<p>Review of the GEO 010 website</p>
  <div id="node-214" class="section-4">
  <h1 class="book-heading">Supplement</h1>
  <p><img src="files/cde.png" height="333" width="278"></p>
<p>Please visit the <a href="http://kkm11.dyndns.org/drupal/node/213">February 2009 Reports</a> <span class="print-footnote">[184]</span> for details regarding CEUP and POD programs and initiatives.</p>
<h3>Continuing and Distance Education</h3>
<h5>Innovation Team Initiative (41%)</h5>
<ul><li>planning for the meeting to present drafts of our proposal to the organizers and other team</li><li>continuing to plan and develop materials for the final presentation</li></ul>
<h5>119 OB Renovations (21%)</h5>
<ul><li>providing introductory training to individuals and staff assistants on the use of the Polycom and other systems</li><li>test sessions to verify functionality of systems</li><li>updating reference materials kept in 119</li><li>troubleshooting gremlins during connections</li></ul>
<h5>General (20%)</h5>
<ul><li>looking into Polycom PVX desktop software for potential appilcation at CE</li><li>scheduling the webinar on "10 Ways to Improve Blended Learning Course Design"</li><li>weekly and monthly reports to David Norloff and the CAPE Stakeholders</li></ul>
<h5>ACE/Walmart Veterans Grant (18%)</h5>
<ul><li>kickoff meeting to meet the members and plan the proposal</li><li>develop a document outlining potential instructional design involvement</li><li>clarification on Kent's role with the future of the grant</li></ul>
<h3>Other</h3>
<p>ID Development - 1 hr webinar on social networks for continuing education</p>
<p>Administrative - changing computer and PSU access due to unauthorized access to Kent's work computer</p>
  </div><hide linebreaks></html>

Hi David and Kent. I wanted to make you aware of the project below. We should chat about how we can collaborate to accomplish the Hybrid version. Thanks! Wes

Hi,
In my meeting with Bert Wednesday he said that he would be paying Durham this summer to write the curriculum for the 5 courses in the gaming mgmt option. He suggested that we simultaneously have someone in place collaborate with him on the on-line/blended version.
let me know what you think and how to proceed.
Ruth Ann Jackson

UPDATE 6/8/09:
Jim just introduced me to Steve Durham during my lunch-walk. I guess things are picking up with this program. We'll set-up some time to talk after 7/7/09 when Steve get's back from his vacation and I finish my transition in to LD.

To get started with this blank TiddlyWiki, you'll need to modify the following tiddlers:
* SiteTitle & SiteSubtitle: The title and subtitle of the site, as shown above (after saving, they will also appear in the browser title bar)
* MainMenu: The menu (usually on the left)
* DefaultTiddlers: Contains the names of the tiddlers that you want to appear when the TiddlyWiki is opened
You'll also need to enter your username for signing your edits: <<option txtUserName>>

<html><hide linebreaks><h3>Google Searches</h3>
<ul><li>conference problems</li><li>conference reflections problems</li><li>conference planning
<ul><li><a href="http://www.ojp.usdoj.gov/ovc/publications/infores/res/confguid/welcome.html">Conference Planning Guide</a> <span class="print-footnote">[79]</span></li><li><a href="http://www.iallt.org/confplan.html">Conference Planning Guidelines</a> <span class="print-footnote">[80]</span></li><li><a href="http://www.meetingexpectations.com/home.aspx">Meeting Expectations</a> <span class="print-footnote">[81]</span> - a service for event planning</li><li><a href="http://www.continuinged.uiuc.edu/oce-sites/conferences/planning_a_conference.cfm">UI Conference Planning</a> <span class="print-footnote">[82]</span></li></ul>
</li><li>future of conferencing
<ul><li><a href="http://www.collectivate.net/journalisms/2007/1/27/the-future-of-conferencing.html" title="http://www.collectivate.net/journalisms/2007/1/27/the-future-of-conferencing.html">http://www.collectivate.net/journalisms/2007/1/27/the-future-of-conferen...</a> <span class="print-footnote">[83]</span></li><li><a href="http://thinkofit.com/webconf/wcfuture.htm" title="http://thinkofit.com/webconf/wcfuture.htm">http://thinkofit.com/webconf/wcfuture.htm</a> <span class="print-footnote">[84]</span></li><li><a href="http://www.videoconferencing-review.com/?p=240" title="http://www.videoconferencing-review.com/?p=240">http://www.videoconferencing-review.com/?p=240</a> <span class="print-footnote">[85]</span></li><li><a href="http://www.conferencingnews.com/blog" title="http://www.conferencingnews.com/blog">http://www.conferencingnews.com/blog</a> <span class="print-footnote">[86]</span></li></ul>
</li><li>conference of the future
<ul><li><a href="http://hiddenspeakertreasures.wordpress.com/2008/06/02/the-conference-of-the-future-what-will-it-look-like/" title="http://hiddenspeakertreasures.wordpress.com/2008/06/02/the-conference-of-the-future-what-will-it-look-like/">http://hiddenspeakertreasures.wordpress.com/2008/06/02/the-conference-of...</a> <span class="print-footnote">[87]</span></li><li><a href="http://ww2.cis.temple.edu/conference/csc/summary3.htm" title="http://ww2.cis.temple.edu/conference/csc/summary3.htm">http://ww2.cis.temple.edu/conference/csc/summary3.htm</a> <span class="print-footnote">[88]</span></li><li><a href="http://www.ecotech.financetech.com/blog/archives/2008/10/from_sibos_to_b.html" title="http://www.ecotech.financetech.com/blog/archives/2008/10/from_sibos_to_b.html">http://www.ecotech.financetech.com/blog/archives/2008/10/from_sibos_to_b...</a> <span class="print-footnote">[89]</span></li></ul>
</li><li>conferences of the future
<ul><li><a href="http://connect.educause.edu/Library/EDUCAUSE+Review/SocialSoftwareandtheFutur/40526?time=1228782071" title="http://connect.educause.edu/Library/EDUCAUSE+Review/SocialSoftwareandtheFutur/40526?time=1228782071">http://connect.educause.edu/Library/EDUCAUSE+Review/SocialSoftwareandthe...</a> <span class="print-footnote">[90]</span></li></ul>
</li><li>future of conferences
<ul><li><a href="http://net.educause.edu/ir/library/pdf/ERM0513.pdf">Social Software and the Future of Conferences -- Right Now</a> <span class="print-footnote">[91]</span></li><li><a href="http://fairsnape.wordpress.com/2008/08/13/the-future-of-conferences/" title="http://fairsnape.wordpress.com/2008/08/13/the-future-of-conferences/">http://fairsnape.wordpress.com/2008/08/13/the-future-of-conferences/</a> <span class="print-footnote">[92]</span></li><li><a href="http://www.ikiw.org/2006/04/12/miki-the-virtual-future-of-conferences-enterprise-adoption-of-social-software/" title="http://www.ikiw.org/2006/04/12/miki-the-virtual-future-of-conferences-enterprise-adoption-of-social-software/">http://www.ikiw.org/2006/04/12/miki-the-virtual-future-of-conferences-en...</a> <span class="print-footnote">[93]</span></li><li><a href="http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&amp;_&amp;ERICExtSearch_SearchValue_0=ED372197&amp;ERICExtSearch_SearchType_0=no&amp;accno=ED372197" title="http://eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&amp;_&amp;ERICExtSearch_SearchValue_0=ED372197&amp;ERICExtSearch_SearchType_0=no&amp;accno=ED372197">http://eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detail...</a> <span class="print-footnote">[94]</span></li><li><a href="http://conferencebay.wordpress.com/2008/08/31/the-future-of-conferences/" title="http://conferencebay.wordpress.com/2008/08/31/the-future-of-conferences/">http://conferencebay.wordpress.com/2008/08/31/the-future-of-conferences/</a> <span class="print-footnote">[95]</span></li><li><a href="http://greenhatdigital.com/projects/mapping-the-future-of-conferences/" title="http://greenhatdigital.com/projects/mapping-the-future-of-conferences/">http://greenhatdigital.com/projects/mapping-the-future-of-conferences/</a> <span class="print-footnote">[96]</span></li><li><a href="http://sweettt.com/2008/09/sweettt-com-episode-7-conversations-as-the-future-of-conferences/" title="http://sweettt.com/2008/09/sweettt-com-episode-7-conversations-as-the-future-of-conferences/">http://sweettt.com/2008/09/sweettt-com-episode-7-conversations-as-the-fu...</a> <span class="print-footnote">[97]</span></li><li><a href="http://www.elsua.net/2008/09/17/the-sweettt-podcast-episode-7-conversations-as-the-future-of-conferences/" title="http://www.elsua.net/2008/09/17/the-sweettt-podcast-episode-7-conversations-as-the-future-of-conferences/">http://www.elsua.net/2008/09/17/the-sweettt-podcast-episode-7-conversati...</a> <span class="print-footnote">[98]</span></li><li><a href="http://www.pardonthedisruption.com/2007/06/the_future_of_c.html" title="http://www.pardonthedisruption.com/2007/06/the_future_of_c.html">http://www.pardonthedisruption.com/2007/06/the_future_of_c.html</a> <span class="print-footnote">[99]</span></li><li><a href="http://boldlyopen.com/2006/10/30/the-future-of-conferences-small-and-local-if-you-ask-me/" title="http://boldlyopen.com/2006/10/30/the-future-of-conferences-small-and-local-if-you-ask-me/">http://boldlyopen.com/2006/10/30/the-future-of-conferences-small-and-loc...</a> <span class="print-footnote">[100]</span></li><li><a href="http://blogs.cisco.com/news/comments/second_life_meets_real_life_the_future_of_conferences/" title="http://blogs.cisco.com/news/comments/second_life_meets_real_life_the_future_of_conferences/">http://blogs.cisco.com/news/comments/second_life_meets_real_life_the_fut...</a> <span class="print-footnote">[101]</span></li><li><a href="http://digispace.blogspot.com/2006/06/barcamp-boston-future-of-conferences.html" title="http://digispace.blogspot.com/2006/06/barcamp-boston-future-of-conferences.html">http://digispace.blogspot.com/2006/06/barcamp-boston-future-of-conferenc...</a> <span class="print-footnote">[102]</span></li><li><a href="http://www.henshall.com/stuart/2007/11/13/presenters-failing-the-social-media-communications-test/" title="http://www.henshall.com/stuart/2007/11/13/presenters-failing-the-social-media-communications-test/">http://www.henshall.com/stuart/2007/11/13/presenters-failing-the-social-...</a> <span class="print-footnote">[103]</span></li></ul>
</li><li>virtualization to conferencing</li></ul>
<h3>Cool websites</h3>
<p><a href="http://barcamp.org/">Barcamp</a> <span class="print-footnote">[104]</span></p>
<ul><li><a href="http://en.wikipedia.org/wiki/BarCamp" title="http://en.wikipedia.org/wiki/BarCamp">http://en.wikipedia.org/wiki/BarCamp</a> <span class="print-footnote">[105]</span></li></ul>
<p><a href="http://blog.omnipress.com/">The Omnipress Blog</a> <span class="print-footnote">[106]</span></p>
<p><a href="http://www.mpiweb.org/cms/mpiweb/mpicontent.aspx?id=22526" title="http://www.mpiweb.org/cms/mpiweb/mpicontent.aspx?id=22526">http://www.mpiweb.org/cms/mpiweb/mpicontent.aspx?id=22526</a> <span class="print-footnote">[107]</span></p>
<ul><li>A forward from Sandy - an interesting article that looks at new
approaches to conferencing through the lens of the current economic
climate; begins with the concept of a "Meal Deal" (free room and board
for meetings) to get a competitive edge; the next concept dealt with
how to offer more value for the money, however corporate sponsorship
and VIP packages might not have as much a place in Outreach C&amp;I;
the article closed with an interesting point that we've discussed
before: the topic of leveraging the multi-generational client-pool</li></ul>
<p><a href="http://mfeldstein.com/itoe-motivations-for-open-education/" title="http://mfeldstein.com/itoe-motivations-for-open-education/">http://mfeldstein.com/itoe-motivations-for-open-education/</a> <span class="print-footnote">[108]</span></p>
<ul><li>a look at arguments for open education and considering the application of those perspectives on open conferences</li><li>what are the benefits for adopting an open stance on conference planning?
<ul><li>it's the "right" thing to do.</li><li>it might position C&amp;I for an economic model that suits younger generations, indirect sales, advertising/sponsorship, etc.</li><li>it would open the door for higher education opportunities.</li><li>it is enevitable...</li><li><img src="files/changes.png" style="width: 500px; height: 217px;"></li></ul>
</li><li>does openness even apply to conferences
<ul><li>yes - links to higher education, distribution of knowledge, flattening of social structures and networks</li></ul>
</li><li>what are the obstacles to said adoption?
<ul><li>attitudes</li><li>policies?</li></ul>
</li><li>what are the drawbacks? would we lose out on revenue-generating opportuntites</li></ul></hide><table id="attachments" class="sticky-enabled sticky-table"><thead class="tableHeader-processed"><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
 <tr class="odd"><td>[[abc_conferencing.pdf|files/abc_conferencing.pdf]]<span class="print-footnote"></span></td><td>43.82 KB</td> </tr>
 <tr class="even"><td>[[2006-ultragrid.pdf|files/2006-ultragrid.pdf]]<span class="print-footnote"></span></td><td>212.4 KB</td></tr></tbody></table></html>

* screen resolution issue - we were getting an error from Kathleen's computer because she didn't shut down her machine before hooking it up to the podium, solved with a shut-down and reboot
* Polycom black out - unknown, we shut off the Polycom codec when the two monitors gave a no signal message
* Adobe Connect not supported through Polycom - another error that was fixed when [[David|mailto:dcn101@outreach.psu.edu]] suggested that [[John P.|mailto:jep3@mail.outreach.psu.edu]] use his laptop for the ~PowerPoint
* ability to enable People+Content - we still don't know how to configure and send both content and images from the cameras

!Needs
Multimedia assistance with ripping three DVD's, QTSS transcoding, and ANGEL links.
!Summer 09
* First Summer Session Course - finishing classes, final grades
* Second Summer Session Course - new, online [[HPA 460|http://bulletins.psu.edu/bulletins/bluebook/university_course_descriptions.cfm?letter=H&courselong=H_P_A|460|199798SP]] course for [[HHD|http://www.hhdev.psu.edu/]] that begins July 1st
* Intern mentoring program - 50 interns that require multiple site visits around the PA region in July with accompanying workload
!Fall 09 Courses
!![[HPA 101|http://bulletins.psu.edu/bulletins/bluebook/university_course_descriptions.cfm?letter=H&courselong=H_P_A|101|199898FA]]
* T R 6-9 PM
* Diane is committed to, course does not appear in schedule but maybe waiting on approval
* Diane began teaching the course in Spring 09
* will likely have 40 students
* Format:
** quizzes every week based on previous week's in-class discussion (related to required readings)
** lecture on new content
** video clips for some classes used to reinforce content, two possibly three DVD's
** in-class discussion based on articles, both required and supplemental
!! [[HPA 460|http://bulletins.psu.edu/bulletins/bluebook/university_course_descriptions.cfm?letter=H&courselong=H_P_A|460|199798SP]]
* T R 1-2:15 PM in 101 Osmond
* ~F2F, RI's, 45 students, two years teaching experience
!! LER [[HPA 472|http://bulletins.psu.edu/bulletins/bluebook/university_course_descriptions.cfm?letter=H&courselong=H_P_A|460|199798SP]]
* T R 2:30-3:45 PM in 109 Chambers
* ~F2F, RI's, 30 students, new course for Diane

/***
|Name|HTMLFormattingPlugin|
|Source|http://www.TiddlyTools.com/#HTMLFormattingPlugin|
|Documentation|http://www.TiddlyTools.com/#HTMLFormattingPluginInfo|
|Version|2.4.0|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements <br>and [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides|'HTML' formatter|
|Description|embed wiki syntax formatting inside of HTML content|
The ~HTMLFormatting plugin allows you to ''mix wiki-style formatting syntax within HTML formatted content'' by extending the action of the standard TiddlyWiki formatting handler.
!!!!!Documentation
>see [[HTMLFormattingPluginInfo]]
!!!!!Revisions
<<<
2009.01.05 [2.4.0] in wikifyTextNodes(), pass w.highlightRegExp and w.tiddler to wikify() so that search term highlighting and tiddler-relative macro processing will work
| see [[HTMLFormattingPluginInfo]] for additional revision details |
2005.06.26 [1.0.0] Initial Release (as code adaptation - pre-dates TiddlyWiki plugin architecture!!)
<<<
!!!!!Code
***/
//{{{
version.extensions.HTMLFormattingPlugin= {major: 2, minor: 4, revision: 0, date: new Date(2009,1,5)};

// find the formatter for HTML and replace the handler
initHTMLFormatter();
function initHTMLFormatter()
{
	for (var i=0; i<config.formatters.length && config.formatters[i].name!="html"; i++);
	if (i<config.formatters.length)	config.formatters[i].handler=function(w) {
		if (!this.lookaheadRegExp)  // fixup for TW2.0.x
			this.lookaheadRegExp = new RegExp(this.lookahead,"mg");
		this.lookaheadRegExp.lastIndex = w.matchStart;
		var lookaheadMatch = this.lookaheadRegExp.exec(w.source)
		if(lookaheadMatch && lookaheadMatch.index == w.matchStart) {
			var html=lookaheadMatch[1];
			// if <nowiki> is present, just let browser handle it!
			if (html.indexOf('<nowiki>')!=-1)
				createTiddlyElement(w.output,"span").innerHTML=html;
			else {
				// if <hide linebreaks> is present, suppress wiki-style literal handling of newlines
				if (html.indexOf('<hide linebreaks>')!=-1) html=html.replace(/\n/g,' ');
				// remove all \r's added by IE textarea and mask newlines and macro brackets
				html=html.replace(/\r/g,'').replace(/\n/g,'\\n').replace(/<</g,'%%(').replace(/>>/g,')%%');
				// create span, let browser parse HTML
				var e=createTiddlyElement(w.output,"span"); e.innerHTML=html;
				// then re-render text nodes as wiki-formatted content
				wikifyTextNodes(e,w);
			}
			w.nextMatch = this.lookaheadRegExp.lastIndex; // continue parsing
		}
	}
}

// wikify #text nodes that remain after HTML content is processed (pre-order recursion)
function wikifyTextNodes(theNode,w)
{
	function unmask(s) { return s.replace(/\%%\(/g,'<<').replace(/\)\%%/g,'>>').replace(/\\n/g,'\n'); }
	switch (theNode.nodeName.toLowerCase()) {
		case 'style': case 'option': case 'select':
			theNode.innerHTML=unmask(theNode.innerHTML);
			break;
		case 'textarea':
			theNode.value=unmask(theNode.value);
			break;
		case '#text':
			var txt=unmask(theNode.nodeValue);
			var newNode=createTiddlyElement(null,"span");
			theNode.parentNode.replaceChild(newNode,theNode);
			wikify(txt,newNode,highlightHack,w.tiddler);
			break;
		default:
			for (var i=0;i<theNode.childNodes.length;i++)
				wikifyTextNodes(theNode.childNodes.item(i),w); // recursion
			break;
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}
//}}}

|Name|HTMLFormattingPluginInfo|
|Source|http://www.TiddlyTools.com/#HTMLFormattingPlugin|
|Documentation|http://www.TiddlyTools.com/#HTMLFormattingPluginInfo|
|Version|2.4.0|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements <br>and [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|documentation|
|Requires||
|Overrides||
|Description|documentation for HTMLFormattingPlugin|
The ~HTMLFormatting plugin allows you to freely ''mix wiki-style formatting syntax within HTML formatted content'' by extending the action of the standard TiddlyWiki formatting handler.
!!!!!Usage
<<<
The shorthand Wiki-style formatting syntax of ~TiddlyWiki is very convenient and enables most content to be reasonably well presented. However, there are times when tried-and-true HTML formatting syntax allows more more precise control of the content display.

When a tiddler is about to be displayed, ~TiddlyWiki looks for tiddler content contained within {{{<html>}}} and {{{</html>}}} markers.  When present, the TiddlyWiki core simply passes this content directly to the browser's internal "rendering engine" to process as ~HTML-formatted content.  However, TiddlyWiki does not also process the HTML source content for any embedded wiki-formatting syntax it may contain.  This means that while you can use HTML formatted content, you cannot mix wiki-formatted content within the HTML formatting.

This plugin extends the TiddlyWiki core processing so that, after the HTML formatting has been processed, all the pieces of text occuring within the HTML block are then processed one piece at a time, so that normal wiki-style formatting can be applied to the individual text pieces.

Note: To bypass this extended processing for a specific section of HTML content, embed ''{{{<nowiki>}}}'' //anywhere// inside the {{{<html>...</html>}}} delimiters, and wiki formatting will not be applied to that content.
<<<
!!!!!Line breaks
<<<
One major difference between Wiki formatting and HTML formatting is how "line breaks" are processed. Wiki formatting treats all line breaks as literal content to be displayed //as-is//. However, because HTML normally ignores line breaks and actually processes them as simple "word separators" instead, many people who write HTML include extra line breaks in their documents, just to make the "source code" easier to read.

Even though you can use HTML tags within your tiddler content, the default treatment for line breaks still follows the Wiki-style rule (i.e., all new lines are displayed as-is). When adding HTML content to a tiddler (especially if you cut-and-paste it from another web page), you should take care to avoid adding extra line breaks to the text.

If removing all the extra line breaks from your HTML content would be a big hassle, you can quickly //override the default Wiki-style line break rule// so that the line breaks use the standard HTML rules, by placing ''{{{<hide linebreaks>}}}'' //anywhere// within the HTML content.  This automatically converts all line breaks to spaces before rendering the content, so that the literal line breaks will be processed as simple word-breaks instead.

Note: this does //not// alter the actual tiddler content that is stored in the document, just the manner in which it is displayed. Any line breaks contained in the tiddler will still be there when you edit its content. Also, to include a literal line break when the ''<{{{hide linebreaks}}}>'' tag is present, you will need to use a ''<{{{br}}}>'' or ''<{{{p}}}>'' HTML tag instead of simply typing a line break.
<<<
!!!!!How it works
<<<
The TW core support for HTML does not let you put ANY wiki-style syntax (including TW macros) *inside* the {{{<html>...</html>}}} block.  Everything between {{{<html>}}} and {{{</html>}}} is handed to the browser for processing and that is it.

However, not all wiki syntax can be safely passed through the browser's parser. Specifically, any TW macros inside the HTML will get 'eaten' by the browser since the macro brackets, {{{<<...>>}}} use the "<" and ">" that normally delimit the HTML/XML syntax recognized by the browser's parser.

Similarly, you can't use InlineJavascript within the HTML because the {{{<script>...</script>}}} syntax will also be consumed by the browser and there will be nothing left to process afterward.  Note: unfortunately, even though the browser removes the {{{<script>...</script>}}} sequence, it doesn't actually execute the embedded javascript code that it removes, so any scripts contained inside of <html> blocks in TW are currently being ignored. :-(

As a work-around to allow TW *macros* (but not inline scripts) to exist inside of <html> formatted blocks of content, the plugin first converts the {{{<<}}} and {{{>>}}} into "%%(" and ")%%", making them "indigestible" so they can pass unchanged through the belly of the beast (the browser's HTML parser).

After the browser has done its job, the wiki syntax sequences (including the "undigested" macros) are contained in #text nodes in the browser-generated DOM elements.  The plugin then recursively locates and processes each #text node, converts the %%( and )%% back into {{{<<}}} and {{{>>}}}, passes the result to wikify() for further rendering of the wiki-formatted syntax into a containing SPAN that replaces the previous #text node.  At the end of this process, none of the encoded %%( and )%% sequences remain in the rendered tiddler output.
<<<
!!!!!Revisions
<<<
2009.01.05 [2.4.0] in wikifyTextNodes(), pass w.highlightRegExp and w.tiddler to wikify() so that search term highlighting and tiddler-relative macro processing will work
2008.10.02 [2.3.0] added use of {{{<nowiki>}}} marker to bypass all wikification inside a specific HTML block
2008.09.19 [2.2.0] in wikifyTextNodes(), don't wikify the contents of STYLE nodes (thanks to MorrisGray for bug report)
2008.04.26 [*.*.*] plugin size reduction: more documentation moved to HTMLFormattingInfo
2008.01.08 [*.*.*] plugin size reduction: documentation moved to HTMLFormattingInfo
2007.12.04 [*.*.*] update for TW2.3.0: replaced deprecated core functions, regexps, and macros
2007.06.14 [2.1.5] in formatter, removed call to e.normalize().  Creates an INFINITE RECURSION error in Safari!!!!
2006.09.10 [2.1.4] update formatter for 2.1 compatibility (use this.lookaheadRegExp instead of temp variable)
2006.05.28 [2.1.3] in wikifyTextNodes(), decode the *value* of TEXTAREA nodes, but don't wikify() its children.  (thanks to "ayj" for bug report)
2006.02.19 [2.1.2] in wikifyTextNodes(), put SPAN element into tiddler DOM (replacing text node), BEFORE wikifying the text content.  This ensures that the 'place' passed to any macros is correctly defined when the macro is evaluated, so that calls to story.findContainingTiddler(place) will work as expected. (Thanks for bug report from GeoffSlocock)
2006.02.05 [2.1.1] wrapped wikifier hijack in init function to eliminate globals and avoid FireFox 1.5.0.1 crash bug when referencing globals
2005.12.01 [2.1.0] don't wikify #TEXT nodes inside SELECT and TEXTAREA elements
2005.11.06 [2.0.1] code cleanup
2005.10.31 [2.0.0] replaced hijack wikify() with hijack config.formatters["html"] and simplified recursive WikifyTextNodes() code
2005.10.09 [1.0.2] combined documentation and code into a single tiddler
2005.08.05 [1.0.1] moved HTML and CSS definitions into plugin code instead of using separate tiddlers
2005.07.26 [1.0.1] Re-released as a plugin. Added <{{{html}}}>...</{{{nohtml}}}> and <{{{hide newlines}}}> handling
2005.06.26 [1.0.0] Initial Release (as code adaptation - pre-dates TiddlyWiki plugin architecture!!)
<<<

<html><p>An applied linguistics course for those whom want to train to be interpreters for healthcare providers.</p>
<p>Instructors: Robert Schrauf &amp; Priscilla Ortiz</p>
<p>Technologies: Polycom, Adobe Connect and ooVoo Video Chatting</p>
<p>Required: ooVoo licenses, headsets, webcams, support at each location, proper training for the instructor</p>  <div id="node-125" class="section-3">
  <h1 class="book-heading">1/21/09 Meeting Notes</h1>
  <h3>Participants</h3>
<ul><li>Ed Donovan</li><li>Priscillia Ortiz &amp; Bob Schrauff - UP Instructors</li><li>Elaine Barrish, Asst Dir - PS Berks</li><li>Jeff Warner, DCE - PS York</li><li>John Spotts - Liberal Arts</li><li>Teresa - no show</li></ul>
<h3>Notes</h3>
<p>Ed - interesting class because of the distance aspects of this course</p>
<p>What's going well/not well and what can we do to make it better?</p>
<p>We got feedback from students already. Ed asks that instructors to provide an update from their perspective.</p>
<p>Priscilla - full range of responses, comfortable to frustrated with
new technology to learn in the class. Much larger classes than expected
38 students rather than 24 max. The pilot wasn't accurate because 40 is
different than 5-6 people. T's didn't know anything about the students
and how to contact them before the class. Wide range of S backgrounds.
T's are new to teaching in this medium. P felt like she was shouting at
S to talk to them. Difficult connecting w/ S's.</p>
<p>Bob - two classes just to get up to speed w/ tech. Polycom went OK.
Adobe Connect and ooVoo took the whole class just to get to know the
technology. Wanted to stress that some students did feel OK about the
technology. Ed - will ooVoo work for us? B - possibly expand triads to
include S observers w/ specific instructions to reduce the number of
groups (ultimately looking to reduce the sounds of noise.</p>
<p>P - audio splits between Adobe Connect and ooVoo when apps are
running simultaneously. There's a lot of interference on the S's end.</p>
<p>K - test the process of using breakout rooms to solve the issue of
audio-splitting between two apps, join test session w/ John and Yvonne
and others</p>
<p>B - over subscribed, assessments need to determine proficiency of
Spanish, B - can we kick S out of the class? We're "training the
trained" folks who are already proficient rather than an introductory
course. Ed - how can we help? Apparently, Berks used Orlando's test to
determine whether or not their students would fit the course. Isn't it
late to use this test w/ other students now? B - test is labor
intensive? f2f and grade.</p>
<p>Jeff - the onus is not on us because the expectations were clearly
established before the start of the class. this is a touchy subject,
but necessary</p>
<p>B - prefers that the course reach the correct enrollment level asap even though we're two weeks in.</p>
<p>Big conversation about how to test the students at a distance, quickly, descreetly and effectively?</p>
  </div>
<div id="node-65" class="section-3">
  <h1 class="book-heading">Proof-of-Concept Test</h1>
  <p>A conference call to determine if everything is in-place for an upcoming test.</p>
<p>Monday 15 test 6:30 PM</p>
<p>Broadcast to three campus locations:</p>
<ul><li>Broadcast location - 409 Burrowes and ?</li><li>Participating locations - Berks, Mont Alto, York</li></ul>
<p>To test all technologies - slightly unrealistic, no students bottlenecking networks</p>

<p>Course is scheduled alternating weeks of:</p>
<ul><li>one week Polycom lecture bridge for all sessions
<ul><li>instructor has extensive experience w/ polycom</li><li>check in w/ Bob about his needs with Polycom</li><li>409 Burrowes bulding - broadcast</li><li>to: York, mont alto, berks - infratsturctures are all campus based</li></ul>
</li><li>following week Adove Connect
<ul><li>"adobe connect session" in syllabus</li><li>hardware - webcam &amp; headsets are being ordered</li></ul>
</li></ul>
<p class="rteindent1"><strong>OR</strong></p>
<ul><li><a href="http://www.oovoo.com/">ooVoo</a><span class="print-footnote"></span> - triads
<ul><li>50 ooVoo Super accounts, Bob will orient the students</li></ul>
</li></ul>
  </div></html>

http://tinyurl.com/db22z9

2 year program offered through the World Campus
Considering face-to-face, ANGEL and possible Polycom for all hybrid delivery. Unknown stage of development.

A project led by Statewide CE through Annette Fetterolf on developing a business certificate using a blended learning format. This project has been terminated.

My involvement was to provide instructional design services. I worked on David Shapiro's ECON 002.006 course during the Fall of 2008 and very briefly with Paula Bigatel on ACCTG 211.

First introduced to the BLI and a report from the Scheryer Institute, [[Yu-Hui Ching|mailto:yuc148@psu.edu]]

!!!Instructor
Kate Long <tkatelong@hotmail.com>
!!!Introduction
<<<
Hi Kent-

I need to schedule time to get together with you to plan an online component to IST 210 [2] for the 2nd summer session. It will be a 6-week course from July1- August 12 from 6-9:30, so I will need to add some hours to get the full 50 contact hours required for a 4-credit course.

How is the best way to go about this? Is it easiest to meet? Work over the phone/email?

If we need to meet in person, Mon, Wed, or Fri from 9:30-12:30 works best for me (kids are all accounted for then!), but if that won't work, I can make other arrangements as needed.

I look forward to hearing from you,
Kate
<<<
!!!Follow-up
I need to check-in with Kate and retract my request for a finished syllabus with hopes of beginning the work asap. Out of all the sections of a syllabus, the only ones I need to have summarized are the:
*instructional goals - what is it that the instructor would like to accomplish? we're looking to solve problems here and do so in a systematic way
*performance objectives - normally detail descriptions of what you would want the S's to be able to do when they have finished a unit of instruction
*planned or proposed use of edcuational technology - just a list of possibilities is OK
*any applicable requirements for the course - are there any "special" requirements/considerations for materials or assignments?
*evaluations - how many? format? delivery method?
[[Syllabus|files/IST-210 Syllabus.htm]]
[[Out-of-Class Participation and Activities]]

<html><hide linebreaks><h3>[[Rich Media]]<span class="print-footnote"></span></h3>
<p>These solutions are available today and may provide greater
opportunities with regards to content delivery, networking, and
collaborative project development.</p>
<h3>[[Web 2.0]]<span class="print-footnote"></span></h3>
<p>These solutions are available today and may provide greater
opportunties originating from online resources. These should be
considered for any conference today and definitely those of the future.</p>
<p>By contrast to what is referred to as Web 1.0 technolgoies, <a href="http://www.go2web20.net/">Web 2.0 technologies</a><span class="print-footnote"></span>
focus on providing not only self-serve access to information, but the
ability to share information with others dynamically and through <a href="http://www.commoncraft.com/video-social-networking">social networks</a><span class="print-footnote"></span>. Here's a link to <a href="http://en.wikipedia.org/wiki/Web_2.0">wikipedia's description of Web 2.0</a><span class="print-footnote"></span>.</p>
<h3>[[The Future]]<span class="print-footnote"></span></h3>
<p>This is a look at horizon projects that show promise for the future of conferencing.</p></html>

!Goal
Develop a form to use when developing technology-enabled courses. The form should help guide the process of determining which technology might be used as well as determine the level of competency of the faculty for a particular technolgy.
!Users
Program Managers and Developers
!Audience
Faculty and SME's
!Format
Print
Content
!Courses
* Credit vs. Non-credit
* Schedule
* Program Info
* Location(s)
!Technology
* Share Content...
**From the Classroom
***~PowerPoint Presentations
***Document Cameras
***Internet Access
****Wireless
****Ethernet
***Videos
****DVD/VHS
****Online
***Live Questions (Harvard Law School's Live Question Tool, Clickers, Polleverywhere.com)
**Online (//would also allow students to work with other students//)
***ANGEL
***Adobe Connect Pro
***Adobe Presenter
***Podcasts
***Desktop video-conferencing
* Connect with Students...
**From the Classroom
***Phone Conferencing
***Video Conferencing
**Online (//would also allow students to work with other students//)
***Twitter
***Facebook
!Files
[[CPE Hybrid Course Design_Worksheet.xls|files/CPE Hybrid Course Design_Worksheet.xls]]
[[Hybrid Checklist.xls|files/Hybrid Checklist.xls]]
[[Hybrid Course Development.doc|files/Hybrid Course Development.doc]]

<html><h3>Challenge One: The Future of Conferencing</h3>
<p>There is an attached document that details the challenge. You will
have to login to retreive this document. Please contact Kent
[kkm11(at)psu.edu] to receive an account.</p>
<p>Deliverable: Presentation to Craig, Al, &amp; Tony three months
after the kick-off. We should be 2/3rd's finished by January 19th.</p>
<p>Proposal: Begin with the pain, identify effective solutions, deliver scenarios.</p>
<p>What should Kevin and I have ready for our Challenge group by early January? For the entire team by 1/19?</p>
<h2>A: How can Outreach Conferences &amp; Institutes expand their current offerings?</h2>
<p>What are their current offerings? I've begun to catalog some of their <a href="http://kkm11.dyndns.org/drupal/node/120">current 300+ offerings on this page</a><span class="print-footnote"></span>.</p>
<p>How can technology, personnel, and strategies play into expansion? <a href="http://kkm11.dyndns.org/drupal/node/100">see section under scenario planning</a><span class="print-footnote"></span></p>
<p>Who are the potential clients, markets and or academic colleges that
C&amp;I can expand/develop? What are C&amp;I's potential markets for
outside PA?</p>
<p>What are the program planners sources of pain? What about other people working there?</p>
<h2>B: What are large opportunities for Outreach Conferences &amp; Institutes to the changing world of conferencing?</h2>
<p>Where are C&amp;I's gaps now? Apparently some <a href="http://kkm11.dyndns.org/drupal/node/120">service offerings</a><span class="print-footnote"></span>.</p>
<p>What are the gaps of conferencing as a whole?</p>
<p>How are we going to develop a road-map for expansion?</p>
<h3>"With great power comes great responsibility"</h3>
<p>It applies to technology as much as it does to Spiderman. Before we
even discuss technology, we have to consider the players and attitudes
that come with identifying, embracing, adopting, installing, applying,
maintaining and upgrading technology. As we all know, technology won't
make our lives easier, less expensive, or sexier. If we don't adapt,
we'll go extinct. Technology is here to stay and we should not only
accept that, but embrace that fact. It will provide new opportunties to
communicate and learn from one another. I don't know where I'm going
with this soapbox, but it seemed appropriate to begin the discussion.</p>
<h3>[[Sources of Pain]]<span class="print-footnote"></span></h3>
<p>Identifying the areas of opportunity for the present and future of conference planning.</p>
<h3>[[IT-based solutions]]<span class="print-footnote"></span></h3>
<p>The dangers in using specific-technology solutions are rapid
devopment/popularity cycles. There are considerable infrastructure and
learning requirements as well.</p><h3>[[Lost? Learn in "Plain English"]]</h3><h3>[[Non-IT-Based Solutions for F2F]]</h3>
<h3>[[The Future]]</h3>
<h3> [[Other Research Topics]]</h3><h3>[[Google Searches &amp; Useful Links]]<span class="print-footnote"></span></h3>

A log of what was searched for and some useful things that were found.<br><br><table id="attachments" class="sticky-enabled sticky-table"><thead class="tableHeader-processed"><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
 <tr class="odd"><td><a href="files/Innovation%20Team%20and%20Charge.pdf">Innovation Team and Charge.pdf</a><span class="print-footnote"></span></td><td>304.48 KB</td> </tr>
 <tr class="even"><td><a href="files/Hub%20&amp;%20Spoke%20Draft%20-%20Kent%27s%20Updates.pptx">Hub &amp; Spoke Draft - Kent's Updates.pptx</a><span class="print-footnote"></span></td><td>132.28 KB</td> </tr>
 <tr class="odd"><td><a href="files/Hub%20%20Spoke%20-%2023%20Feb%2009.pptx">Hub  Spoke - 23 Feb 09.pptx</a><span class="print-footnote"></span></td><td>136.25 KB</td></tr></tbody></table><br><a href="http://kkm11.dyndns.org/drupal/node/61">
</a><hide linebreaks></html>

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!Authentication in ANGEL
PASS vs. FPS
* PASS provides full access to PSU authenticated resources, limited to instructors, staff, and students.
* FPS allows for authentication, but limited access to resources, anyone can apply for a FPS account.
!My Profile Page
Course vs. Groups
* Courses allow for maxium storage quotas and links to eLion for student grades
* Groups can be created by anyone with a PASS, are limited to about 350 MB
Announcements are generated either centrally or by course intstructors. The messages are respectively targeted to either ANGEL users or Course participants.
!Basic Navigation
Four main naviation buttons along the left. The Home and Preferences buttons are the most commonly used. The Help button launches the knowledge base that is sometimes useful with basic inquiries. The ANGEL Helpdesk provides individual assistance initiated through web-based email form.

Course/Group Tabs - there are seven basic tabs that are labeled differently depending upon whether you are looking at an ANGEL Course or an ANGEL Group. Regardless of the tab title, the tools funtion the same.

Guide button - provides a collapsable panel that featues additional information like a site map, new items, quick links etc.
!Basic Features
The tabs
Changing your role to view the site using different permissions
Functionality
* Upload course materials into a secure, online environment
* Create tests and electronic dropboxes for assignments and assessments
* Communicate exclusively with your students from a centralized location
* Link to materials anywhere on the internet for use in courses
!Communicate Tab
Sending emails - send group or individual emails from a centralized location
Accessing Discussion Forums
!Attachments
[[71_gs.pdf|files/71_gs.pdf]]
[[71_NewFeatures.pdf|files/71_NewFeatures.pdf]]

<html><p><img src="files/cape_01_09.png" height="274" width="231"></p>
<h3>Continuing Education</h3>
<h5>Faculty Development (20%)</h5>
<ul><li>Adobe Connect Pro - gathering resources for use by CE Faculty with the assistance of Mark Heckel from ITS</li><li>Phone-based support to Mary Lou Frier ENGL 015, and Yasmín Villuendas SPANISH</li></ul>
<h5>Faculty Portal (19%)</h5>
<ul><li>Updating the wiki with additional content: <a href="https://wikispaces.psu.edu/display/CEFaculty/" title="https://wikispaces.psu.edu/display/CEFaculty/">https://wikispaces.psu.edu/display/CEFaculty/</a> <span class="print-footnote">[183]</span></li><li>Tested Joomla</li></ul>
<h5>Course Design (19%)</h5>
<ul><li>Kate Long IST 210 - provided assistance with their Learning Object Repository in ANGEL</li><li>Mary Lou Sigler ENGL 015 - provided assistance with PASS, Syllabus development and an orientation to ANGEL</li><li>Liz Lasher RHS 100 - provided initial assistance her course with ANGEL</li></ul>
<h5>Multimedia (14%)</h5>
<ul><li>Researched equipment for digital video recording setup</li><li>Prepared for and conducted a pilot of a dual, digital video workflow</li></ul>
<h5>Other</h5>
<ul><li>Monday Morning Meetings &amp; All-Staff Meeting</li><li>Faculty Survey - worked on a summary of the results from the fall</li><li>Technical assistance to the Program Management staff</li></ul>
<h3>Business &amp; Engineering</h3>
<h5>Jack Gido's Project Management Course (84%)</h5>
<ul><li>Planning meetings</li><li>Course development in ANGEL</li></ul>
<h5>CATIA (9%)</h5>
<ul><li>Reviewing David Norloff's Concept Document</li><li>Program wrap-up and next-steps meeting</li></ul>
<h5>Other (7%)</h5>
<ul><li>Meetings w/ Dave Lykens on 103 PS podium and Drupal</li></ul>
<h3>Education &amp; Health</h3>
<h5>Nursing CE Certificate (71%)</h5>
<ul><li>Approval Process - why aren't instructors applying for approval for their courses with Wanda?</li><li>Reviewing Presentations - providing instructional design review on Tammy Murphy's and Darlene Clark's presentations</li></ul>
<h5>Healthcare Interpreting (29%)</h5>
<ul><li>PSU Berks - test sessions and assistance with ooVoo</li><li>Conference Call on the status of the course a week into the semester</li></ul>
<h3>Upcoming in February</h3>
<h5>Continuing Education</h5>
<ul><li>more development on the faculty portal</li><li>completion of the faculty survey</li></ul>
<h5>Business and Engineering</h5>
<ul><li>development on the non-credit program managment courses</li><li>possible development of the personal finance course</li></ul>
<h5>Education and Health</h5>
<ul><li>reviews of more faculty presentations for nursing ce</li><li>meeting with planning staff for the nursing ce program</li></ul>
  <div id="node-157" class="section-4">
  <h1 class="book-heading">Supplement</h1>
  <p><img src="files/cde_01_09.png" height="318" width="276"></p>
<h3>Continuing and Distance Education</h3>
<h5>119 OB Renovations (31%)</h5>
<ul><li>Developing the User Guide</li><li>Arranging the installation of the PSU Mark</li><li>Helping to manage the fine-tuning of the room's systems</li><li>Planning meetings</li></ul>
<h5>Outreach Innovation Team (30%)</h5>
<ul><li>Whole-team meetings</li><li>Challenge Team meetings</li><li>Topic Research</li></ul>
<h5>Other (39%)</h5>
<ul><li>Providing training and operational support for 119 OB</li><li>Morning meetings with David</li><li>Scheduling the "10 Ways to Improve Blended Learning Course Design" Webinar</li></ul>
<h3>Professional Development (ID Dev &amp; HR)</h3>
<ul><li>Attended the Online Issues Forum on "Education Gaming"</li><li>Readings and Research on Instructional Design topics</li><li>Outreach workshop on RSS technology</li></ul>
<h3>Upcoming in February</h3>
<ul><li>researching and planning for the innovation team</li><li>new involvement with the veterans' awards grant</li><li>reduced involvement with the 119 OB renovations?</li></ul>
  </div><hide linebreaks></html>

<<tag journal_08 2008_Journal>>
<<tag journal_april09 April_2009>>
<<tag journal_may09 May_2009>>
<<tag journal_june09 June_2009>>

<<tag david Updates_for_David_Norloff>>

<html>Objectives<br><ul><li>Review KELE Course<br></li><li>Develop additional materials and assessments<br></li><li>Develop ANGEL Group</li><li>Non-credit Online Course Website<br></li><li>Link ANGEL Group to external marketing</li><li>Launch the Course</li></ul>Major Tasks<br><ol class="outline"><li>Review KELE Course</li><ol><li>Determine the CEU's for the course</li><li>Establish Learning Outcomes<br></li><li>Content for video introductions</li><ol><li>overview</li><li>scripts</li><li>filming<br></li><li>post-production edits</li><li>encoding for QTSS<br></li></ol><li>Content for AV presentations</li><ol><li>develop/review/edit ~PowerPoint presentations</li><li>scripts</li><li>audio recording</li><li>post-production edits</li><li>publishing<br></li></ol><li>Review opportunities for additional exercises based on learning outcomes<br></li><li>Review opportunities for social networking (discussion groups, etc.)<br></li><li>Review opportunities for additional video content (generated or online) including delivery modes (desktop, mobile, etc.)<br></li><li>Review opportunities for formative and summative assessments</li><li>Identify lead instructor &amp; session facilitators<br></li></ol><li>Develop additional materials and assessments</li><ol><li>Interactive presentations</li><ol><li>Develop/modify presentation in ~PowerPoint</li><li>Record audio in ~PowerPoint or Adobe Presenter</li><li>Edit audio using Adobe Presenter</li><li>Create/script in-line assessments (if applicable)</li><li>Create, edit, and attach presentation notes in Adobe Presenter</li><li>Configure publishing settings in Adobe Presenter</li><li>Publish the presentation as a ZIP file</li><li>Upload, unpack, and configure archive in ANGEL<br></li></ol><li>Recorded video</li><ol><li>Determine what segments need to be recorded based on learning outcomes</li><li>Determine appropriate setting</li><li>Script the dialog if necessary<br></li><li>Schedule SME, director, and filming crew</li><li>Record takes as needed</li><li>Edit video to length and content</li><li>Encode video for final format(s)<br></li></ol><li>Discussion forums</li><ol><li>Create rubrics based on learning outcomes</li><li>Write directions for each discussion</li><li>Develop the forum in ANGEL</li><li>Open forum and begin moderating the conversations</li><li>Assess contributions<br></li></ol></ol><li>Develop ANGEL Group</li><ol><li>Create ANGEL Group</li><li>Design Layout and Theme to use in ANGEL</li><li>Assign Course Editors in the Roster</li><li>Set PSU Group Settings</li><li>Build About Page</li><li>Add content to the Content tab</li><ol><li>Upload textual and AV content<br></li></ol><li>modify advanced actions (if applicable)</li><li>test and edit course to prepare for launch<br></li></ol><li>Non-credit Online Course Website</li><ol><li>determine how the courses will be marketed</li><li>identify a suitable website to advertise the ANGEL courses</li><li>develop the section to specifically market the courses</li><ol><li>write copy for the introduction and information about the courses</li><li>obtain the proper graphics and photographs for the website<br></li></ol><li>create an introduction to the programmatic aspects of the courses<br></li><li>create online descriptions for each course<br></li></ol><li>Link ANGEL Group to external marketing</li><ol><li>send ~GROUP_ID to marketing</li><li>confirm ANGEL Group listing in SOAR<br></li></ol><li>Launch the Course</li><ol><li>Verify that the SOAR links are valid</li><li>Gather data to compare with baseline</li><li>Prepare course for subsequent session(s)</li></ol></ol>Major Roles<br><ol><li>Project Manager ≈ 25%<br></li><li>Instructional Designer ≈ 25%</li><li>Subject Matter Expert ≈ 25%</li><li>Photography, Multimedia specialists/Video production  ≈ 10%</li><li>Marketing &amp; Design  ≈ 5%</li><li>SOAR team ≈ 5%</li><li>IT Support ≈ 5%</li></ol>Major Resources<br><ol><li>ANGEL Groups - possible request for additional groups</li><li>Webserver/Website - marketing and links to registration of courses</li><li>SOAR - registration and payment collection<br></li><li>Adobe Presenter - online, interactive presentations</li><li>Video resources - recording &amp; editing</li><li>Multimedia resources - interactive content authoring</li><li>Photographic resources - image capture, editing, stock warehouse<br></li><li>PSU QTSS - video streaming service</li></ol></html>

<<<
Leadership
*Managing Change
*Media Relations
*Moving into Supervision
*Workplace Ethics
Leadership Competency Self Assessment
*Leadership Competency Self Assessment
Managing Processes
*Analyzing Problems
*Continuous Process Improvement
*Decision Making
*Lean for the Workplace
Managing Relationships
*Consultative Sales
*Customer Service
*Developing Teams
*Generations in the Workplace
*Giving Constructive Feedback
*Positive Influence
*Resolving Interpersonal Conflict
*Respectful Communication
*Sexual Harassment Prevention
Managing Resources
*Developing Employees
*Financial Reporting Fundamentals
*Project Management Leadership
*Project Management Tools
*Project Planning
*Retaining Employees
*Selection Interviewing
Personal Mastery
*Business Writing Grammar
*Business Writing Styles
*Interpersonal Communications
*Managing Your Time and Priorities
Safety / Compliance
*Occupational Safety for Managers and Supervisors
*The Americans with Disabilities Act
*The Family Medical Leave Act
*Workplace Security
<<<

!Overview
meeting for you to discuss the development of a project scope for the development of non-credit online courses, and the template by which these courses will be designed
!Agenda
* this project was initiated by Wes, so it has his buy-in.
* We are looking to see what the best model would be to use for the development of online non-credit courses
**specifically the conversion of our existing Micro Lessons to start
* help figure out what these should include
**i.e. X # of activities
**Y # of video clips
**Z # of discussion boards; that kind of thing
!Audience
* Who are they?
* Market Research - break-even numbers and other baselines
* Why would they take these courses?
* How much are they going to pay for these courses? Perhaps something like $400/course. Currently the courses are available online for $50/course
* How might they hear about these courses? Through the campus network right now. We'll be working with Outreach marketing to get additional leverage.
* Where would these courses lead the students to next? A certificate, a degree? None right now aside from ancillary linking to other WC programs.
!CMS
* Currently: [[KELE|http://psumdev.com/kele/]] - a home grown, web-based solution; there are currently 33 courses in KELE
<<slider kele_courses [[KELE Courses]] "View Courses" "Toggle to see the list of KELE courses being currently offered">>
* ANGEL & SOAR - we'll be converting materials for use in ANGEL
* Adobe Presenter?
* Alternative?
!Content/Courses
* Subject/topics? Supervisory & Managerial soft skills & professional development.
* Number? Perhaps a total of 40, but we'll be starting off with just one, then move to something like five and more from there.
* Launch?
* Offered through the WC? Right now there is a button that links folks to professional development topics. It's under-utilized now, but will be a good way to link more closely to the WC in the future.
* What does the collection of these courses link to?
* More information about the video... looking to provide more content-rich materials in the new version; more engaging and more robust; currently working with PSPB to create a couple of video vignettes of what goes on during the courses: scenarios, for example performance feedback and conflict resolution
* 0.6 CEU's with two weeks to complete run in cohorts perhaps multiple times during a semester, perhaps one-day of content
* self-paced, a few multiple choice questions
* no faculty interaction now, but we'll be bringing instructors in for the sessions to moderate/facilitate
!Delivery
* Who is going to be teaching these courses?
* Who is going to be administering these courses?
* Pilot: "Giving Constructive Feedback" - PSPB is working on one of these videos now; mid-fall launch to get pilot (mid-October)
!Measuring Success
How are we going to measure success?
!Next Steps
* get estimates of time for Wes
* set up a meeting in a couple of weeks to talk about the next steps
**--[[a way to track progress|http://tinyurl.com/dbnrhk]]--
**initial tasks
***any changes to the learning outcomes?
***supporting content assessment: additional multimedia (audio recordings, interactive presentations, etc.)
***ANGEL limitations
**a process for adapting pre-existing materials into templates
[[Porting KELE Courses into ANGEL]]
[[5/4/09 KELE Series Meeting]]
[[5/20/09 KELE Series Meeting]]
[[6/10/09 KELE Series Meeting]]
![[Tasks|KELE Course Development Tasks]]

Sharon Youtzy is in charge of a few teams around CEUP to develop a knowledge base (KB) for CE students. The KB is being hosted by Intelli-something and is also being used by the World Campus. We are paying $16K for the initial setup of the KB.

The KB is a part of a larger strategy to improve communication frameworks between CEUP and the students and faculty. Other links would be to the new CE Website and the upcoming Faculty Portal.

The KB is limited to about 250 questions. A typical student would be directed to the KB and enter a question. The search engine would then retrieve the information with 80% accuracy according to Sharon. All the data is captured so that we can use it to plan and further develop the KB in the future.

Sharon and her teams need to submit the initial questions for launch by 1 May 09.

If I have any questions that the faculty might ask, I should submit those to Sharon by AM 29 April 09. This inspired me to include ~FAQs on the Faculty Portal site.

I wonder what kind of baseline CEUP is using for their KB. I wonder if they are tracking how many questions they are getting now to see if the KB will have a huge impact on their schedules once the KB is in place.

<html><hide linebreaks><h3>Web 2.0</h3>
<ul><li><a href="http://www.commoncraft.com/rss_plain_english">Video: RSS in Plain English</a> <span class="print-footnote">[65]</span></li><li><a href="http://www.commoncraft.com/video-wikis-plain-english">Video: Wikis in Plain English</a> <span class="print-footnote">[66]</span></li><li><a href="http://www.commoncraft.com/wetpaint">Video: WetPaint Wikis in Plain English</a> <span class="print-footnote">[67]</span></li><li><a href="http://www.commoncraft.com/bookmarking-plain-english">Video: Social Bookmarking in Plain English</a> <span class="print-footnote">[68]</span></li><li><a href="http://www.commoncraft.com/blogs">Video: Blogs in Plain English</a> <span class="print-footnote">[69]</span></li><li><a href="http://www.commoncraft.com/twitter">Video: Twitter in Plain English</a> <span class="print-footnote">[70]</span></li><li><a href="http://www.commoncraft.com/socialmedia">Video: Social Media in Plain English</a> <span class="print-footnote">[71]</span></li><li><a href="http://www.commoncraft.com/linkedin">Video: Linkedin in Plain English</a> <span class="print-footnote">[72]</span></li><li><a href="http://www.commoncraft.com/client-video-meetup-com">Video: Meetup.com in Plain English</a> <span class="print-footnote">[73]</span></li><li><a href="http://www.commoncraft.com/podcasting">Video: Podcasting in Plain English</a> <span class="print-footnote">[74]</span></li><li><a href="http://www.commoncraft.com/photosharing">Video: Online Photosharing in Plain English</a> <span class="print-footnote">[75]</span></li><li><a href="http://www.commoncraft.com/mygads">Video: MyGads in Plain English</a> <span class="print-footnote">[76]</span></li><li><a href="http://www.commoncraft.com/video-googledocs">Video: GoogleDocs in Plain English</a> <span class="print-footnote">[77]</span></li></ul></html>

[[Overview]]
----
Projects & Initiatives
[[Penn State]]
[[Outreach]]
[[C&DE]]
[[World Campus]]
[[CEUP]]
[[CAPE]]
[[Administrative]]
----
[[Chat]]
[[Journal]] (blog)
<<EncryptionDecryptAll>>
[[New to TiddlyWiki?|http://tinyurl.com/c3nmxv]]
<html><a href="http://www.personal.psu.edu/kkm11/matsueda.xml"><img src="files/rss.jpg" width="30"></a></html>

<html><p><img src="files/march09_stakeholders.png" alt="" height="254" width="600"></p>
<h3>CEUP</h3>
<h5>Faculty Portal&nbsp;&nbsp;&nbsp; 28%</h5>
<ul><li>Researched and requested RedDot as a platform</li><li>Preparation and meeting with Laura regarding content</li><li>Continued to add and update content in the development wiki</li><li>Researched the possibility of running focus groups</li></ul>
<h5>General&nbsp;&nbsp;&nbsp; 22%</h5>
<ul><li>Morning meetings</li><li>Discussed BLI courses with project managers</li><li>Polycom test session for Peter Miraldi in Lewistown</li><li>Update from Leslie D. on Counseling course from Lewistown</li></ul>
<h5>Faculty Development&nbsp;&nbsp;&nbsp; 20%</h5>
<ul><li>Adobe Connect Pro sessions for the Just2It course</li><li>Closing F2F session for Just2It</li></ul>
<h5>Course Design&nbsp;&nbsp;&nbsp; 15%</h5>
<ul><li>Mark Wurster, Music 005 - assisted with the discussion on how to make up for short comings with his course schedule</li><li>Kate Long - met with Kate to discuss the development of her syllabus and materials</li><li>Mary Lou Sigler, English 015 - assistance with ANGEL</li><li>Peter Miraldi - assisted with instruction on using Polycom for his course</li><li>Wendy Snetsinger, Ed Tech 449 - spoke to David Popp about migrating materials from the WC for her course</li></ul>
<h5>ANGEL&nbsp;&nbsp;&nbsp; 11%</h5>
<ul><li>ANGEL Ops meetings</li><li>7.3 Upgrade - provided lists of courses &amp; instructors that will be affected by the May black-out to Terry O'Heron</li></ul>
<h5>Multi-media&nbsp;&nbsp;&nbsp; 3%</h5>
<ul><li>Researched and provided the list of video recording equipment to Angela</li></ul>
<h5>Syllabus&nbsp;&nbsp;&nbsp; 2%</h5>
<ul><li>Updated the syllabus template and emailed updates to the program managers</li></ul>
<h3>Education/Health</h3>
<h5>Nursing Online CE&nbsp;&nbsp;&nbsp; 99%</h5>
<ul><li>Finalized 8171A <em>Research Applications: Delivering Mouth Care to Persons with Dementia</em> for Summer 09</li><li>6005 <em>Gestational Age: Implications for Neonatal Nursing Care</em> is 95% complete for Summer 09</li><li>6003 <em>Medication Use and the Older Adult</em> are 85% complete for Summer 09</li><li>6004 <em>Transition of Elders to Extended Care Facilities</em> are 90% complete for Summer 09</li><li>6006 <em>Complementary Therapy in Health Care</em> are 85% complete for Summer 09</li><li><em>Herbal Medicine, Anesthesia, and Surgery: A Primer</em> at 15% completion was added as a temporary replacement for <em>Organizational Improvement: How to Improve Departmental Performance While Supporting the Organization's Goals</em></li><li>Finalized the online, automatic, certificate-generation process - ready to go live for Summer 09</li></ul>
<h5>Healthcare Interpretation&nbsp;&nbsp;&nbsp; 1%</h5>
<ul><li>Received updates from Wanda on the first pilot course</li></ul>
<h3>Business/Engineering</h3>
<h5>PM Gido&nbsp;&nbsp;&nbsp; 64%</h5>
<ul><li>Fixed minor issues with Exams 2 &amp; 3</li><li>Made adjustments to the grade book in ANGEL</li><li>Prepared and met to debrief about the class</li><li>Analyzed results from the summative survey</li></ul>
<h5>Course Design&nbsp;&nbsp;&nbsp; 16%</h5>
<ul><li>Planning and emails regarding the non-credit project management series</li></ul>
<h5>Rothwell&nbsp;&nbsp;&nbsp; 11%</h5>
<ul><li>Polycom test session and follow action items from 103 Penn Stater with Dr. Rothwell</li></ul>
<h5>Photovoltaics&nbsp;&nbsp;&nbsp; 3%</h5>
<ul><li>Re-connected and scheduled a meeting for David Riley to discuss next steps with the course</li></ul>
<h5>General&nbsp;&nbsp;&nbsp; 3%</h5>
<ul><li>Answered questions regarding linking ANGEL to Drupal and received updates from Dave Lykens</li></ul>
<h5>CATIA&nbsp;&nbsp;&nbsp; 2%</h5>
<ul><li>Spoke with David Norloff about updates concerning the CATIA project from Fall 08</li></ul>
  
  <h1 class="book-heading">Supplement</h1>
  <p><img src="files/march09_comprehensive.png" alt="" height="249" width="600"></p><hide linebreaks></html>

<html><div id="node-205" class="section-3">
  <h1 class="book-heading">3/5/09 Meeting Notes</h1>
  <h3>CEUP</h3>
<ul><li>ED TEC 449 - Wendy Snetsinger</li><li>Music 005 - Mark Wurster</li><li>IST 210 - Kate Long</li><li>ENG 015 - Mary Lou Sigler</li><li>Adobe Connect Pro Training and Live Sessions</li></ul>
<h3>Education/Health</h3>
<ul><li>Nursing CE - <a href="http://kkm11.dyndns.org/drupal/node/185">Program Planning Meeting</a> <span class="print-footnote">[186]</span>, Presenter Training, Progress</li><li>Program Manager</li></ul>
<h3>Business/Engineering</h3>
<ul><li>Project Mangement Non-Credit Courses</li><li>New Summer Course?</li><li>Rothwell Series</li></ul>
<h3>CDE</h3>
<ul><li>119 OB - Dave Bagley</li><li>Polycom PVX - WC&nbsp;LD&nbsp;Testing</li></ul>
  </div>
<div id="node-212" class="section-3">
  <h1 class="book-heading">3/12/09 Meeting Notes</h1>
  <p>Jean
Duffy's Polycom course - ANGEL is the back up? "put everything up on
ANGEL" - what does that mean? what is the content? what is the
instructor's beliefs on the matter? Sounds like we're working with a
very forgiving instructor.</p>
<p>Peter Miraldi's Polycom test session</p>
<p>Just2It training:&nbsp;Adobe Connect Session Th-Fri &amp; session with Wayne and Kathie</p>
<p>Blended Learning lead-times: Snetsinger &amp; Donahue</p>
<p>Laura Miller: RedDot Request</p>
<p>Awaiting Response from dave bagley</p>
<p>ANGEL Ops 7.3 preparations</p>
<p>Pam Driftmeier: InnIt Invitation</p>
<p>SON: file transfers, recording options, maintaining workflow</p>
<p>Gido: survey results and exam analysis</p>
  </div>
<div id="node-232" class="section-3">
  <h1 class="book-heading">3/25/09 Meeting Notes</h1>
  <p><img src="files/032509comprehensive_projects_and_initiatives.png" alt="" height="311" width="800"></p>
<h3>CEUP</h3>
<ul><li>focus group - provided feedback on topics of team work, collaboration, etc. re: CDE</li><li>faculty portal - staff presentation on content &amp; organization
within the wiki and met with Laura about portal interface and next steps</li><li>spoke with becky about possible pipeline based on convergence of bli materials and CE faculty lists</li><li>updated syllabus template and distributed to Mark Wurster &amp; program managers</li></ul>
<h3>CDE &amp; Other</h3>
<ul><li>scheduled meeting to reprogram Crestron &amp; assisted in desktop
Polycom solution that provided insight into World Campus plans,
technical capabilities of Polycom, and NOC operations</li><li>SRDP forms</li><li>worked on materials for the Innovation Team presenation</li><li>acquired and shared training materials on software for digital video editing</li></ul>
<h3>Education/Health</h3>
<ul><li>updating six courses in various stages for the summer session</li><li>negotiated administrative tasks related to changes in course development</li></ul>
<h3>Business/Engineering</h3>
<ul><li>scheduling meetings for regarding updating the non-credit program
management courses and Center of Sustainability's Photovoltaics course</li></ul>
  </div><hide linebreaks></html>

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<html><img src="files/09_05_stakeholder_projects_and_initiatives.png" width="650"></html>
!CEUP
ANGEL Operations & Administrators Committees (35%)
* Completed: ANGEL Upgrade to 7.3 - researched and communicated upgrade issues with faculty regarding the upgrade
* Completed: Group Archiving Project - coordinated the request to archive over 200 groups with their respective editors
Faculty Development (19%)
* In progress: Weekend College Workshop - initiated, scoped, and began development of the training workshop
* Completed: ITS ANGEL Training - researched and forwarded training information to Williamsport for their faculty
General (19%)
* morning meetings and request for information on financial options for students
Course Design (15%)
* In progress: SOC 207, Spencer James & IST 210, Kate Long - meetings/training sessions to provide course design support
Faculty Portal (12%)
* Completed updates based on Faculty Advisory Board feedback, completed updating the OPPM, obtained updates from Marketing, and met with World Campus Faculty Development staff to discuss their Portal status
!POD: Business & Engineering
Project Management for Professionals - Gido (65%)
* Completed: Draft of Video Tutorials on Course Deliverables Project - installed MS Project and recorded short screen captures that provide students with walk-thru's of procedures useful for guiding them through the development of their course deliverables
Online Non-credit Courses (19%)
* In progress: Tasks, Responsibilities, and Resources list - researched the background of the KELE program and specifically the course on "Giving Constructive Feedback," met to discuss scope, and began collaborating on the list of tasks, etc.
General & Consulting (7%)
* communications on the management of POD: B/E projects and provided assistance to Dave Lykens on testing Polycom PVX in The 329 Building
Multi-site Polycom with Rothwell (6%)
* completed and shared feedback regarding Rothwell's presentation with David Norloff
Photvoltaics (3%)
* discussed the meeting with the Center of Sustainability and C&DE
!POD: Education & Health
Nursing Online CE Program (97%)
* Completed: four of the five courses scheduled for the summer of 2009, the fifth course is 98% complete and only needs final authorization for launch, began working on the sixth course that is now 35% complete
General (3%)
* general updates and tasks
![[May 2009 Supplement]]

<html><img src="files/09_05_cumulative_projects_and_initiatives.png" width="650"></html>
!C&DE
Updates (51%)
* weekly update meetings with David Norloff, generated reports for David and stakeholders
General & Consulting (29%)
* tour of The 329 building, updating general tasks, and checking 119 OB for sound loss due to subwoofer
Outreach Innovation ~InnIT (17%)
* ~InnIT Team Challenge Debrief meeting, completed anonymous survey
Virtual Internal Communications Advisory Board (3%)
* met the advisory board face-to-face during the kick-off
!Other
Administrative (57%)
* OTS picked up my computer after it was compromised, data recovery and disc configuration of new machine
ID Dev (16%)
* Webinars on Learning Styles and Adobe Connect Breakout Rooms
WC Consulting (14%)
* discussions over upcoming transition to LD, completed a request for information for Rick on potential hours for part-time staff, researched Kryterion and scrubbed my entries on the WC Intranet
HR (13%)
* completed my desk job description and shared my list of job codes with Rick and Eleanor in the WC

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<html><ul><li><a href="http://blog.omnipress.com/2008/11/conference-notebooks-not-notepads/">The conference notebook</a> <span class="print-footnote">[78]</span> - dedicated, media-enabled, event-specific portfolio</li><li>avatar badges - moo.com stickers</li><li>areas of expertise labels - participant choosen labels that communicate areas of interest/expertise at a glance</li><li>"live bodies" present at conferences moderating online communities participating at-a-distance</li></ul></html>

* revisit the logic behind a 6-week compressed course development schedule
* What's up with Rose's section? WF ED 498B
[[Monthly Report for November 2008.pdf|files/Monthly Report for November 2008.pdf]]
[[Supplemental November 2008 Report.pdf|files/Supplemental November 2008 Report.pdf]]

<html><ul><li>For April - marketing "no commercial support" under the presenter's name</li><li>Marketing - Madeline was inquiring getting approval from April of
some marketing materials to take on the road, April replied that we
should do a more defined marketing push</li><li>Janet will be done today with the help of Heather, check on the presentation with Janet</li><li>Heather - get her a list of best practices about auto advancing slides</li><li>Kent - attend a meeting with Ritenour, repurposing their presentations and recordings for the SON Nursing CE program</li><li>Madeline - how Ss could print their own certificates... Madeline
has some of her own examples... I'll await field information from
Madeline about necessary information that needs to appear on a
certificate.</li></ul><a href="files/Mtg%20Feb%205.2009.docx">Mtg Feb 5.2009.docx</a><br><a href="files/Sample Certificate.pdf">Sample Certificate</a><br></html>

<html><h3>Meeting Preparation</h3>
<p>Attrition - what's happening to the students? ANGEL milestones?</p>
<p>Enrollments - are they telling the whole story?</p>
<p>Fiscal Year - easier to open courses and would align better with the PSNA License renewal periods (end NOV and APR)</p>
<p>GoogleDocs - worksheet to track progress and planning</p>
<p>Recording - Adobe Presenter?</p>
<p>Instructor Training - are they going through it? is it working? updates, about page</p>
<p>Communication - always improving, periodic meetings, conference calls, online</p>
<p>Auto Certificate Generation - how are we going to begin piloting? rollout? potential issues</p>
<p>Semester-by-Semester Updates - each course has a number of update
points: we just updated the automatic email that's generated when a
participant has finished a course</p></html>

<html><h3>Automatic Certificates</h3>
<p>Prepare the certificate for the summer semester and for all new courses</p>
<p>Add administrative information - as a pop-up, click-to-agree a possibility?</p>
<ol><li>policy stuff - don't mess with the certificate</li><li>print multiple copies</li><li>additionals available for $25 and 6 week turn-around</li><li>you'll need them for random audits beginning Nov 2010</li></ol>
<h3>Future Authors</h3>
<p>Update the GoogleDoc with additional rows</p>
<ul><li>contracts</li><li>emails</li><li>PSNA start and expiration dates</li><li>the instructor process (what ever that means)</li></ul>
<h3>Additional</h3>
<p>Auto-advancing presentations are default now.</p>
<p>Colin is providing technical support.</p>
<p>When do courses close? At the end of the semester.</p></html>

<html><h3>Team</h3>Paula ~Milone-Nuzzo, Madeline Mattern, Heather Stover
Ed Donovan, Wanda Bickle, Kent Matsueda<h3>Overview</h3><ul><li>Grant to provide funding for 10 non-credit Geriatric Care courses required for nurses to maintain their license. Grant requires that course 1 is free to be offered once a year for the next five years. All subsequent courses require a fee to enroll.</li><li>Course 1 currently features a Camtasia-recorded, 50 minute, narrated ~PowerPoint with an accompanying online quizand (soon) evaluation. The enrollment will begin once the course is completed. The quiz needs to be edited, the evaluation needs to be created, and the content is almost completed.</li><li>A single website, being created and maintained by Marketing, will house all materials and provide links for enrollment. The site has been created though is off-line currently.</li><li>Alternative quizzing solution to <a href="http://pspb.org/mouthcare/">PSU's $16K custom-scripted quizzes</a><span class="print-footnote"></span>(auth: letmein): ANGEL is the only PSU alternative at this time. The World Campus is in early stages of testing more advanced assessment options for the future. Quiz must feature digital agreement, 10 or more questions, branching for 70% passing to receive certificate or unlimited retries at quiz with full review of materials.</li><li>UPDATE: 5/14/09: cost for Nursing CE Courses? approx. $29/CE hour; SME's pay is upgraded to $750/course<br></li></ul><a href="files/Planning%20Docs.pdf">Download: Planning Docs</a><br><a href="href6771618135592">Link to the School of Nursing Website portal for the Nursing CE Program</a><br><h3>[[Course 1 Deliverables &amp; Process|Nursing Online CE Course 1 Deliverables &amp; Process]]</h3><h3>[[Updates to Developing Courses for the Nursing CE Program]]</h3><h3>[[Adobe Presenter Information Request Form for Nursing CE Instructors]]</h3><h3>Meetings</h3>9/24/08 Meeting Notes [[Meeting Notes.pdf|files/Meeting Notes.pdf]]<br>[[2/5/09 Meeting Notes|Nursing CE 2/5/09 Meeting Notes]]<br>[[3/5/09 Meeting Notes|Nursing CE 3/5/09 Meeting Notes]]<br>[[5/14/09 Meeting Notes|5/14/09 Nursing CE Monthly Meeting]]<br>[[6/09 Meeting Notes|6/09 Nursing CE Monthly Meeting]]<h3>[[Follow-Up Notes|Nursing CE Follow-Up Notes]]</h3></html>

<html><h3>Online Quiz</h3>
<ol><li>Copy or enter questions in by hand to ANGEL and design question formats (true/false, multiple choice, etc.)</li><li>Import or design any graphics or multimedia elements into ANGEL for use in the quiz</li><li>Link graphics and multimedia to questions in ANGEL</li><li>Set preferences of the quiz to specify delivery format (single question)</li><li>Set preferences of the quiz to allow unlimited trials and not allow for incomplete items</li><li>Set preferences of the quiz to not include answer key in the full review</li><li>Set action to review and re-take quiz in event of grade &lt; 70</li><li>Set action to unlock evaluation in event of grade &gt; 69</li><li>Set action to display message in event of grade &gt; 69</li><li>Evaluations for the courses also need to be branched into successful completion of the quizzes.</li><li>School of Nursing is "opposed" to the implementation of ANGEL.
Prepare a walk-through of ANGEL system to save $14K in the budget.</li></ol>
<h3>Online Evaluation</h3>
<ol><li>Copy or enter questions in by hand to ANGEL and design question formats</li><li>Import or design any graphics or multimedia elements into ANGEL for use in the evaluation</li><li>Link graphics and multimedia to questions in ANGEL</li><li>Password protect the evaluation with: "!*" string</li><li>Set preferences of the evaluation to display all questions</li><li>Set preferences of the evaluation to allow only 1 submission without review of incomplete submissions</li><li>Set preferences of the evaluation to not show the review of the participant's submission</li><li>Set action to display message when submission has been accepted</li></ol>
<h3>Additional Notes</h3>
<p><a href="https://breeze.psu.edu/p58895510/">Recorded Adobe Connect session</a><span class="print-footnote"></span> on quiz preview</p>
<p>The current (as of 6/2/08) situation is that we need to figure out a
way to notify Wanda when a participant finishes their anonymous
evaluation without giving away the identities on the evaluations. The
workaround I proposed was a final online form that is lock and hidden
until the participant finishes their evaluation. Awaiting word from the
ANGEL helpdesk.</p>
<p>6/2/08 Status: Awaiting word back from help desk about options for tracking anonymous evaluation submissions.</p></html>

<html><div id="node-78" class="section-3">
  <h1 class="book-heading">~Just2It Course for Faculty and Staff</h1>
  <p>~Just2It,
or ~OL3000, is a course led by Larry Ragan and has multiple contributors
or assistant instructors from around University Park. ~Just2It is geared
for faculty and staff further along in digital competencies to be
comfortbable with learning about Web 2.0 frameworks in a six week
blended learning format.</p>
  <div id="node-84" class="section-4">
  <h1 class="book-heading">12/09/08 Meeting Notes</h1>
  <p>Invitations will go out soon</p>
<p>~Mid-January welcome letter</p>
<p>Prework</p>
<ul><li>Get participants thinking about their project</li></ul>
<p>Feb 6 Launch Mark</p>
<ul><li>9-1 PM</li><li>Opening Statements (perhaps w/ Cole? Ken L.? X?)</li><li>Project overview: outcomes, due dates ... (Larry)</li><li>Web 2.0 (Mark Heckel "Hammer")</li><li>Accounts Verification (Shelby) ~GoogleAccount, Twitter</li><li>Blogger.com as course foundation (Mark) perhaps 30 min</li><li>Twitter (Shelby Thayer) 30 min</li><li>Overview to ~Just2It Technologies (2-3 min Commercials)</li><li>Project review (everyone posts their projects on the blog) and group signup during lunch in 5 groups of 3 people</li></ul>
<p>Feb 9 Shelby T ~CeCe 1st online session</p>
<ul><li>Igoogle</li><li>Googledocs</li><li>RSS</li></ul>
<p>Feb 16 Larry, Lisa</p>
<ul><li>Digital video/Sharing (~YouTube, iTunes)</li><li>Picasa</li></ul>
<p>Feb 23 Chris Lucas kent</p>
<ul><li>How can I tie my topic into Skype and adobe connect</li><li>Do project updates</li><li>Set meeting times</li></ul>
<p>March 2 Ken &amp; Shannon</p>
<ul><li>Wiki - Ken</li><li>Facebook - Shannon</li></ul>
<p>&nbsp;<br>
March 9-13 Spring Break</p>
<ul><li>no assimgments</li></ul>
<p>March 20 Closing Session</p>
<ul><li>Project demo</li><li>individual</li><li>Demo Web 3.0 - Shannon Ritter? Cole Camplese?</li></ul>
<p>10% low producers<br>
80% mid<br>
10% high producers</p>
<p>~J2I focused in 80% level<br>
15 people<br>
5 of which are staff</p>
<p>Ken is present<br>
Talk to mark about Adobe Connect in the classroom </p>
<p>Theme of a personal portfolio or a topic of personal interst; pick a project title and provide a portfolio topic</p>
<p>Mark curriculm dictates the tool</p>
<p>Shelby hashtags?</p>
<p>Ken teaches on password management</p>
<p>Mark are we going to handle mechanics and application?</p>
<p>2-3 hours of home work basics on the tool</p>
<p>Even numbers would allow for pairing up or even small goups</p>
<p>Format</p>
<ul><li>Begins with an announcement</li><li>Content comes next</li><li>Then an assignment</li></ul>
<p>Jan 12 have materials ready on blogger.com</p>
  </div>
<div id="node-114" class="section-4">
  <h1 class="book-heading">1/12/09 Meeting Notes</h1>
  <p>get clarification on when Ss are going to set up Skype accounts (1st session or individual)<br>
how exactly are we going to be using blogger to share weekly course information?<br>
Talk to Lisa about developments in liberal arts with transition to make
faculty more self sufficient General or specific invite list to course<br>
A decision was made to hold the instructional content of the course on <a href="https://wikispaces.psu.edu/display/just2it/Just2It%21/">wikispaces</a><span class="print-footnote"></span>.</p>
  </div>
<div id="node-168" class="section-4">
  <h1 class="book-heading">2/9/09 Meeting Notes</h1>
  <h3>Tasks</h3>
<ul><li>talk w/ Shannon about her 2 min. Facebook intro for the kickoff</li><li>talk w/ Mark about our 2 min. Connect Pro intro for the kickoff</li><li>develop the lesson plans for the Connect Pro week</li><li>update Just2It wiki personal profile</li><li>check out Shelby's RSS</li></ul>
<h3>Topics</h3>
<ul><li>What will the deliverable/project look like?</li><li>The use of Twitter</li><li>Jing can be embedded into the wiki, when uploaded to YouTube - Shannon is going to send us out a link</li><li>Consider posting a video from the instructors to the participants</li></ul>
  </div>
<div id="node-141" class="section-4">
  <h1 class="book-heading">Planning Meeting w/ Mark Heckel on Connect Pro</h1>
  <h4>What is Adobe Connect Pro for?</h4>
<p>Free, live, internet-based, platform-independent*, publically available**, PSU-supported</p>
<ul><li>guest speakers</li><li>breakout rooms</li><li>virtual office hours</li><li>class-room based activities....</li><li>what are the real-world applications in class?</li><li>Kent-pull together your best practices for acp in the classroom</li></ul>
<p>* PC or Mac</p>
<p>** available to PASS holders and publically available FPS accounts</p>
<h4>Course</h4>
<p>create a meeting room and grant host and open blocks of time for different groups</p>
<p>or two-three rooms for simultaneous access</p>
<h4>Begin with a Just2It Meeting Room</h4>
<ol><li>log-in</li><li>downloading the add-in
<ol><li>necessary for screen sharing, etc... must be manually downloaded</li><li><a href="https://breeze.psu.edu/common/help/en/support/downloads.htm" title="https://breeze.psu.edu/common/help/en/support/downloads.htm">https://breeze.psu.edu/common/help/en/support/downloads.htm</a><span class="print-footnote"></span></li></ol>
</li><li>sharing the meeting room with others</li><li>understanding permissions</li><li>overview of the interface</li><li>identify pod-types</li><li>create your own layouts</li><li>using audio and video during your meetings</li><li>sharing your content (documents) and desktop</li><li>using break-out rooms</li><li>(presenter???) - if time allows</li></ol>
<h4>Create your own meeting room</h4>
<ol><li>request your room</li><li>customize your room</li><li>host your own meeting</li><li>record your own meeting</li></ol>
<h4>Instructional Content</h4>
<ul><li>video-walkthru's of the desktop</li><li>online resources (PSU &amp; external)
<ul><li><a href="http://meeting.psu.edu/" title="http://meeting.psu.edu/">http://meeting.psu.edu/</a><span class="print-footnote"></span></li><li><a href="http://technologytraining.psu.edu/forum" title="http://technologytraining.psu.edu/forum">http://technologytraining.psu.edu/forum</a><span class="print-footnote"></span></li></ul>
</li><li>practice sessions</li></ul><br>
<a href="files/Connect Pro.pptx">Presentation on Connect Pro</a>
<table style="position: fixed; top: 0px; width: 237.833px; left: 16px; visibility: hidden;" class="sticky-header"><thead><tr><th style="width: 136.1px;">Attachment</th><th style="width: 67.7333px;">Size</th> </tr></thead></table>
  <h1>Materials for the ACP Week of Exploration</h1></div>
<div id="node-193" class="section-4">
  <p>These are the stated goals from our wiki:</p>
<p><b>Projects/Assignments (Edits Pending):</b> <br clear="all"><br>
Task 1: <a class="createlink" href="https://wikispaces.psu.edu/pages/createpage.action?spaceKey=just2it&amp;title=Overview+of+Connect+Pro&amp;linkCreation=true&amp;fromPageId=35784033">Overview of Connect Pro</a><span class="print-footnote"></span></p>
<ul><li>definitions: meeting space, pods, plug-in, host, presenter, participant</li><li>what is Connect Pro</li><li>when to use Connect Pro</li></ul>
<p>Task 2: <a class="createlink" href="https://wikispaces.psu.edu/pages/createpage.action?spaceKey=just2it&amp;title=Creating+a+Meeting+Space&amp;linkCreation=true&amp;fromPageId=35784033">Creating a Meeting Space</a><span class="print-footnote"></span></p>
<ul><li>psu contact</li><li><a href="http://meeting.psu.edu/contacts" title="http://meeting.psu.edu/contacts">http://meeting.psu.edu/contacts</a><span class="print-footnote"></span></li><li>request a meeting space</li></ul>
<p>Task 3: <a class="createlink" href="https://wikispaces.psu.edu/pages/createpage.action?spaceKey=just2it&amp;title=Using+Connect+In+the+Classroom&amp;linkCreation=true&amp;fromPageId=35784033">Using Connect Pro at Work</a><span class="print-footnote"></span></p>
<ul><li>best practices</li><li>hints and tips</li><li>create your own layout</li><li>roles and permissions</li></ul>
<p>Task 4: <a class="createlink" href="https://wikispaces.psu.edu/pages/createpage.action?spaceKey=just2it&amp;title=Conducting+a+Meeting+-+LIVE%21&amp;linkCreation=true&amp;fromPageId=35784033">Conducting a Meeting - LIVE!</a><span class="print-footnote"></span></p>
<ul><li>links to share</li><li>join us live</li><li>using a webcam and a mic/headset</li><li><a href="http://www.adobe.com/go/tn_16453" title="http://www.adobe.com/go/tn_16453">http://www.adobe.com/go/tn_16453</a><span class="print-footnote"></span></li></ul>
<p>Task 5: <a class="createlink" href="https://wikispaces.psu.edu/pages/createpage.action?spaceKey=just2it&amp;title=Training+and+Support&amp;linkCreation=true&amp;fromPageId=35784033">Training and Support</a><span class="print-footnote"></span></p>
<ul><li>adobe connect users community</li><li>ITS training programs</li></ul>
  </div>
</div><hide linebreaks></html>

These are the projects and initiatives that I have been working on as an instructional designer for PS Continuing and Professional Education (CAPE).

Penn State University > Outreach > Continuing and Distance Education, Academic Outreach > Continuing and Professional Education

My current position reports to [[David Norloff|mailto:dcn101@outreach.psu.edu]], Outreach Client Development, and serves the three stakeholders of CAPE:
*[[CEUP]], [[Jeff Hand|mailto:jjh31@psu.edu]] 50%
*[[POD: B/E]] (Business & Engineering), [[Wes Donahue|mailto:wed105@outreach.psu.edu]] 25%
*[[POD: E/H]] (Education & Health), [[Ed Donovan|mailto:ejd6@psu.edu]] 25%
<html><img src="http://spreadsheets.google.com/pub?key=p-KCjByRmHmRouJbNB0ALFg&oid=3&output=image" width="650"/></html>
//Usually updated on Thursdays//
[[View Comprehensive Hours|Comprehensive Hours]]
[[View Monthly Update Reports to the Stakeholders|Stakeholder Meetings & Updates]]

In addition to work for the stakeholders, my current position has also worked on projects for [[Penn State]], [[Outreach]], and [[C&DE]].
!!!Instructional Design Projects
*<<tag "credit"[[Credit]]>> and <<tag "non-credit"[[Non-credit]]>>, <<tag "courses"[[Face-to-Face Course Delivery Development]]>>
*<<tag "BLDP"[[Blended Learning Delivery]]>>
*<<tag "online"[[Online Course Delivery]]>>
!!!Educational Technology
*[[ANGEL Operations Representative|ANGEL Ops & Admin]]
*[[Research on emerging and disruptive technologies|Other Research Topics]]
*Documentation
*Consulting
!!!Committees/Advisory Boards
*[[Renovations of 119 OIB|119 OIB Renovations]]
*[[Outreach Innovation Initiative Challenge|Innovation Initiative: Team Challenges]]
*[[ACE/Wal-Mart Grant for PSU Support of US Veterans|Veterans' Awards Grant]]
*CEUP/SWCE Representative to the ANGEL Operations Team
*CEUP Representative to ANGEL Administrators Team
*Virtual Internal Communications Advisory Board
!!!Leadership
*Project Management
**CATIA Pilot
**Nursing Online CE Program
**Renovations of 119 OB
**Conversion of KELE Online Non-credit Credit Courses into ANGEL
*Social Networks Implementation
!!!Faculty Development
*One-on-one assistance with ANGEL
*<<tag "online"[[Online materials development]]>>
*CEUP Faculty Portal Website
*Developed an online course on "Developing Courses for the Online Nursing CE Program"
*Co-taught ~OL2000
*Taught ~OL3000: ~Just2It
*Weekend College Training Workshop

[[Position Update]] - Announced 28 April 09

!Setup
All users are expected to show up at least 15-30 minutes before your session to properly test and configure your room to suit your needs. The keys to the podium are stored in the podium.
!Presentations and Seminars
!!Lighting Controls
* Present - how to control the existing lighting through the use of the present light panel
* Planned - how to control the lighting once the contractors finish installing the new lighting system and blinds
* UPDATED - leave these directions off the initial reference sheets
!!Wireless Network (Comcast)
Access is provided through the "Guest" SSID (service set identifier) Network. Are there any limitations to the content or way people can connect?
* signal strength - What is the realistic quality of the connection in 119? Are there issues with large numbers of users?
* content/site restrictions - Are there sites that are restricted? Are there web services (Skype, Adobe Connect, etc.) that are restricted throught the network?

David is going to contact Chrissy ~McGinley about getting a dedicated, wired ethernet access point for the podium. It'll provide more reliable and faster performace.
!!Projector
* Connecting
** PC
** Mac
** Other - document camera, digital camera, video camera, etc.
* Operational instructions
** Seating
** Lighting
** "computer 1" input = everything else
** "computer 2" input = Polycom
!!VHS & DVD's
* Operational instructions
!Videoconferences
!!Polycom
* Best practices & Room configuration
* Support media
* Making/receiving calls
* Operational instructions
!Adobe Connect Pro
* Best practices & Room configuration
* Support media
* Hosting/connecting to meeting rooms
* Operational instructions
!Phone Conferencing
pending
Kent will test the phone box next to the white board later this afternoon.
!Session Recording
pending
!Technical Support
[img[Support Tier|files/supportmodel6white.jpg]]
http://www.colorado.edu/its/about/tiermodel.html
What can users do for themselves? A lot. What will they do? Nothing.
* cables & power
* key commands
* restart/reboot

So where can users go for "departmental" or "distributed" support? Someone to fill the role of "IT Support" would be the person to provide operational support position.

After that, does tier 2 contact OTS?

After OTS is there anyone else? TNS? MTSS?
!Training Opportunities
All users are encouraged to [[attend ITS training sessions|https://register4its.psu.edu/Public/Contents.asp]]
* ANGEL
* MS ~PowerPoint
* MS Office
* Adobe Connect
* Facilitating Meetings in Adobe Connect
* Adobe Presenter
* Videoconferencing
!Room Reservation Procedure
#Contact [[Timber Ebersole|mailto:tse11@outreach.psu.edu]] to reserve the room
#Answer Pre-screening questions that then get forwarded to operational support
!Reference Guides
Cover projector, VHS/DVD, and Polycom systems. List do's/don'ts for the systems (i.e. don't power components off).
[[Users Guide.zip|files/Users Guide.zip]]

<html><p>The
area of research I'm working on with Kevin Abbey is what we're calling
"cutting edge" technologies and solutions to the future of
conferencing. I think the other two areas are:</p>
<h3>The Future Market of Conferencing</h3>
<ul><li>Nancy Franklin</li><li>Bill Harvey - the business-side of the equation</li></ul>
<h3>What does conferencing look like now?</h3>
<p>Immediate Constraints &amp; History of Conferencing here at PSU</p>
<ul><li>Pam Driftmier</li><li>Yuri Shabanowitz</li><li>Potential interviewees
<ul><li>Pam</li><li>Susanne ?</li><li>Mike Ostrowski</li><li>Tilly Convey (?)</li><li>Janice Pierce</li><li>Cole, Rick, Yvonne, Dave Bagley?</li></ul>
</li></ul>
<h3>Other questions</h3>
<ul><li>What does C&amp;I do off campus and where?</li><li>What do they do on campus (exactly) and where?</li><li>Who are they working with?</li><li>How do we either make academic departments accountable to C&amp;I or how can we free C&amp;I from <a href="http://guru.psu.edu/policies/AD03.html">AD.03</a> <span class="print-footnote">[111]</span>? How restrictive is this policy to C&amp;I really? Like how much business are we losing because of this policy?</li><li>What are T&amp;E budgets?</li><li>How can we do this (conferences) better?</li><li>What about providing instructional design support for conference presentation content?</li></ul>
<h3>Defining Success</h3>
<ul><li>Kevin and I had a great discussion to try and describe what success
for our challenge would look like. For example, conference planners
need a "tool" to easily, understandably, and confidently design events
for customers in the foreseeable future. Of course we need to blend a
lot of different sources of explicit and tacit knowledge like knowing
how conferences are being planned now.</li></ul>
<h3>An Argument for Open Conferences</h3>
<p>Embracing openess in the hub-and-spoke model for conferences.</p>
<h5>What is open?</h5>
<p>It is a choice.</p>
<p class="rteindent1"><em>It is typified by communal management, and
open access to the information or material resources needed for
projects; openness to contributions from a diverse range of
users/producers/contributors, flat hierarchies, and a fluid
organisational structure.</em></p>
<h5>Where does it exist?</h5>
<p>Information Technology - Open Source</p>
<p>Education - Open Education</p>
<h5>Why openness?</h5>
<p>It is the future (<a href="http://en.wikipedia.org/wiki/The_World_is_Flat">The World is Flat, Thomas Friedman</a> <span class="print-footnote">[112]</span>). It addresses the limitations of the archaic structure of copyright law.</p>
<p><a href="http://www.youtube.com/watch?v=bHBSNNYbyvg" title="http://www.youtube.com/watch?v=bHBSNNYbyvg">http://www.youtube.com/watch?v=bHBSNNYbyvg</a> <span class="print-footnote">[113]</span></p>
<h5>Is "open" relevant to conferences?</h5>
<p>Absolutely.</p>
<h5>What would an open conference look like?</h5>
<p>Creative and freely-flowing exchange of information and networking
opportunities affected by participants motiviations, expertise, and
involvement.</p>
<p><a href="http://www.linuxjournal.com/article/8392" title="http://www.linuxjournal.com/article/8392">http://www.linuxjournal.com/article/8392</a> <span class="print-footnote">[114]</span></p>
<p><a href="http://joeduck.com/2006/05/09/lets-have-more-open-conferences-a-lot-more/" title="http://joeduck.com/2006/05/09/lets-have-more-open-conferences-a-lot-more/">http://joeduck.com/2006/05/09/lets-have-more-open-conferences-a-lot-more/</a> <span class="print-footnote">[115]</span></p>
<h5>What are the benefits to an open conference?</h5>
<p>Defining a new open-archetecture. Confirming the status of leadership in conferencing. Being good.</p>
<h5>What do we stand to loose?</h5>
<p>The limitations of intellectual property rights and copyright laws.
The reputation of clinging to outdated notions. Restraints set upon
C&amp;I based on decades-old policies.</p>
<p>It's already being done. There are tools to develop open conference resources <a href="http://pkp.sfu.ca/?q=ocs" title="http://pkp.sfu.ca/?q=ocs">http://pkp.sfu.ca/?q=ocs</a> <span class="print-footnote">[116]</span>.</p>
<h5>What are the obstacles to open conferenences?</h5>
<p>Ourselves. Our attitudes. Our ability to support creative solutions in a world that is going to change with or without us.</p>
<h5>Why open conferences?</h5>
<p>Because we don't want to be seen as the cavemen carrying the wheel of technology-enhanced, face-to-face, human interaction.</p>
<p><a href="http://www.youtube.com/watch?v=rlCQ34Xenhs" title="http://www.youtube.com/watch?v=rlCQ34Xenhs">http://www.youtube.com/watch?v=rlCQ34Xenhs</a> <span class="print-footnote">[117]</span></p>
<table style="position: fixed; top: 0px; width: 442.283px; left: 16px; visibility: hidden;" class="sticky-header"><thead><tr><th style="width: 331.65px;">Attachment</th><th style="width: 76.6333px;">Size</th> </tr></thead></table><table id="attachments" class="sticky-enabled sticky-table">
 <thead class="tableHeader-processed"><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
 <tr class="odd"><td>[[CIDoubleDownReportDecember042008.xlsx|files/CIDoubleDownReportDecember042008.xlsx]] <span class="print-footnote">[118]</span></td><td>73.34 KB</td> </tr>
 <tr class="even"><td>[[Conference_Technology_Trends_Article.pdf|files/Conference_Technology_Trends_Article.pdf]] <span class="print-footnote">[119]</span></td><td>1.11 MB</td> </tr>
 <tr class="odd"><td>[[Declines_in_Conference_Attendance.pdf|files/Declines_in_Conference_Attendance.pdf]] <span class="print-footnote">[120]</span></td><td>77.76 KB</td> </tr>
 <tr class="even"><td>[[Random_Notes.docx|files/Random_Notes.docx]] <span class="print-footnote">[121]</span></td><td>11.83 KB</td> </tr>
 <tr class="odd"><td>[[CaseRace.doc|files/CaseRace.doc]] <span class="print-footnote">[122]</span></td><td>29.5 KB</td> </tr>
 <tr class="even"><td>[[GCEC_conf_full_proposalpt.doc.docx|files/GCEC_conf_full_proposalpt.doc.docx]] <span class="print-footnote">[123]</span></td><td>1007.14 KB</td> </tr>
 <tr class="odd"><td>[[Conferences_Raghu.pdf|files/Conferences_Raghu.pdf]] <span class="print-footnote">[124]</span></td><td>527.73 KB</td> </tr>
</tbody>
</table>
  <div id="node-120" class="section-4">
  <h1 class="book-heading">Outreach Conferences Today</h1>
  <h3>Overview</h3>
<ul><li>300 + programs a year</li><li>represent all PSU academic colleges</li></ul>
<h5>diverse audience</h5>
<ul><li>scholars and scientists</li><li>business and organization clients</li><li>youth</li><li>families</li><li>pre-college students and seniors</li><li>current Penn State students</li><li>and professionals in health care education, workforce development, and other areas</li></ul>
<h5><a href="http://www.outreach.psu.edu/conference-planning/faculty.htm">a variety of services</a> <span class="print-footnote">[125]</span></h5>
<ul><li>Preconference planning
<ul><li>AV technical assistance, but any technical &amp; instructional planning?</li></ul>
</li><li>On-site conference management</li><li>Postconference follow-up activities</li><li>Where are the opportunties? There are lots of preconference
services, not much relatively during on-site and postconference. There
aren't any services to provide <strong>technical</strong> and <strong>augmented content</strong> consulting.</li></ul>
<h5><a href="http://www.outreach.psu.edu/conference-planning/venues.htm">a variety of venues</a> <span class="print-footnote">[126]</span> - a number of the external links are broken! <img src="file:///Volumes/Penn%20State/Drupal/Nodes%20Backup/Misc_files/angry_smile.gif"> not an impressive webpage</h5>
<ul><li>Penn Stater</li><li>Nittany Lion Inn</li><li>Shaver's Creek</li><li>PA
<ul><li>Hershey Lodge - <a href="http://www.outreach.psu.edu/programs/airport/location-accommodations.html">Airport Conference</a> <span class="print-footnote">[127]</span></li><li>How is the <a href="http://www.outreach.psu.edu/programs/visibleemissions/default-Locations.htm">Smoke School</a> <span class="print-footnote">[128]</span> a C program?</li></ul>
</li><li>National</li><li>International
<ul><li><a href="http://www.outreach.psu.edu/summerabroad">Summer Abroad</a> <span class="print-footnote">[129]</span>? How is this a conference? How does C participate? (<a href="http://www.outreach.psu.edu/conference-planning/programs.htm">see programs</a> <span class="print-footnote">[130]</span>)</li></ul>
</li></ul>
<h5>revenue sharing</h5>
<ul><li>C&amp;I absorbs 100% in the first year, 50% in the second and 0% in
the third year. What is this costing C&amp;I? Does this need to be
changed?</li><li>provides support funds for those whom qualify</li></ul>
<h5><a href="http://www.outreach.psu.edu/conference-planning/programs.htm">types of programs</a> <span class="print-footnote">[130]</span></h5>
<ul><li>Research conferences and symposia
<ul><li>genomes &amp; evolution</li><li>9th vehichle &amp; heavy weights</li></ul>
</li><li>Professional development seminars and workshops
<ul><li>national autisim</li><li>teen pregnancy program</li><li>creating &amp; maintaining responsive classroom learning environments</li><li>rotary wing technology</li></ul>
</li><li>association meetings
<ul><li>american society for virology</li><li>statistical challenges in modern astronomy</li><li>transportation engineering and safety conference</li></ul>
</li><li>hands-on experiences (team building, experiential learning, etc.)
<ul><li><a href="http://www.outreach.psu.edu/conference-planning/Courses.htm">credit and non-credit</a> <span class="print-footnote">[131]</span>
<ul><li>summer study abroad</li><li>KINES&nbsp;GHA adventure</li><li>adventure literature</li><li>shaver's creek</li><li>summer intensive language institute</li><li>professional development field studies</li></ul>
</li><li><a href="http://www.outreach.psu.edu/conference-planning/Youth.htm">youth summer program<br>
        </a> <span class="print-footnote">[132]</span>
<ul><li>communications institute</li><li>summer music camp</li><li>cook like a chef</li><li>weather camp</li><li>outreach youth portal</li><li>sports camp?</li></ul>
</li></ul>
</li></ul>
<h3>Even more questions</h3>
<p>Who are the C's staff and how many are there?</p>
<ul><li><a href="http://www.outreach.psu.edu/conference-planning/outreach-contacts.htm">College Outreach Representatives</a> <span class="print-footnote">[133]</span> are they the same as [Senior] Conference Planners? Yes, they are.</li><li>conference coordinator</li><li>program coordinator</li><li>multimedia specialists?</li><li>instructional designers</li></ul>
<p>What are the numbers and past performance reports?&nbsp;</p>
  </div>
<div id="node-134" class="section-4">
  <h1 class="book-heading">1/15/09 Research</h1>
  <p>I'm going to try to go through:</p>
<ul><li>reviewing the technologies I've cataloged and see if I can't
reorganize them into larger sub-sections to make the reporting task
easier</li><li>read more about SP process</li><li>look at variables that might make sense comparing</li></ul>
  </div>
<div id="node-135" class="section-4">
  <h1 class="book-heading">1/19/09 Whole-team Progress Meeting</h1>
  <p>How can C&amp;I expand current offerings and what are the large opportunities to change the world of conferencing?</p>
<h5>The research Kevin, myself and the others have done support the underlying themes of:</h5>
<ul><li>defining success will mean for conferences in the next 5 years</li><li>map scenarios</li><li>provide best practices that encourage innovative thinking and other work-culture shifts</li><li>explore and embrace emerging and disruptive technologies relevant
to social networking and content delivery for the future of conferences</li></ul>
<p>disruptive technologies are innovations that improves products or services in ways the market does not expect?</p>
<ul><li>LED's, digital photography, muskets, etc.</li></ul>
<p>IT and Non-IT-based solutions</p>
<ul><li>Non-IT
<ul><li>expertise labels</li><li>participants as moderators for online communities</li><li>barcamps - grassroots, participant-driven, "anti-conference" conferences</li></ul>
</li><li>rich media - content delivery, computer networks, collaborative project development</li><li>web 2.0 - sharing information w/ others dynamically via primarily internet-driven networks</li><li>the future - horizon technologies: mobile broadcasting, augmented-reality, ePaper devices, web 3.0, etc.</li></ul>
<h3>UPDATE: Notes from the meeting</h3>
<p>research topic - "preferential attachment" - social networking referrals, sounds like an interesting side topic</p>
<p>proposal - pilot program to Criag; choose 1 low hanging fruit</p>
<p>does virtual conferencing allow us to "side step" all current obstacles?</p>
<p>location of PSU effects scaleability of our programs - why did I write this down?</p>
  <div id="node-136" class="section-5">
  <h1 class="book-heading">1/19/09 Meeting Notes</h1>
  <h3>Upcoming Meetings</h3>
<p>Next Team Meeting: Feb 2 to discuss what our low-hanging fruit will be as a topic to present before the AVP's</p>
<ul><li>the depth of our recommendations should consider a "toy" that we
can collectively learn a lot from; it should be small leading to big;
What can we bite off? should be the starting point</li><li>we get to define the scope</li></ul>
<p>Next Whole-Team Meeting: Feb 23 to present rough drafts of our PowerPoint</p>
<ul><li>visit "idea pitch" website (unknown URL) to view an
example/directive information on creating our pitch based on an
inventor's pitch presentation</li></ul>
<p>Team Presentations to AVP's: March 23</p>
<ul><li>40 min presentations</li><li>2 hr. long meeting</li><li>12 slides + supplemental deck</li></ul>
<h3>Notes from the Meeting</h3>
<p>Kevin and I also discussed a tool for program managers that would
help the process of mapping the customer's needs with plausable
technology and innovative ideas.</p>
<p>Research "preferential attachment" - has something to do with social networking and referrals process.</p>
<p>Virtual conferencing may allow us to side step obstacles. It would
allow us to provide rational arguments to change the system the way it
stands.</p>
<p>The topic of the location of conferences was raised once again and
Bill responded with the opportunity to leverage the resources of the
University only a 1/4 mile away.</p>
<p>There was a lot of closing statements made about the possible
overlap and implications of a "secondary" team established by Mike O.
from C&amp;I. Though there was great concern, Tony identified this as a
wonderful opportunity and Al commented that it was good to have "the
elephant in the room" addressed.</p>
  </div>
</div>
<div id="node-171" class="section-4">
  <h1 class="book-heading">2/10/09 Challenge Team Meeting</h1>
  <p>Morning Meeting</p>
<p>Sandy, Bill, Pam, Nancy, Kent</p>
<p>Bill has a number of potential folks to bounce the idea of our proposal off.</p>
<p>Bill and Nancy are going to present their research. Bill has taken
the research an pulled it into a DOC. Bill wanted to add that we need
to leverage the University as part of the draw to the location. The
trends change pretty quickly. What's the difference between fads and
constants. What are the cash cow opportunities?</p>
<p>Pam is sharing an example of a virtual conference in response to the
use of Second Life for conferencing. Replace the F2F with virtual.</p>
<p>Pam brings up the point of younger generational needs. The concept
of a generation is becoming more granular. The key will be in the skill
to work inter-generationally.</p>
<p>Pam loves the idea of barcoding. Every non-credit student needs to
be registered into NCRR. SOAR and ISSO were Outreach homegrown options.
SOAR crashes all the time. ISSO get slow and doesn't work on Mac's.
Conferences are forced to take credit cards ove the phone - something
they aren't supposed to do.</p>
<p>Pam would love to leave the shackles of NCRR, SOAR, ISSO and academic approval.</p>
<p>Pam reviews the process of academic approval. ISIS, registration of
information with the colleges. Outreach can provide approval (Wayne) in
lieu of academic approval.</p>
<p>Knowledgeable but negative. Conflict of interests. We don't need their approval on decisions made.</p>
<p>Ask Denise for a log into the Harvard Business Review.</p>
<p>Our Pilot</p>
<ol><li>Hub and spoke</li><li>Greener</li><li>Participant Driven</li><li>Open Conference</li><li>Technology-Augemented</li></ol>
  </div>

<div id="node-77" class="section-3">
  <h1 class="book-heading">Scenarios</h1>
  <p>I
began developing ideas for this section and quickly realized how
difficult it would be to string together scenarios that placed the
assistive technologies in context to create possible solutions. It
might be more productive to review the individual technologies and
envision solutions based on specific need-based situations.</p>
<h3>The Way Things Are + (Plus)</h3>
<p>Standard conference augmented on the front, middle, and back-end
with Web 2.0 technology. Participants are networked together at the
beginning of the conference. There are twitter, flickr, and other RSS
channels for participants to follow and contribute to during the
conference. Frameworks are maintained to keep participants in contact
with one another well after the conclusion of the physical gathering of
bodies.</p>
<h3>The Blank Slate</h3>
<p>There are no defined roles of participants and presenters. Locations
drive the number of available physical spaces. Time-frames drive the
number of overall sessions. Attendees suggest topics around a proposed
theme. Everyone ranks the topics. SME's are identified or choose to
attend. Session agendas are collaboratively developed before the
conference and they are based on popular votes. Organizers review
sessions and based on themes, they would elect keynote speakers.
Mashups of participant-submitted videos stream during conference.
Virtual meeting spaces extend opportunities to attend at the location,
but free of physical spaces.</p>
<p>Inspired by the <a href="http://www.ecotech.financetech.com/blog/archives/2008/10/from_sibos_to_b.html">BarCamp</a> <span class="print-footnote">[89]</span></p>
<h3>The Town Meetings</h3>
<p>Networked, simultaneous, technology-enabled, face-to-face
conferences. Adobe Connect, conference phones, wikis, GoogleDocs,
Twitter, etc.</p>
  <div id="node-100" class="section-4">
  <h1 class="book-heading">Scenario Planning</h1>
  <p>Sandy identified a really intresting model for strategic planning that might be useful to us.</p>
<hr>
<p><em>Some of the decisions we make today will make sense across all
of the futures. Others will make sense only in one or two. Once we've
identified those implications that work in all of the scenarios, we get
on with them in the confidence that we're making better, more robust
plans. The decisions that make sense in only one or some of the
scenarios are tricky. For these we want to know the "early warning
signs" that tell us those scenarios are beginning to unfold. Sometimes,
the leading indicators for a given scenario are obvious, but often they
are subtle. It may be some legislation, or technical breakthrough, or
gradual social trend. Then, of course, it is important to monitor these
critical signs closely. </em></p>
<p><em>Ultimately, that's the power of scenario planning. It can
prepare us in the same way that it prepares corporate executives: It
helps us understand the uncertainties that lie before us, and what they
might mean. It helps us "rehearse" our responses to those possible
futures. And it helps us spot them as they begin to unfold. </em></p>
<p><a href="http://www.wired.com/wired/scenarios/build.html"><em>From Wired</em></a> <span class="print-footnote">[134]</span></p>
<hr>
<p>How do organizations implement and apply scenario planning reports?</p>
<p>&nbsp;</p>
<p>Some traps to avoid in Scenario Planning:</p>
<ol><li>treating scenarios as forecasts</li><li>constructing scenarios based on too simplistic a difference, such as optimistic and pessimistic</li><li>failing to make scenario global enough in scope</li><li>failing to focus scenarios in areas of potential impact on the business</li><li>treating scenarios as an informational or instructional tool rather than for participative learning / strategy formation</li><li>not having an adequate process for engaging executive teams in the scenario planning process</li><li>failing to put enough imaginative stimulus into the scenario design</li><li>not using an experienced facilitator</li></ol>
<table style="position: fixed; top: 0px; width: 320.233px; left: 16px; visibility: hidden;" class="sticky-header"><thead><tr><th style="width: 218.5px;">Attachment</th><th style="width: 67.7333px;">Size</th> </tr></thead></table><table id="attachments" class="sticky-enabled sticky-table">
 <thead class="tableHeader-processed"><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
 <tr class="odd"><td>[[scenario_explorersguide.pdf|files/scenario_explorersguide.pdf]] <span class="print-footnote">[135]</span></td><td>838.04 KB</td> </tr>
</tbody>
</table>
  <div id="node-102" class="section-5">
  <h1 class="book-heading">Mapping Progress</h1>
  <p><a href="http://en.wikipedia.org/wiki/Scenario_planning">Scenario Planning</a> <span class="print-footnote">[136]</span> involves a number of steps:</p>
<ol><li><strike><i>Decide on the key question to be answered by the analysis.</i>
By doing this, it is possible to assess whether scenario planning is
preferred over the other methods. If the question is based on small
changes or a very few number of elements, other more formalized methods
may be more useful.</strike> How can conferencing at Penn State evolve to meet the needs of the "Future of Conferencing."
<ol><li>provide planning and management "turn-key" services on and off campus</li><li>[comply with/address] the set of constraints in place currently
(academic dept. sponsors, pressure to fill hotel rooms, cannabalistic
competition, etc.)</li><li>expand their current offerings</li><li>continually evolve</li></ol>
</li><li><i>Set the time and scope of the analysis.</i> Take into
consideration how quickly changes have happened in the past, and try to
assess to what degree it is possible to predict common trends in
demographics, product life cycles et al. A usual timeframe can be five
to 10 years.</li><li><strike><i>Identify major stakeholders.</i> Decide who will be
affected and have an interest in the possible outcomes. Identify their
current interests, whether and why these interests have changed over
time in the past.</strike>
<ol><li>Outreach C&amp;I</li><li>PSU Academic Departments</li><li>area competitors</li></ol>
</li><li><strike><i>Map basic trends and driving forces.</i> This includes
industry, economic, political, technological, legal and societal
trends. Assess to what degree these trends will affect your research
question. Describe each trend, how and why it will affect the
organisation. In this step of the process, brainstorming is commonly
used, where all trends that can be thought of are presented before they
are assessed, to capture possible group thinking and tunnel vision.</strike> Awaiting research on trends from Bill and Nancy.
<ol><li>Happy Valley Economics</li><li>Growth of PSU</li><li>Maintreaming of Social Networking</li></ol>
</li><li><strike><i>Find key uncertainties.</i> Map the driving forces on
two axes, assessing each force on an uncertain/(relatively) predictable
and important/unimportant scale. All driving forces that are considered
unimportant are discarded. Important driving forces that are relatively
predictable (f.ex. demographics) can be included in any scenario, so
the scenarios should not be based on these. This leaves you with a
number of important and unpredictable driving forces. At this point, it
is also useful to assess whether any linkages between driving forces
exist, and rule out any "impossible" scenarios (f.ex. full employment
and zero inflation).</strike>
<ol><li>changes in politics and relationships with PSU&nbsp;academic departments</li><li>effects of recent economic downturns</li><li>availability of technology support, training</li><li>ideosyncracies of internal work culture</li><li>market driven technology choices</li><li>workforce changes</li></ol>
</li><li><i>Check for the possibility to group the linked forces</i> and if possible, reduce the forces to the <i>two</i> most important. (To allow the scenarios to be presented in a neat xy-diagram)</li><li><i>Identify the extremes</i> of the possible outcomes of the (two)
driving forces and check the dimensions for consistency and
plausibility. Three key points should be assessed:
<ol><li>Time frame: are the trends compatible within the time frame in question?</li><li>Internal consistency: do the forces describe uncertainties that can construct probable scenarios.</li><li>Vs the stakeholders: are any stakeholders currently in
disequilibrium compared to their preferred situation, and will this
evolve the scenario? Is it possible to create probable scenarios when
considering the stakeholders? This is most important when creating
macro-scenarios where governments, large organisations et al. will try
to influence the outcome.</li></ol>
</li><li><i>Define the scenarios,</i> plotting them on a grid if possible.
Usually, 2 to 4 scenarios are constructed. The current situation does
not need to be in the middle of the diagram (inflation may already be
low), and possible scenarios may keep one (or more) of the forces
relatively constant, especially if using three or more driving forces.
One approach can be to create all positive elements into one scenario
and all negative elements (relative to the current situation) in
another scenario, then refining these. In the end, try to avoid pure
best-case and worst-case scenarios.</li><li><i>Write out the scenarios.</i> Narrate what has happened and what the reasons can be for the proposed situation. Try to include good reasons <i>why</i>
the changes have occurred as this helps the further analysis. Finally,
give each scenario a descriptive (and catchy) name to ease later
reference.</li><li><i>Assess the scenarios</i>. Are they relevant for the goal? Are
they internally consistent? Are they archetypical? Do they represent
relatively stable outcome situations?</li><li><i>Identify research needs</i>. Based on the scenarios, assess
where more information is needed. Where needed, obtain more information
on the motivations of stakeholders, possible innovations that may occur
in the industry and so on.</li><li><i>Develop quantitative methods.</i> If possible, develop models to
help quantify consequences of the various scenarios, such as growth
rate, cash flow etc. This step does of course require a significant
amount of work compared to the others, and may be left out in
back-of-the-envelope-analyses.</li><li><i>Converge towards decision scenarios.</i> Retrace the steps above
in an iterative process until you reach scenarios which address the
fundamental issues facing the organization. Try to assess upsides and
downsides of the possible scenarios.</li></ol>
  </div>
<div id="node-101" class="section-5">
  <h1 class="book-heading">Scenario Planning Links and Resources</h1>
  <p><a href="http://www.netmba.com/strategy/scenario/">An Introduction to Scenario Planning</a> <span class="print-footnote">[137]</span><br>
<a href="http://sbinformation.about.com/cs/newseconomy/a/scenario.htm">Avoiding the Rear-view Mirror Trap</a> <span class="print-footnote">[28]</span><br>
<a href="http://www.well.com/%7Emb/scenario_planning/">Scenario Planning Resources</a> <span class="print-footnote">[138]</span><br>
<a href="http://www.wired.com/wired/scenarios/build.html">How to Build Scenarios</a> <span class="print-footnote">[134]</span><br>
<a href="http://www.shell.com/home/content/aboutshell/our_strategy/shell_global_scenarios/scenarios_explorers_guide/scenario_explorers_guide_30102006.html">Scenarios: An Explorer's Guide</a> <span class="print-footnote">[139]</span><br>
&nbsp;<br>
Attached are a few documents from Sandy Clemmer on SP... Thanks Sandy!</p>
<table style="position: fixed; top: 0px; width: 478.533px; left: 16px; visibility: hidden;" class="sticky-header"><thead><tr><th style="width: 376.8px;">Attachment</th><th style="width: 67.7333px;">Size</th> </tr></thead></table><table id="attachments" class="sticky-enabled sticky-table">
 <thead class="tableHeader-processed"><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
 <tr class="odd"><td>[[SPProcessslidedeck.pdf|files/SPProcessslidedeck.pdf]] <span class="print-footnote">[140]</span></td><td>429.82 KB</td> </tr>
 <tr class="even"><td> [[Shoemaker-SPatool for strategic thinking.pdf|Shoemaker-SPatool for strategic thinking.pdf]] <span class="print-footnote">[141]</span></td><td>1.98 MB</td> </tr>
 <tr class="odd"><td>[[Scenario Planning Example - EnergyScenarios.pdf|Scenario Planning Example - EnergyScenarios.pdf]] <span class="print-footnote">[142]</span></td><td>468.37 KB</td> </tr>
 <tr class="even"><td>[[VDH_2005_Articulation of the BusinessIdea.pdf|files/VDH_2005_Articulation of the BusinessIdea.pdf]] <span class="print-footnote">[143]</span></td><td>609.23 KB</td> </tr>
 <tr class="odd"><td>[[Schwartz--Plotting your scenarios.pdf|files/Schwartz--Plotting your scenarios.pdf]] <span class="print-footnote">[144]</span></td><td>260.47 KB</td> </tr>
 <tr class="even"><td>[[HandP_Core Competence of the organization.pdf|files/HandP_Core Competence of the organization.pdf]] <span class="print-footnote">[145]</span></td><td>252.28 KB</td> </tr>
 <tr class="odd"><td>[[Flowers-Art of scenario writing.pdf|files/Flowers-Art of scenario writing.pdf]] <span class="print-footnote">[146]</span></td><td>158.26 KB</td> </tr>
 
 <tr class="odd"><td>[[quistgaard_presprog.pdf|files/quistgaard_presprog.pdf]] <span class="print-footnote">[148]</span></td><td>111.16 KB</td> </tr>
 <tr class="even"><td>[[InnIt - C&amp;I - Jan 15 - Scenario Planning.docx|files/InnIt - C&amp;I - Jan 15 - Scenario Planning.docx]] <span class="print-footnote">[149]</span></td><td>24.49 KB</td> </tr>
</tbody>
</table>
  </div>
</div>
</div>
<div id="node-87" class="section-3">
  <h1 class="book-heading">Possible Links to Other Programs</h1>
  <p>This
initiative is linked to the Farrel Center for Corporate Innovation and
Entrepreneurship (FCFE) out of the Smeal College of Business.<br>
There is a possibility for collaboration or contribution to a taskforce
established by Mike Ostroski. I spoke with Mike about this opportunity
on Fri 12/5.</p>
<table style="position: fixed; top: 0px; width: 378.633px; left: 16px; visibility: hidden;" class="sticky-header"><thead><tr><th style="width: 276.9px;">Attachment</th><th style="width: 67.7333px;">Size</th> </tr></thead></table><table id="attachments" class="sticky-enabled sticky-table">
 <thead class="tableHeader-processed"><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
 <tr class="odd"><td>[[081125 Conferences Tsk Force.docx|files/081125 Conferences Tsk Force.docx]] <span class="print-footnote">[150]</span></td><td>142.72 KB</td> </tr>
</tbody>
</table>
  </div>

  <h1 class="book-heading">Presentation Deliverable</h1>
  <h4>Introduction</h4>
<ul><li><strong>Target Audience</strong>: Craig Weidemann, &amp; the other AVP's</li><li><strong>Presentation Length</strong>: 12 slides + supplemental deck, 40 min. max., check idea pitch website (basically an investor's pitch)</li><li><strong>Presentation Date</strong>: 3/23/09 @ 3:30 PM, 404 Old Main</li></ul>
<h4>Starting Questions?</h4>
<ol><li>What is the scope (PSU, Outreach, etc.) that we'll be defining?</li><li>What's the low hanging fruit?
<ol><li>What is the competition doing that we aren't? Customer service
delivery? Risk distribution. Revenue models. Flexible program
development. Internal marketing.</li><li>What are the available personnel and technical resources? Which options can be supported?</li><li>Possible programs: Energy Efficiency Conference? We have to be
sensitive to canabalizing existing programs. We have to be careful
about marketing a Pilot. How could we work a hub-and-spoke model in
with this pilot? A face-to-face component for a conference like this is
essential. Nothing on the calendar. Lots of contacts that would be
great candidates for planning committee. Community moderators, adjunct
facilitators, student participation.</li></ol>
</li><li>How are we going to share our developments?</li></ol>
<table style="position: fixed; top: 0px; width: 318.85px; left: 16px; visibility: hidden;" class="sticky-header"><thead><tr><th style="width: 226.017px;">Attachment</th><th style="width: 58.8333px;">Size</th> </tr></thead></table><table id="attachments" class="sticky-enabled sticky-table">
 <thead class="tableHeader-processed"><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
 <tr class="odd"><td>[[C+I Whiteboard Capture.zip|files/C+I Whiteboard Capture.zip]] <span class="print-footnote">[151]</span></td><td>7.12 MB</td> </tr>
 <tr class="even"><td>[[C+I Pilot Model Sketch.pptx|files/C+I Pilot Model Sketch.pptx]] <span class="print-footnote">[152]</span></td><td>75.6 KB</td> </tr>
 <tr class="odd"><td>[[C+I Pilot Model Diagram.pptx|files/C+I Pilot Model Diagram.pptx]] <span class="print-footnote">[153]</span></td><td>66.35 KB</td> </tr>
</tbody>
</table>
  <div id="node-191" class="section-4">
  <h1 class="book-heading">2/2/09 Meeting Notes</h1>
  <h4>Meeting Notes</h4>
<p>Nancy did a number of phone interviews w/ external folks. See list of questions.</p>
<p class="rteindent1">Who bears the risk on conferences? A question not
on the list. Ohio State &amp; U of Wisconsin are arranged where the
client bears all of the risk.</p>
<p class="rteindent1">Is Penn State realizing all of the cost of a centralized planning service for conferences?</p>
<p class="rteindent1">Are we marketing ourselves well internally to the rest of the university?</p>
<p class="rteindent1">How can we leverage the human interaction in face-to-face conferences using technology?</p>
<p class="rteindent1">Nancy has a great list of associations that would
be excellent resources for providing additional information related to
Nancy's question.</p>
<p class="rteindent1">U of Wisconsin is loosing enrollments but is holding steady and possibly growing with numbers of conferences.</p>
<p class="rteindent1">Shorter conferences popular: Sun-Tue/Wed rather than weeklong</p>
<p class="rteindent1">research "<a href="http://strategies2008.iglyo.com/2008/10/day-2-world-caf.html">world cafe</a> <span class="print-footnote">[154]</span>" trend</p>
<p class="rteindent1">location is becoming a more important issue, folks are looking to hook vacation time with conference schedule</p>
<p class="rteindent1">Technology seems to be a common theme for the
future of videoconferencing: videoconferencing, web-based, etc. How can
we differentiate ourselves in a growing trend of the use of technology.</p>
<p class="rteindent1">Location, amenities, services and cost are some of the most important factors from NC State's perspective.</p>
<p class="rteindent1">Penn State's approach is like a dealer, hook them with a product and increase the risk with subsequent years.</p>
<p class="rteindent1">Satellite sites are used to save money for attendees. The conference is broadcasted to these sites at a reduced cost.</p>
<p class="rteindent1">Technology is use to simplify operations, barcoding everything for tracking purposes.</p>
<p class="rteindent1">Purdue conferencing employees go through customer service training once a year.</p>
  </div>
<div id="node-230" class="section-4">
  <h1 class="book-heading">Graphics</h1>
  <p>I've updated the logos with some drop shadows:<br>
<img src="files/USA Pathways 1.png" alt="" height="221" width="350"><br>
I just noticed that I forgot the double ended arrowheads on this
version. I'll add them and update these images later. The double-ended
arrows were in the sample PowerPoint I emailed out yesterday.<br>
<img src="files/USA Wheel 2.png" alt="" width="400"><br>
These logos are a little cleaner, without Alaska and Hawaii, but should
we really exclude our two youngest siblings? :-) Hawaii is my hometown
afterall! :-D<br>
<img src="files/USA Pathways 2.png" alt="" height="224" width="321"><br>
<img src="files/USA Wheel 1.png" alt="" width="350"><br>
Please don't use these graphics in presentations. I can easily create graphics that are optimized for use in presentations.</p>
  </div><hide linebreaks></html>

Goal: develop online activities to meet the required 50 hours of contact required by 4 credit courses.

Schedule: 6 weeks beginning 7/1 - 8/.., 2 times a week for 3.5 hours or 7 hours a week for a total of 42 contact hours, that leaves 8 contact hours to be added.

Audience: What do we know that can be of use with regards to tailoring relevant materials?

Possible online-based activities:
* recorded AV lectures
* discussion boards
* online lab activities
* collaborative project work
* live, remote guest speaker(s)
* sync or async online presentations
* video content
* podcast-based activities

[[Document: Time Requirements|files/time requirement.doc]]

These are the projects and initiatives for Outreach.
[[Innovation Initiative: Team Challenges]]
[[RESET 2020 Research Team: Education and STEM Initiatives]]

@@This website is no longer being updated as of January 2010.
For current projects, please visit [[my Google Site|https://sites.google.com/site/kentmatsuedalearningdesign/]].
My [[ePortfolio is at http://www.personal.psu.edu/kkm11/|http://www.personal.psu.edu/kkm11/]].
Thank you, Kent@@

These are the projects and initiatives that I have been working on as an instructional designer for Penn State World Campus.

Penn State University > Outreach > Continuing and Distance Education, Academic Outreach > World Campus Learning Design

My current position reports to [[Rick Shearer|mailto:RXS57@PSU.EDU]]. I am a part of the "Blue Team" and I primarily focus on programs and courses for:
*[[CEUP]], [[Jeff Hand|mailto:jjh31@psu.edu]]
*[[CAPE]], [[Wes Donahue|mailto:wed105@outreach.psu.edu]]

In addition to [[CEUP]] and [[CAPE]], my current position also works on projects for [[Penn State]], [[Outreach]], and [[C&DE]].
!!!Instructional Design Projects
*<<tag "credit"[[Credit]]>> and <<tag "non-credit"[[Non-credit]]>>, <<tag "courses"[[Face-to-Face Course Delivery Development]]>>
*<<tag "BLDP"[[Blended Learning Delivery]]>>
*<<tag "online"[[Online Course Delivery]]>>
!!!Educational Technology
*[[ANGEL Operations Representative|ANGEL Ops & Admin]]
*[[Research on emerging and disruptive technologies|Other Research Topics]]
*Documentation
*Consulting
!!!Committees/Advisory Boards
*[[Renovations of 119 OIB|119 OIB Renovations]]
*[[Outreach Innovation Initiative Challenge|Innovation Initiative: Team Challenges]]
*[[ACE/Wal-Mart Grant for PSU Support of US Veterans|Veterans' Awards Grant]]
*CEUP/SWCE Representative to the ANGEL Operations Team
*CEUP Representative to ANGEL Administrators Team
*Virtual Internal Communications Advisory Board
!!!Leadership
*Project Management
**CATIA Pilot
**Nursing Online CE Program
**Renovations of 119 OB
**Conversion of KELE Online Non-credit Credit Courses into ANGEL
*Social Networks Implementation
!!!Faculty Development
*One-on-one assistance with ANGEL
*<<tag "online"[[Online materials development]]>>
*CEUP Faculty Portal Website
*Developed an online course on "Developing Courses for the Online Nursing CE Program"
*Co-taught ~OL2000
*Taught ~OL3000: ~Just2It
*Weekend College Training Workshop

[[Position Update]] - Announced 28 April 09

*Are teachers or ID's generally responsible for creating grading rubrics?
*Help Jack create a ~PowerPoint for the first class and upload it to ANGEL and a USB drive
*Recording the first class with the help of Scott. Will they need a release form?
*Jim Hoy is another instructor interested in the class because of the Raethon Project.
*Send letters directly to students who do not have email forwarding turned on.

These are the projects and initiatives for Penn State as a whole.
[[Veterans' Awards Grant]]

~Non-Credit
BLI - Karen Pollack
Presently the course is in a hardcopy format. What would it take to convert the course into an online delivery format?

A 3-credit course in conjunction with the Center of Sustainability.
Instructor: David Riley
TA: Matt, also a student
Course covers materials in the text book, an alternate Spring Break trip to Central America to install a PV and [supposedly] a team working on building a mobile PV lab.
[[3/17/09 Letter from David R]]
[[4/1/09 PV Meeting Notes]]

!Concerns
*Action Items -> Action Plan - must use some kind of back-end database, this might be difficult to do in ANGEL
*Printable Microlesson View - we can use javascript to create printer-friendly versions of ANGEL content, but we probably won't be able to aggregate content into a consolidated printed view
!Multimedia Options
*Video for use with introductions
*Adobe Presenter for key concepts
*Live Chat for office hours
*Forums for communicating between the group

What aspects of [[eCornell|http://www.ecornell.com/]] and ?? worked well? What would you like to see?

From:   wds4@outreach.psu.edu
Subject: Instructional Design for CE
Date: April 27, 2009 5:00:50 PM EDT
To:   ejd6@psu.edu, jjh31@psu.edu, wed105@outreach.psu.edu
Cc:   rxs57@outreach.psu.edu, kkm11@psu.edu, dcn101@outreach.psu.edu, kjp10@psu.edu, kmc8@psu.edu, wgc2@psu.edu
----
Ed, Jeff, and Wes,

I wanted to let you know that we’re going to start a process of integrating Kent Matsueda into the larger Learning Design group under Rick Shearer.  Kent and Rick are going to go to work on the transition process now and will have it complete by June 30 so that July 1 we start with Kent being integrated with the larger Learning Design unit. 

As part of this process, I am also requesting two new instructional designers to add to the Learning Design unit so that we are sure to have the capacity we need to provide the support you need.  Rick Shearer will be scheduling meetings with each of you so that he can begin to understand your overall needs.  His plan is to distribute CE and World Campus instructional design work across instructional designers rather than having it focused just on 2 or 3 particular people.  I’ve stressed with Rick that as he moves to this type of structure, he has to take steps to ensure that both World Campus and CE instructional design work gets done.  Rick knows that CE will have a big instructional design load next year as we bring on board blended and video based programming. 

I also want to let you know that I want the Educational Technology Group that reports to Rick to assume responsibility for instructional technology for all of C&DE programs.  Jamie Mundie currently heads up this group and reports to Rick.  In this context, Rick will now be heading up the search for the instructional technology person who will be responsible for Room 119 and that person will be based in the Educational Technology group.

The purpose of these organizational changes is to create greater articulation within C&DE around learning design and educational technology. I believe this will lead to a positive outcome for our learners and even more service for the CE units. 

Please let me know if you have questions.  
[[Wayne|mailto:wds4@outreach.psu.edu]]

Wayne D. Smutz, Ph.D
Associate Vice President for Academic Outreach 
Executive Director, Continuing and Distance Education
223 Outreach Building
Tel:  814-863-6726
Fax:  814-863-7042
Email: wds4@outreach.psu.edu
http://our.outreach.psu.edu/

Kick-off phone conference to get everyone on the same page for updating the current courses in the non-credit series.
There's an 3 hr. Introduction to PM and additional courses for those working on projects and other who lead them.
What does Wes want me to do? ID work on that Introduction course and others.
There are 3 courses in all.
*[[2/24/09 PMS Meeting Notes]]
*[[3/31/09 PMS Meeting Notes]]

Instructor: Jack Gido & Rose Baker
Blended Learning delivery format
Spring 09
TA: Hyung Joon Yoon
Rose's section with either be a part of Jack's course or will be "linked" to it.
There might be 1-3 participants from Gannet Flemming
*[[Recording Session PMP]]
*[[PMP Updates]]
*[[Course Deliverables Demo's]]
!Files
*[[Welcome Letter|files/Project Management for Professionals Course Welcome Letter Rev 1 1-4-09.doc]]
*[[ANGEL Archive Spring 08-09|files/200809SPUP002CENGR_497E490.zip]]
*[[Planning Notes|files/Planning Notes.pdf]]

Wed 12/10 13:00-14:00 @ 103 Penn Stater
Record one session (for Week 1) and possibly others
The course introduction [[video by Jack|https://streaming.psu.edu/media/?movieId=7697]].

<html><hide linebreaks><h3>Hardware</h3>
<ul><li><a href="http://en.wikipedia.org/wiki/Handheld_projector">Micro-projectors</a> <span class="print-footnote">[35]</span> - presentations enabled through the use of new handheld projectors</li><li><a href="https://itunes.psu.edu/">iPod-ready materials</a> <span class="print-footnote">[36]</span> - publicaly available media content that has been dynamically generated for immediate access</li><li>Handwriting recognition devices (i.e. digitizing tablets, <a href="http://www.flyworld.com/howitworks/index.html">Fly Pens</a> <span class="print-footnote">[37]</span>/<a href="http://www.livescribe.com/smartpen/index.html">Pulse Pens</a> <span class="print-footnote">[38]</span>) - proprietary paper-based handwriting digitization sytems that interface with PC boxes</li><li><a href="https://itunes.psu.edu/">Podcasts/Vodcasts</a> <span class="print-footnote">[36]</span> - in addition to pre- and post-conference materials... on-site podcast production</li><li><a href="http://www.theflip.com/products.shtml">Flip-Video</a> <span class="print-footnote">[39]</span> - portable video devices that record to onboard solid-state storage and easily interfaces with computers via USB</li><li><a href="http://www.eye.fi/">Eye-Fi SSD Cards</a> <span class="print-footnote">[40]</span> - send pictures from your digital camera directly to a Wi-Fi connected computer that can publish those photos online</li><li><a href="http://www.google.com/url?sa=t&amp;source=web&amp;ct=res&amp;cd=1&amp;url=http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FGeotagging&amp;ei=01JnSeKRBYyQ9QTp6NG2Bw&amp;usg=AFQjCNEmmcVXaDCc0x7Pluh4aibkgKQ79g&amp;sig2=toNa0sACJ9gEAb2_cjt36Q">Geotagging</a> <span class="print-footnote">[41]</span> images, videos, etc. - capturing and posting media online that features geographic metatag information<a href="http://www.eye.fi/"><br>
    </a> <span class="print-footnote">[40]</span></li><li>Satellite phones and live satellite connections - linking experts at a distance with a localized conference population</li></ul>
<h3>Software</h3>
<ul><li><a href="http://skype.com/">Skype</a> <span class="print-footnote">[42]</span>/<a href="http://www.apple.com/macosx/features/ichat.html">iChat</a> <span class="print-footnote">[43]</span>/<a href="http://www.oovoo.com/">ooVoo</a> <span class="print-footnote">[44]</span> - free, client-based desktop video conferencing software</li><li>educational gaming - a developing genre that may have application in conferences</li></ul>
<h3>Enterprise</h3>
<ul><li><a href="http://meeting.psu.edu/presenter">Adobe Presenter</a> <span class="print-footnote">[45]</span>
- powerful Windows PowerPoint plug-in that publishes web-based, Flash
presentations featuring audio, video, file downloads, annotations, etc.</li><li><a href="http://live.libraries.psu.edu/mediasite/Catalog/">MediaSite Live</a> <span class="print-footnote">[46]</span> - lecture/presentation capture for online distribution system</li><li><a href="http://tns.its.psu.edu/videoconferencing/index.cfm">Polycom</a> <span class="print-footnote">[47]</span> - high-definition, group-to-group video conferencing systems<a href="http://skype.com/"><br>
    </a> <span class="print-footnote">[42]</span></li><li><a href="http://tns.its.psu.edu/voiceSystems/voip.cfm">VoIP</a> <span class="print-footnote">[48]</span> - general voice over the internet protocol</li><li>conference-calls - tried and true technology, re-purposed for the conference of tomorrow<a href="https://itunes.psu.edu/"><br>
    </a> <span class="print-footnote">[36]</span></li><li><a href="http://help.blogger.com/bin/answer.py?answer=42448&amp;topic=12523">Text to web for collaboration</a> <span class="print-footnote">[49]</span>
- allows participants to text from their phone to a website that
aggregates the messages as a basis for later collaborative review (see
also services like <a href="http://www.letmeparty.com/">LetMeParty.com</a> <span class="print-footnote">[50]</span>)</li></ul>
<h3>Online</h3>
<ul><li><a href="http://webex.com/">WebEx</a> <span class="print-footnote">[51]</span>/<a href="http://meeting.psu.edu/">Adobe Connect Pro</a> <span class="print-footnote">[52]</span> - desktop online collaboration tools</li><li><a href="http://www.engr.psu.edu/cde/nuce/delivery.html">Live Streaming</a> <span class="print-footnote">[53]</span> - live group-to-desktop uni-directional video<a href="https://itunes.psu.edu/"><br>
    </a> <span class="print-footnote">[36]</span></li><li><a href="http://www.mindmeister.com/maps/show_public/12213323">Collaborative Mind Mapping tools</a> <span class="print-footnote">[54]</span> - online tools that allow multiple contributors to create mind maps</li><li><a href="http://mygads.com/">MyGads</a> <span class="print-footnote">[55]</span> - a collaborative site that pushes info to sms, IM, or web</li></ul></html>

SOC 207 (Summer 2009) Here is a link to the academic calendar, http://registrar.psu.edu/academic_calendar_cwc/cwc_su09.cfm
Saturdays, 10:00 AM - 5:00 PM, 5/23 - 6/27/09
Schedule Number 352567, 265 Willard

Six weeks, five f2f sessions, 7hrs/week
Kent is still awaiting a copy of the text book as of 5/4

//So, for our next meeting 5/4, we'll use your course outline, course goals, and learning outcomes to develop://
#schedule
#outline of assessments
#and a breakdown in the point structure
[[Planning "Draft" Syllabus|files/SOC 207 Spencer.docx]]
[[The syllabus from the "standard" 15-week class|files/SOC207 Draft Syllabus.pdf]]

Next steps:
*rubrics for... [[link to e-Learning Institute's resources for assessment|https://www.e-education.psu.edu/facdev/assessment]]
**[[http://www.schreyerinstitute.psu.edu/Tools/Rubric/|http://www.schreyerinstitute.psu.edu/Tools/Rubric/]]
**[[http://rubistar.4teachers.org/|http://rubistar.4teachers.org/]]
*fleshing out the learning outcomes
*quizzes
*think about any materials that we can "record" and put online
**[[link to info on recording audio in PPT|http://presentationsoft.about.com/od/powerpoint2007/ss/07recordsound.htm]]
--send next meeting dates to Spencer--
--Ask Angela:
when are grades due?
srte's on the 27th June--
!!!13 May 2009
*we reviewed rubrics, and writing assignments for the final paper, I'll post three versions online: HTML, DOC, DOCX
*Spencer will be out 6/13 - we're considering recording a presentation and providing online activities and homework
*Spencer is still working on determining what content will be used for the course, I recommended starting with chapter quiz questions, key terms, etc. as starting points for helping to determine which parts of the chapters would be more useful than others.
*will ask Spencer later about his feedback developing a course in the compressed Summer format
*Kent: request access to Spencer's ANGEL course

!Background
Testing Date: Friday 2/6/09
Locations: 103 PS and 119 OB
Contacts: [[Dave Lykens|mailto:djl15@psu.edu]] (103 PS) & [[Kent Matsueda|mailto:kkm11@psu.edu]] - [[David Norloff|mailto:dcn101@outreach.psu.edu]] (119 OB)
Goal: Using the Polycom Videoconferencing equipment between both locations, conduct a series of tests to determine the feasibility and procedures for different combinations of technology that represent the most likely scenarios of usability.
!Scenarios - Updated 2/6/09
#Can we project the Polycom Videoconferencing feed through the projector? Not right now. How do we control the People+Content capabilities from both locations? We have limited control, see below.
#Can we show dvd's and vhs tapes through the Polycom Videoconferencing People+Content? Yes, see below. Can we recieve similar content at 119 OB? We were not able to.
#Can we record the Polycom Videoconferencing sessions using the already-present VHS deck in 119 OB? With a ~MiniDV recorder in 119 OB? No with either method.
#Can we present ~PowerPoint documents using the Polycom Videoconferencing equipment? Yes.
#Can we share audio from a laptop to 103 PS using the switcher or do we need to rely upon the Polycom Videoconferencing room mics? Sound is sent directly to far site via Polycom.
!Additional Equipment Needed in 119 OB for the Test
* 1/8" double-ended male audio cable
* 2 ~MiniDV camcorder setups - 1 to record the room and the other to use as a recording deck for the session
* Blank VHS tape - where am I going to find one of these?
* a test DVD and VHS media
* laptop with a multimedia PPT
!Results - Added 2/6/09
#119 was able to successfully connect to 103 PS
#the network cable/connection from the 119 podium was not working, pennstate wireless+vpn was slow but usable
#119 able to send people on one screen and laptop content on another screen at 103, 103 does not see themselves at their site; procedure:
##laptop selected as a source on Centrex
##toggle the content in Polycom using the camera selector (option 4)
##to switch the PIP source, re-select the camera feed (options 1 or 2) to reverse the local and far site video images in Polycom
#if an audio cable is used from the laptop to the input panel on the podium, then sound is routed directly from the laptop to the far site's speakers via Polycom
#when dvd/vhs are selected on Centrex it replaces the Polycom cameras, far site can see the dvd/vhs and laptop content, but not the people. we might need an additional vga switcher in 119 to provide the functionality of people+latop/dvd/document camera, etc. how much would it cost to re-program the Centrex to allow us to switch between different video sources?
#in order to send people and dvd to the far site simultaneously, you must use the laptop to play the dvd
#we cannot record any aspect of the Polycom session from the codec using the VHS or ~MiniDV decks
#there does not appear to be any controls for the far site to change the viewing options of the people+content on their screens (i.e. switching the images between monitors
#119 cannot show the Polycom far site feed on our projector right now
#119 was not able to view content sent by 103 (we could hear it though), unknown whether the problem originated from 119 or 103, 119 only saw a blue screen some of the time, none of the controls from 119 seemed to have an effect on beging able to view 103's content. we would only see an icon of a little screen displaying a chart appear on the monitors when 103 attempted to send 119 content.
#103 does not use PIP because of the added complexity, this does remove the ability to view the local cameras from 103 to adjust the cameras as needed
#the function of the graphics button on the Polycom remote was unclear
#103 was getting audio feedback during the session. 119 room settings did not appear to have the ability to improve the feedback. at first we turned off and muted the white speakers using the Centrex system, but later it didn't seem like that had any effect with the feedback issues at 103.
#it was confusing on both sides not being able to see what we were projecting to the other site. 103 was also not able to see their camera when we were sending people+content and that was also confusing to them since Dave didn't know where their cameras were pointed
#someone providing operational support for a session in 119 would have to sit at the front of the room due to the location of the controls around the podium
#119 needs a 1/8" double-ended male stereo cable 3-6' in length and potentially a 1/8" stereo plug to red and white RCA composite female plug adapter to send audio from a laptop or other video device (e.g. video camera) through the Centrex into the room's white speaker system and Polycom codec.
!Next Step
David suggested that we make arrangements with TNS or ITS to get room-specific training for 119 to get clarification on these and possibly other scenarios.
!Future Testing
* Schedule another session that would run similar tests once the room has been completed.
* Schedule another session with a Polycom Videoconferencing site that only features one monitor (ex. 121H OB).
* Schedule another session using the Polycom Videoconferencing bridge and 3-5 total sites.
* What is the definition of Polycom's Visual Concert? Is this people+content?
* There are additional scenarios to test outside the scope of this session. To read more about these scenarios please visit: http://kkm11.dyndns.org/drupal/node/146 [10]

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Kent Matsueda's TiddlyWiki

http://www.personal.psu.edu/kkm11/matsueda.html

<html><p>This
section may not be something we would want to focus on as driving
factors for our deliverable and scenario building. Doing so could <a href="http://sbinformation.about.com/cs/newseconomy/a/scenario.htm">lead to restrictive or inflexible planning efforts</a><span class="print-footnote"></span>.</p>
<ul><li>travel</li><li>travel</li><li>travel - does anyone really enjoy business travel after their first year?</li><li>poor choice of location - see above, no one wants to go to a conference in Amarillo, TX (sorry, no offense intended)</li><li>talking-heads - those presenters who just stand behind the podium and talk at you for 90 long minutes</li><li>time to network - we don't often get enough time to meet new people, some of us weren't born extroverts</li><li>boring presentations</li><li>little-to-no interaction during the presentations/events</li><li>maintaining networks - how many people do we keep in contact with
once we leave a conference vs. the number of people that we see/meet</li><li>missing out on concurrent sessions - you can only be at one place at one time</li><li>wrong audience - who does this present think they are talking to?</li><li>infomercials - get the publisher, promoter, etc. out of the
presentation line-up! or at least tell us they are trying to sell
something</li><li>where's the wave? - feeling like we're just sitting in the bleechers with out anything to do for our "winning/losing" team</li><li>little post-processing of data - how much stuff do we just chuck at
the airport before we get on the plane to go home? how much stuff do we
share with others, aside from the boss who sent you there and expects
to tell them what great things you learned in Amarillo</li><li>not enough tacit knowledge sharing - don't you get the feeling that
you could have learned everything that last presenter just talked about
in about 15 minutes of your own time with a well-planned out,
well-annotated PowerPoint</li><li>lack of inspiration - where's the love? gimme Jesse Jackson! gimme JFK!</li><li>time-zone differences - in the future, folks participating at a distance will have to deal with time-differences most likely</li><li>steep-learning curves for technology - if we do incorporate any
technology, how much support do we need for the computers, gadgets,
etc.?</li><li>environmental concerns - hey, we're all green here... how are we
going to do better? wouldn't want the next convention on global warming
to spark of the next extinction</li><li>singular mode of interaction - all we do is face-to-face now</li><li>travel costs - never mind, the "big-cheese" is flipping for the
bill... but don't you loose just a little bit of sleep about blowing
hundreds or thousands on a lame conference?</li><li>3 generations - the technology and content must be appealing to a mind-boggling, diverse population</li><li>it pays to present - the presenters are the foci, they make most connections, benefit from drive-to-present</li><li>travel</li><li>travel - yeah we get it already</li></ul>
<h3>Paradigm Wars</h3>
<ul><li>structured vs. free</li><li>open vs. closed</li><li>presenters vs. attendees vs. planners</li><li>distant vs. local</li><li>scheduled vs. spontaneous</li><li>tacit vs. explicit knowledge</li><li>networked vs. empty-handed</li><li>traditional vs. progressive (with regards to opinion on technolgy)</li><li>one-way vs. interactional</li><li>singlular event vs. continuum</li></ul></html>

These are a collection of notes and reports to my three stakeholders:
* Jeff Hand - Director of Continuing Education
* Ed Donovan - Director of POD: Education and Health
* Wes Donahue - Director of POD: Business and Engineering

[[15 May 2008 Stakeholder Initiatives]]
[[20 March 2008 Project Initiatives]]
[[November 2008 Report]]
[[December 2008 Report]]
[[January 2009 Report]]
[[February 2009 Report]]
[[March 2009 Report]]
[[April 2009 Report]]
[[May 2009 Report]]

7/6/09 @ 10AM
16 campuses, 17 locations (includes Lancaster Center) -> looking for consistent installations
John: pilot? maybe with five locations? Bill: Eastern Alliance is doing this now. Mont Alto is a pilot installation to establish a template, but Bill wants to get this going ASAP
Rick: RI will benefit from these installations because they are likely to be used the most during traditional off-peak hours.
John: What is the level of engagement that we're expecting?

John's rooms are connected centrally through a control room with all the codecs in one place
The room's buttons allow for simultaneous hits, with later hits taking the camera from earlier ones. As long as earlier hits keep the button depressed, the camera will go back to them.
John is accountable for metrics to prove to some academic governing body that the technology works

Challenge: cost and multipurpose rooms, lack of clear understanding of roles and responsibilities

!Final Draft
Please click here to download the most recent version of the survey. Updated 8/25/08.
<<<
Making edits to this page

1. Click on "Page Operations" under the Penn State logo to the left.
2. Click on "Edit" to begin editing this page.
3. Click on "Save" when you have finished editing this page.
<<<
!!Development Notes
Audience: participants of the September 16th, free 90 minute seminar delivered via Polycom from UP to York, Abington, and Harley Davidson.

Topics (see below for the questions):
* technology - questions focussed on the user experience regarding the delivery method and technical issues
* succession planning - questions focussed on the participant's company and their perceived needs for this type of planning

Due Date: TBD

Survey length: to be discussed, weighted towards gathering all necessary data on the actual seminar and planning for future/potential succession planning programs.

Delivery platform for survey: TBD - web based or online? emailed? printed/downloadable?

Should we set a deadline for submissions (generally 2-3 weeks after distribution)? Should we set a date for sending out reminder emails (works best in conjunction with an online delivery model; often best to send out just one reminder about week after the survey was initially distributed)?

What are your opinions on asking someone in Marketing Research to look at this survey to get their opinion?
Lead-in

These questions may be reformatted based on the types of data we want to collect (short answer, multiple choice, Likert ratings, etc.). These were written to address the main topics of what it is we're looking to find out from the participants in the pilot. There are probably more questions here than what we'll use. Let's get all the questions we want down and then delete the ones that may be out of the scope of the final survey.
!!!Operational Questions (Section 3)
Was the instructor/camera operator able to operate the equipment effectively?
Were you instructed on proper etiquette for a class delivered through videoconferencing?
Did you receive your handouts for the course with appropriately before the course began?
Was the room arranged well?
Were you adequately asked to participate in the class? Did you feel isolated during the session?
How many other participants were there at your location? Was the group too large or too small?
Were the conversations difficult to follow? If so, were they because people had difficultly understanding when they could speak or were there technical difficulties.
If you were organizing a future session on the same topic, what would you change?
Would you have used instant text messaging technology as a means of sending-in questions or other general comments during the course?
What was the main reason for attending this session? (Required, was asked, was interested in the topic, was interested in the delivery format, was interested in Dr. Rothwell's presentation, etc.)
Was the time managed effectively during the session? Was there enough time to wrap-up the topic? Would you like to have continued some of the conversation topics in an online discussion forum after the session had finished?
!!!Technological Questions (Section 4)
Have you ever attended a session that was delivered using videoconferencing technology?
In your opinion, what was the audio and video quality of the session?
Was the lighting sufficient?
Were there technical problems during the session? Please describe the problems and comment on the severity in your opinion.
Please rate the level of interaction during the session?
Were you more, less willing to participate that compared to an in-person seminar?
How far would you have traveled to attend a seminar on Succession Planning with Dr. Rothwell?
Please rate the follow based on your preference for delivery: in-person, videoconferencing, audio conferencing, online (i.e. Adobe Connect)
Have you previously participated in a "webinar" format (partial or fully online) seminar?
!!!Content-based Questions: Succession Planning (Section 2)
How important was the speaker's experience and/or notoriety in making your decision to attend this seminar?
What is the size of your company?
What is your company's field of industry?
In your opinion, how prepared is your company when it comes to Succession Planning?
Did you feel that Dr. Rothwell and his content spoke to your company's needs given the scope of the seminar?
Did the seminar fulfill your expectations going into the session?
!!!Questions for the Instructor/"Producers" (Section 5 - for Operational Support, Program Managers, Instructor)
Have you ever delivered a Polycom session before?
What was your opinion of the experience?
Did you receive sufficient instructions on the desired outcome?
Did the session go smoothly?
Are there other forms of technology (document camera, videos, animations, etc.) you would like to have or would like to incorporate in a future session?
Was there anything you could have done better if you were asked to run the session again?
How well was the pilot managed?
Were there any communication problems? How were they handled?
Would you consider participating in a future session or series of sessions?
What recommendations do you have for a future session with regards to the planning, management, operations, and delivery?
!Files
#[[Survey Questions|files/Survey Questions.docx]]
#[[Polycom Survey|files/Talent Management Polycom Pilot Participant Survey.docx]]
#[[Talent Management Survey PDF|files/Talent Management Survey.pdf]]
#[[Survey Results|files/Rothwell Data.pdf]]
#[[Snyders Survey Results|files/Rothwell Data Snyders.pdf]]
#[[Draft Report|files/Rothwell Pilot Survey Report Draft.pdf]]
#[[Report DOC|files/Rothwell Pilot Survey Report.doc]]
#[[Report DOCX|files/Rothwell Pilot Survey Report.docx]]

''Goal:'' Create an online survey with the help of Outreach Marketing (Jennie Ishler) to gather information on the usage and opportunities for professional development of ANGEL.
--Online version of the survey open for testing.-- UPDATED 11/25 - may not be open as survey has been publicly closed.
![[Questions and Their Results|CE Faculty ANGEL Survey Questions and Their Results]]
![[Summary of Findings|CE Faculty ANGEL Survey Summary of Findings]]
!Attachments
[[Faculty_Use_Of_Angel.xls|files/Faculty_Use_Of_Angel.xls]]
[[Faculty_Use_of_Angel_Final.docx|files/Faculty_Use_of_Angel_Final.docx]]
[[Analysis_Faculty_Use_of_Angel.xls|files/Analysis_Faculty_Use_of_Angel.xls]]
[[Faculty Survey Announcement.txt|files/Faculty Survey Announcement.txt]]
[[Letter to the Faculty ANGEL Survey.docx|files/Letter to the Faculty ANGEL Survey.docx]]
[[CE Faculty Survey on ANGEL_JI_050108.doc|CE Faculty Survey on ANGEL_JI_050108.doc]]

<<allTags excludeLists>>

<<timeline>>

!Introduction
Pilot of a seminar to be delivered from a broadcast point to multiple sites simultaneously via videoconferencing, i.e. Polycom.

Read an editorial on Dr. William Rothwell's Succession Planning webcast (includes a link to the recorded webcast).

<<slider 7.9.08Rothwell [[7/9/09 Rothwell Update]] "7/9/09 Update" "Toggle to see an email update">>
!Files & Links
#[[Project Ouline|files/Rothwell Project Outline.docx]]
#[[Linkage's Presentation: Best Practices in Talent Management Handouts|files/d63e13d4-7ab4-452e-a12d-cf8a0ca10a5b.pdf]]
#[[Meeting Notes 8 July 08|files/Meeting Agenda for Rothwell - 070808.doc]]
#[[Succession Planning Survey]]
#Event
##[[Participant list|files/Sept16_guest_list.pdf]]
##[[Participant list for the event|files/Confirmed Participant List for 9 16 08.xls]]
##[[Videoconferencing Guide for Participants|files/videoconf_participant_guide.pdf]]
##[[Presentation on "What Managers Should Do"|files/WhatManagersShouldDo.ppt]]
##[[Worksheet: Rating Sheet|files/RatingSheet.doc]]
##[[Worksheet for Planning How to Overcome Barriers|files/Rothwell Worksheet.doc]]
#[[Upcoming series]]

<html><h1>[[C&amp;DE]]</h1><h2>[[Virtual Internal Communications Advisory Board]]</h2><h1>[[CEUP]]</h1><h2>[[Faculty Portal|CE Faculty Portal]]</h2><h2>Faculty Support</h2><h2>[[College Weekend Workshop|Weekend College Proposal]]</h2><h1>[[POD: B/E]]</h1><h2>[[PM-Gido|Project Management for Professionals]]</h2><h2>[[KELE Courses|KELE Series]]</h2><h2>[[Center for Sustainability|Photovoltaics]]</h2><h1>[[POD: E/H]]</h1><h2>[[Nursing CE|Nursing Online CE]]</h2><h1>Misc</h1><h2>[[World Campus]]</h2><h2>[[119 OB|119 OIB Renovations]]</h2></html>

<html><hide linebreaks><p><em>In
the future, web conferencing will combine all the elements of real-time
communication and collaboration into a simple, common user interface.
These elements might include instant messaging, presence awareness,
multipoint audio and video, as well as integrated document sharing.</em> <a href="http://www.masternewmedia.org/2003/12/01/the_future_of_web_conferencing.htm" title="http://www.masternewmedia.org/2003/12/01/the_future_of_web_conferencing.htm">http://www.masternewmedia.org/2003/12/01/the_future_of_web_conferencing.htm</a> <span class="print-footnote">[62]</span></p>
<h3>Horizon</h3>
<ul><li>Mobile-broadcasting - with the proliferation of web-enabled mobile
devices, online conferencing materials should be formatted in
mobile-friendly formats using live or near-live streaming/RSS delivery
formats.
<ul><li>Dedicated iPhone/Google Phone Apps - providing conferencing information, advertising segments, PowerPoint access, etc.</li><li>Crackberry options?</li><li>EeePC's? netbooks</li><li>Media-streaming</li></ul>
</li><li><a href="http://www.microsoft.com/presspass/features/2006/oct06/10-20officeroundtable.mspx">Microsoft Roundtable</a> <span class="print-footnote">[63]</span> - enterprise-driven, round-table, panoramic, site-to-site, high-quality, proprietary video conferencing</li><li>Augmented-Reality Sessions - used already in specific roleplay scenarios for disaster training at MIT</li><li>ePaper devices - will provide low energy consumption (they only
require a minimal amount of electricity when the display changes)
display devices that are extremely flexible (in application and in
physical design); for example, the military is currently testing these
devices to provide soldiers with maps and textual documents for
prolonged periods in the field</li><li>Web 3.0 - the evolutionary stage that will follow Web 2.0; under
high speculation to include possibly: a major transformation,
ubiquitous connectivity, network computing, open technolgies and
identities, intellegent web and applications, etc.</li><li>TiVo/Netflix/On-Demand Video - a partnership to offer custom conference video channels through this popular entertainment system</li><li>Holographic projection or 3-D Imaging - already piloted by the NFL
(live game broadcast) and CNN (post-election 08 coverage); entering
consumer electronics via devices like the <a href="http://arstechnica.com/journals/thumbs.ars/2009/01/07/ces-2009-sony-teases-with-high-quality-ps3-3d">Sony PS3</a> <span class="print-footnote">[64]</span></li></ul>
<h3>Sci-fi to Sci-fact</h3>
<ul><li>robotics</li><li>compact hydrogen fuel-cells</li><li>nanotechnology</li><li>super-string theory</li><li>the large hadron collider</li><li>cold-fusion</li><li>Hostess Twinkie manufacturing... <img src="file:///Volumes/Penn%20State/Drupal/Nodes%20Backup/Misc_files/tounge_smile.gif"></li></ul>
<p>Another issue to consider is open vs. secure distribution of
content. Are you going to provide open access to the user forums, the
documents, the presentations, the frameworks of communication? How
might this impact the business model and general trends for the future?
One business model would be to charge for a membership into a
conference network.</p></html>

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* Errors are reported via diagnostic messages.
** Empty passwords, on save, will result in the tiddler being saved unencrypted - this should only occur with new tiddlers, decrypted tiddlers or with tiddlers who have had their 'prompt' tag changed.
** Encrypted tiddlers know if they are decrypted successfully - failure to decrypt a tiddler will ''not'' lose your data.
** Editing of an encrypted (that has not been unencrypted) tiddler will result in loss of that tiddler as the SHA1 checksums will no longer match, upon decryption. To this end, it is best that you do not check the option. You can, however edit an encrypted tiddler tag list - just do ''not'' change the tiddler contents.
** To change the password on a Tiddler, change the Encrypt('prompt') tag to a new prompt value, after decrypting the tiddler.
** You can edit the tags of an encrypted tiddler, so long as you do not edit the text.
** To change the password for all tiddlers of a particular prompt, use the {{{<<EncryptionChangePassword ["button text" ["tooltip text" ["prompt string" ["accessKey"]]]]>>}}} macro.
** To decrypt all tiddlers of a particular "prompt string", use the {{{<<EncryptionDecryptAll ["button text" ["tooltip text" ["prompt string" ["accessKey"]]]]>>}}} macro - this will make tiddlers encrypted with "prompt string" searchable - or prompt for all 'prompt strings', if none is supplied.
<<<
!!!!!Configuration
<<<
Useful Buttons: 
<<EncryptionChangePassword>> - Change passwords of encrypted tiddlers.
<<EncryptionDecryptAll>> - Decrypt ALL tiddlers - enables searching contents of encrypted tiddlers.
<<option chkExcludeEncryptedFromSearch>> - If set, Encrypted Tiddlers are excluded from searching by tagging with excludeSearch. If Clear, excludeSearch is not added and it is also removed from existing Encrypted Tiddlers only if it is the last Tag. Searching of Encrypted Tiddlers is only meaningful for the Title and Tags.
<<option chkExcludeEncryptedFromLists>> - If set, Encrypted Tiddlers are excluded from lists by tagging with excludeLists. If Clear, excludeLists is not added and it is also removed from existing Encrypted Tiddlers only if it is the last Tag. Preventing encrypted tiddlers from appearing in lists effectively hides them.
<<option chkShowDecryptButtonInContent>> - If set, Encrypted Tiddlers content is replaced by <<EncryptionDecryptThis>> button. This has consequences, in the current version as, if you edit the tiddler without decrypting it, you lose the contents.
<<<
!!!!!Revision History
<<<
* 3.2.1 - Returned the <<EncryptionDecryptThis>> button as an option.
* 3.2.0 - Ditched the 'Decrypt' button showing up in the tiddler contents if the tiddler is encrypted. It caused too much pain if you edit the tiddler without decrypting it - you lost your data as it was replaced by a Decrypt Macro call!  Additionally, a 'decrypt' button will now appear in the toolbar, just before the edit button, if the tiddler is encrypted. This button only appears if using core TiddlyWiki version 2.4 or above.
* 3.1.1 - Obscure bug whereby if an encrypted tiddler was a certain length, it would refuse to decrypt.
* 3.1.0 - When creating a new Encrypt(prompt) tiddler and you have not previously decrypted a tiddler with the same prompt, on save, you will be prompted for the password to encrypt the tiddler. Prior to encrypting, an attempt to decrypt all other tiddlers with the same prompt, is performed. If any tiddler fails to decrypt, the save is aborted - this is so you don't accidentally have 2 (or more!) passwords for the same prompt. Either you enter the correct password, change the prompt string and try re-saving or you cancel (and the tiddler is saved unencrypted).
* 3.0.1 - Allow Enter to be used for password entry, rather than having to press the OK button.
* 3.0.0 - Major revamp internally to support entry of passwords using forms such that passwords are no longer visible on entry. Completely backward compatible with old encrypted tiddlers. No more using the javascript prompt() function.
<<<
!!!!!Additional work

***/
//{{{
version.extensions.TiddlerEncryptionPlugin = {major: 3, minor: 2, revision: 1, date: new Date(2008,10,26)};

// where I cache the passwords - for want of a better place.
config.encryptionPasswords = new Array();
config.encryptionReEnterPasswords = false;

if(config.options.chkExcludeEncryptedFromSearch == undefined) config.options.chkExcludeEncryptedFromSearch = false;
if(config.options.chkExcludeEncryptedFromLists == undefined) config.options.chkExcludeEncryptedFromLists = false;
if(config.options.chkShowDecryptButtonInContent == undefined) config.options.chkShowDecryptButtonInContent = false;

config.macros.EncryptionChangePassword = {};
config.macros.EncryptionChangePassword.handler = function(place,macroName,params,wikifier,paramString,tiddler) {
    var theButton = createTiddlyButton(place,
				       (params[0] && params[0].length > 0) ? params[0] : "Change Passwords", 
				       (params[1] && params[1].length > 0) ? params[1] : "Change Passwords" + (params[2] ? " for prompt "+params[2] : ""), 
				       onClickEncryptionChangePassword,
				       null,
				       null,
				       params[3]);
    if(params[2] && params[2].length > 0) {
	theButton.setAttribute("promptString", params[2]);
    }
};

config.macros.EncryptionDecryptAll = {};
config.macros.EncryptionDecryptAll.handler = function(place,macroName,params,wikifier,paramString,tiddler) {
    var theButton = createTiddlyButton(place,
				       (params[0] && params[0].length > 0) ? params[0] : "Decrypt All", 
				       (params[1] && params[1].length > 0) ? params[1] : "Decrypt All Tiddlers" + ((params[2] && params[2].length > 0) ? " for prompt "+params[2] : " for a given 'prompt string'"), 
				       onClickEncryptionDecryptAll,
				       null,
				       null,
				       params[3]);
    if(params[2] && params[2].length > 0) {
	theButton.setAttribute("promptString", params[2]);
    }
};

config.macros.EncryptionDecryptThis = {};
config.macros.EncryptionDecryptThis.handler = function(place,macroName,params,wikifier,paramString,tiddler) {
    var theButton = createTiddlyButton(place,
				       (params[0] && params[0].length > 0) ? params[0] : "Decrypt", 
				       (params[1] && params[1].length > 0) ? params[1] : "Decrypt this Tiddler", 
				       onClickEncryptionDecryptThis,
				       null,
				       null,
				       params[3]);
    if(params[2] && params[2].length > 0) {
	theButton.setAttribute("theTiddler", params[2]);
    }
};
// toolbar button to decrypt tiddlers.
config.commands.decryptThis = {
  text: "decrypt",
  tooltip: "Decrypt this tiddler",
  isEnabled : function(tiddler) {
	// Only show decrypt button if tiddler is tagged as Decrypt(
	if(tiddler.tags.join().indexOf('Decrypt(') == -1)  {
	    return false;
	} else {
	    return true;
	}
    },	
  handler: function(event, src, title) {
	encryptionGetAndDecryptTiddler(title);
	return false; 
    }
};
// core version 2.4 or above get a 'decrypt' button in the toolbar.
if(config.shadowTiddlers && config.shadowTiddlers.ToolbarCommands  && config.shadowTiddlers.ToolbarCommands.indexOf('decryptThis') == -1) {
    // put our toolbar button in before the edit button.
    // won't work if editTiddler is not the default item (prefixed with plus)
    config.shadowTiddlers.ToolbarCommands.replace(/\+editTiddler/,'decryptThis +editTiddler');
}


// Called by the EncryptionChangePassword macro/button
// Also invoked by the callback for password entry
function onClickEncryptionChangePassword(eventObject) {
    var promptString;
    if(!promptString && this.getAttribute) {
	promptString = this.getAttribute("promptString");
    }
    // I do call this function directly
    if(!promptString && typeof(eventObject) == "string") {
	promptString = eventObject;
    }
    if(!promptString) {
	promptString = prompt("Enter 'prompt string' to change password for:","");
    }
    if(!promptString) {
	return;
    }
    if(! config.encryptionPasswords[promptString]) {
	var changePasswordContext = {changePasswordPromptString: promptString,
				     callbackFunction: MyChangePasswordPromptCallback_TiddlerEncryptionPlugin};
	MyPrompt_TiddlerEncryptionPlugin(promptString,"",changePasswordContext);
	return;
	// Callback function will re-invoke this function
    }

    // Decrypt ALL tiddlers for that prompt
    onClickEncryptionDecryptAll(promptString);
    // Now ditch the cached password, this will force the re-request for the new password, on save.
    displayMessage("Save TiddlyWiki to set new password for '"+promptString+"'");
    config.encryptionPasswords[promptString] = null;
    // mark store as dirty so a save will be requrested.
    store.setDirty(true);
    autoSaveChanges(); 
    return;
};
// Called by the password entry form when the user clicks 'OK' button.
function MyChangePasswordPromptCallback_TiddlerEncryptionPlugin(context) {
    config.encryptionPasswords[context.passwordPrompt] = context.password;
    onClickEncryptionChangePassword(context.changePasswordPromptString);
    return;
}
// Called by the EncryptionDecryptThis macro/button
function onClickEncryptionDecryptThis() {
    var theTiddler = this.getAttribute("theTiddler");
    if(!theTiddler) {
	return;
    }
    encryptionGetAndDecryptTiddler(theTiddler);
    return;
};

function encryptionGetAndDecryptTiddler(title) {
    config.encryptionReEnterPasswords = true;
    try {
	theTiddler = store.getTiddler(title);
	config.encryptionReEnterPasswords = false;
	story.refreshAllTiddlers();
    } catch (e) {
	if(e == "DecryptionFailed") {
	    displayMessage("Decryption failed");
	    return;
	}
    } // catch
    return;
};

// called by the EncryptionDecryptAlll macro/button
// Also called by the callback after the user clicks 'OK' button on the password entry form
function onClickEncryptionDecryptAll(eventObject) {
    var promptString;
    if(!promptString && this.getAttribute) {
	promptString = this.getAttribute("promptString");
    }
    // I do call this function directly
    if(!promptString && typeof(eventObject) == "string") {
	promptString = eventObject;
    }
    if(!promptString) {
	promptString = "";
    }

    // Loop through all tiddlers, looking to see if there are any Decrypt(promptString) tagged tiddlers
    // If there are, check to see if their password has been cached.
    // If not, ask for the first one that is missing, that we find
    // the call back function will store that password then invoke this function again, 
    // which will repeat the whole process. If we find all passwords have been cached
    // then we will finally do the decryptAll functionality, which will then
    // be able to decrypt all the required tiddlers, without prompting.
    // We have to do this whole rigmarole because we are using a 'form' to enter the password
    // rather than the 'prompt()' function - which shows the value of the password.
    var tagToSearchFor="Decrypt("+promptString;
    config.encryptionReEnterPasswords = true; 
    var promptGenerated = false;
    store.forEachTiddler(function(store,tiddler) {
	    // Note, there is no way to stop the forEachTiddler iterations
	    if(!promptGenerated && tiddler && tiddler.tags) {
		for(var ix=0; ix<tiddler.tags.length && !promptGenerated; ix++) {
		    if(tiddler.tags[ix].indexOf(tagToSearchFor) == 0) {
			var tag = tiddler.tags[ix];
			var lastBracket=tag.lastIndexOf(")");
			if(lastBracket >= 0) {
			    // Ok, tagged with Encrypt(passwordPrompt)
			    // extract the passwordPrompt name
			    var passwordPromptString=tag.substring(8,lastBracket);
			    if(!config.encryptionPasswords[passwordPromptString]) {
				// no password cached, prompt and cache it, rather than decryptAll
				// callback from prompting form will resume decryptAll attempt.
				var decryptAllContext = {decryptAllPromptString: promptString,
							 callbackFunction: MyDecryptAllPromptCallback_TiddlerEncryptionPlugin};
				MyPrompt_TiddlerEncryptionPlugin(passwordPromptString,"",decryptAllContext);
				promptGenerated = true;
			    } // if(!config.encryptionPasswords
			} // if(lastBracket
		    } // if(tiddler.tags[ix]..
		} // for
	    } // if
	}); // store.forEachTiddler
    // If we get here, all passwords have been cached.
    if(!promptGenerated) {
	config.encryptionReEnterPasswords = false;
	// Now do the decrypt all functionality
	try {
	    store.forEachTiddler(function(store,tiddler) {
		    // Note, there is no way to stop the forEachTiddler iterations
		    if(tiddler && tiddler.tags) {
			for(var ix=0; ix<tiddler.tags.length; ix++) {
			    if(tiddler.tags[ix].indexOf(tagToSearchFor) == 0) {
				try {
				    CheckTiddlerForDecryption_TiddlerEncryptionPlugin(tiddler);
				} catch (e) {
				    displayMessage("Decryption of '"+tiddler.title+"' failed.");
				    // throw e;
				}
			    } // if(tiddler.tags
			} // for
		    } // if
		}); // store.forEachTiddler
	    displayMessage("All tiddlers" + (promptString != "" ? " for '"+promptString+"'" : "") + " have been decrypted");
	} catch (e) {
	    if(e == "DecryptionFailed") {
		return;
	    }
	} // catch
    }
    return;
};

function MyDecryptAllPromptCallback_TiddlerEncryptionPlugin(context) {
    config.encryptionPasswords[context.passwordPrompt] = context.password;
    // restart the decryptAll process again after the user has entered a password.
    onClickEncryptionDecryptAll(context.decryptAllPromptString);
    return;
}

saveChanges_TiddlerEncryptionPlugin = saveChanges;
saveChanges = function(onlyIfDirty,tiddlers) {
    // Loop through all tiddlers, looking to see if there are any Encrypt(string) tagged tiddlers
    // If there are, check to see if their password has been cached.
    // If not, ask for the first one that is missing, that we find
    // the call back function will store that password then invoke this function again, 
    // which will repeat the whole process. If we find all passwords have been cached
    // then we will finally call the original saveChanges() function, which will then
    // be able to save the tiddlers.
    // We have to do this whole rigmarole because we are using a 'form' to enter the password
    // rather than the 'prompt()' function - which shows the value of the password.
    config.encryptionReEnterPasswords = true; 
    var promptGenerated = false;
    store.forEachTiddler(function(store,tiddler) {
	    if(!promptGenerated && tiddler && tiddler.tags) {
		for(var ix=0; ix<tiddler.tags.length && !promptGenerated; ix++) {
		    if(tiddler.tags[ix].indexOf("Encrypt(") == 0) {
			var tag = tiddler.tags[ix];
			var lastBracket=tag.lastIndexOf(")");
			if(lastBracket >= 0) {
			    // Ok, tagged with Encrypt(passwordPrompt)
			    // extract the passwordPrompt name
			    var passwordPrompt=tag.substring(8,lastBracket);
			    if(!config.encryptionPasswords[passwordPrompt]) {
				// no password cached, prompt and cache it, rather than save
				var saveContext = {onlyIfDirty: onlyIfDirty, 
						   tiddlers: tiddlers, 
				                   callbackFunction: MySavePromptCallback_TiddlerEncryptionPlugin};
				MyPrompt_TiddlerEncryptionPlugin(passwordPrompt,"",saveContext);
				promptGenerated = true;
			    } // if(!config.encryptionPasswords
			} // if(lastBracket
		    } // if(tiddler.tags[ix]..
		} // for
	    } // if
	}); // store.forEachTiddler
    // If we get here, all passwords have been cached.
    if(!promptGenerated) {
	config.encryptionReEnterPasswords = false;
	saveChanges_TiddlerEncryptionPlugin(onlyIfDirty,tiddlers);
    }
    return;
}

function MySavePromptCallback_TiddlerEncryptionPlugin(context) {
    config.encryptionPasswords[context.passwordPrompt] = context.password;
    // validate the password entered by attempting to decrypt all tiddlers
    // with the same encryption prompt string.
    onClickEncryptionDecryptAll(context.passwordPrompt);

    // restart the save process again
    saveChanges(context.onlyIfDirty, context.tiddlers);
    return;
}

store.getSaver().externalizeTiddler_TiddlerEncryptionPlugin = store.getSaver().externalizeTiddler;
store.getSaver().externalizeTiddler = function(store, tiddler) {
    // Ok, got the tiddler, track down the passwordPrompt in the tags.
    // track down the Encrypt(passwordPrompt) tag
    if(tiddler && tiddler.tags) {
	for(var g=0; g<tiddler.tags.length; g++) {
	    var tag = tiddler.tags[g];
	    if(tag.indexOf("Encrypt(") == 0) {
		var lastBracket=tag.lastIndexOf(")");
		if(lastBracket >= 0) {
		    // Ok, tagged with Encrypt(passwordPrompt)
		    // extract the passwordPrompt name
		    var passwordPrompt=tag.substring(8,lastBracket);
		    // Ok, Encrypt this tiddler!
		    var decryptedSHA1 = Crypto.hexSha1Str(tiddler.text);
		    var password =  GetAndSetPasswordForPrompt_TiddlerEncryptionPlugin(passwordPrompt);
		    if(password) {
			var encryptedText = TEAencrypt(tiddler.text, password);
			encryptedText = StringToHext_TiddlerEncryptionPlugin(encryptedText);
			tiddler.text = "Encrypted("+decryptedSHA1+")\n"+encryptedText;
			// Replace the Tag with the Decrypt() tag
			tiddler.tags[g]="Decrypt("+passwordPrompt+")";
			// let the store know it's dirty
			store.setDirty(tiddler.title, true);
			// prevent searches on encrypted tiddlers, still nice to search on title though.
			if(config.options.chkExcludeEncryptedFromSearch == true) {
			    tiddler.tags.push("excludeSearch");
			}
			// prevent lists of encrypted tiddlers
			if(config.options.chkExcludeEncryptedFromLists == true) {
			    tiddler.tags.push("excludeLists");
			}
		    } else {
			// do not encrypt - no password entered
		    }
		    break;
		} // if (lastBracket...
	    } // if(tag.indexOf(...
	} // for(var g=0;...
    } // if(tiddler.tags...
    
    // Then, finally, do the save by calling the function we override.

    return store.getSaver().externalizeTiddler_TiddlerEncryptionPlugin(store, tiddler);
};

function CheckTiddlerForDecryption_TiddlerEncryptionPlugin(tiddler) {
    if(tiddler && tiddler.tags) {
	for(var g=0; g<tiddler.tags.length; g++) {
	    var tag = tiddler.tags[g];
	    if(tag.indexOf("Decrypt(") == 0) {
		var lastBracket=tag.lastIndexOf(")");
		if(lastBracket >= 0) {
		    if(tiddler.text.substr(0,10) == "Encrypted(") {
			var closingSHA1Bracket = tiddler.text.indexOf(")");
			var decryptedSHA1 = tiddler.text.substring(10, closingSHA1Bracket);
			// Ok, tagged with Decrypt(passwordPrompt)
			// extract the passwordPrompt name
			var passwordPrompt=tag.substring(8,lastBracket);
			// Ok, Decrypt this tiddler!
			var decryptedText = tiddler.text.substr(closingSHA1Bracket+2);
			decryptedText = HexToString_TiddlerEncryptionPlugin(decryptedText);
                        // prompt("Decryption request for Tiddler '"+tiddler.title+"'");
			var password = GetAndSetPasswordForPromptToDecrypt_TiddlerEncryptionPlugin(passwordPrompt);
			if(password) {
			    decryptedText = TEAdecrypt(decryptedText, password );
			    var thisDecryptedSHA1 = Crypto.hexSha1Str(decryptedText);
			    if(decryptedSHA1 == thisDecryptedSHA1) {
				tiddler.text = decryptedText;
				// Replace the Tag with the Encrypt() tag
				tiddler.tags[g]="Encrypt("+passwordPrompt+")";
				if(tiddler.tags[tiddler.tags.length-1] == 'excludeLists') {
				    // Remove exclude lists only if it's the last entry
				    // as it's automatically put there by encryption
				    tiddler.tags.length--;
				}
				if(tiddler.tags[tiddler.tags.length-1] == 'excludeSearch') {
				    // Remove exclude search only if it's the last entry
				    // as it's automatically put there by encryption
				    tiddler.tags.length--;
				}
			    } else {
				// Did not decrypt, discard the password from the cache
				config.encryptionPasswords[passwordPrompt] = null;
				config.encryptionReEnterPasswords = false;
				throw "DecryptionFailed";
			    }
			} else {
			    // no password supplied, dont bother trying to decrypt
			    config.encryptionReEnterPasswords = false;
			    throw "DecryptionFailed";
			}
		    } else {
			// Tagged as encrypted but not expected format, just leave it unchanged
		    }
		    break; // out of for loop
		} // if (lastBracket...
	    } // if(tag.indexOf(...
	} // for(var g=0;...
    } // if (tiddler && tags)
    return tiddler;
};

store.getTiddler_TiddlerEncryptionPlugin = store.getTiddler;
store.getTiddler = function(title) {
    var tiddler = store.getTiddler_TiddlerEncryptionPlugin(title);
    if(tiddler) { // shadow tiddlers are not expected to be encrypted.
	try {
	    return CheckTiddlerForDecryption_TiddlerEncryptionPlugin(tiddler);
	} catch (e) {
	    if (config.options.chkShowDecryptButtonInContent == true) {
		if(e == "DecryptionFailed") {
		    var tiddler = store.getTiddler("DecryptionFailed");
		    if(!tiddler) {
			tiddler = new Tiddler();
			tiddler.set(title,
				    "<<EncryptionDecryptThis \"Decrypt\" \"Decrypt this tiddler\" \""+title+"\">>",
				    config.views.wikified.shadowModifier,
				    version.date,[],version.date);
		    } 
		    return tiddler;
		} // if(e)
	    }
	    return(tiddler);
	} // catch
    } // if(tiddler) {
    return null;
};

store.getTiddlerText_TiddlerEncryptionPlugin = store.getTiddlerText;
store.getTiddlerText = function(title,defaultText) {
    // Simply retrieve the tiddler, normally, if it requires decryption, it will be decrypted
    var decryptedTiddler = store.getTiddler(title);
    if(decryptedTiddler) {
	return decryptedTiddler.text;
    }
    //Ok, rather than duplicate all the core code, the above code should fail if we reach here
    // let the core code take over.
    return  store.getTiddlerText_TiddlerEncryptionPlugin(title,defaultText);
};

// Given a prompt, search our cache to see if we have already entered the password.
// Can return null if the user enters nothing.
function MyPrompt_TiddlerEncryptionPlugin(promptString,defaultValue,context) {
    if(!context) {
	context = {};
    }
    context.passwordPrompt = promptString;
    PasswordPrompt.prompt(MyPromptCallback_TiddlerEncryptionPlugin, context);
    return;
}

function MyPromptCallback_TiddlerEncryptionPlugin(context) {
    if(context.callbackFunction) {
	context.callbackFunction(context);
    } else {
	config.encryptionPasswords[context.passwordPrompt] = context.password;
	story.refreshAllTiddlers(true);
    }
    return;
}

function GetAndSetPasswordForPrompt_TiddlerEncryptionPlugin(promptString) {
    if(!config.encryptionPasswords[promptString]) {
	config.encryptionPasswords[promptString] = MyPrompt_TiddlerEncryptionPlugin(promptString, "");
    }
    return config.encryptionPasswords[promptString]; // may be null, prompt can be cancelled.
}

function GetAndSetPasswordForPromptToDecrypt_TiddlerEncryptionPlugin(promptString) {
    if(config.encryptionReEnterPasswords) {
	return GetAndSetPasswordForPrompt_TiddlerEncryptionPlugin(promptString);
    } else {
	return config.encryptionPasswords[promptString];
    }
}

// Make the encrypted tiddlies look a little more presentable.
function StringToHext_TiddlerEncryptionPlugin(theString) {
    var theResult = "";
    for(var i=0; i<theString.length; i++) {
	var theHex = theString.charCodeAt(i).toString(16);
	if(theHex.length<2) {
	    theResult += "0"+theHex;
	} else {
	    theResult += theHex;
	}
	if(i && i % 32 == 0)
	    theResult += "\n";
    }
    return theResult;
}

function HexToString_TiddlerEncryptionPlugin(theString) {
    var theResult = "";
    for(var i=0; i<theString.length; i+=2) {
	if(theString.charAt(i) == "\n") {
	    i--;	// cause us to skip over the newline and resume
	    continue;
	}
	theResult += String.fromCharCode(parseInt(theString.substr(i, 2),16));
    }
    return theResult;
}
//
// Heavily leveraged from http://trac.tiddlywiki.org/browser/Trunk/contributors/SaqImtiaz/verticals/Hesperian/PasswordPromptPlugin.js  Revision 5635
//
PasswordPrompt ={
  prompt : function(callback,context){
	if (!context) {
	    context = {};
	}
	var box = createTiddlyElement(document.getElementById("contentWrapper"),'div','passwordPromptBox');
	box.innerHTML = store.getTiddlerText('PasswordPromptTemplate');
	box.style.position = 'absolute';
	this.center(box);
	document.getElementById('promptDisplayField').value = context.passwordPrompt;
	var passwordInputField = document.getElementById('passwordInputField');
	passwordInputField.onkeyup = function(ev) {
	    var e = ev || window.event;
	    if(e.keyCode == 10 || e.keyCode == 13) { // Enter
		PasswordPrompt.submit(callback, context);
	    }
	};
	passwordInputField.focus();
	document.getElementById('passwordPromptSubmitBtn').onclick = function(){PasswordPrompt.submit(callback,context);};
	document.getElementById('passwordPromptCancelBtn').onclick = function(){PasswordPrompt.cancel(callback,context);};
    },     
 	       
  center : function(el){
	var size = this.getsize(el);
	el.style.left = (Math.round(findWindowWidth()/2) - (size.width /2) + findScrollX())+'px';
	el.style.top = (Math.round(findWindowHeight()/2) - (size.height /2) + findScrollY())+'px';
    },
 	       
  getsize : function (el){
	var x = {};
	x.width = el.offsetWidth || el.style.pixelWidth;
	x.height = el.offsetHeight || el.style.pixelHeight;
	return x;
    },
 	       
  submit : function(cb,context){
	context.passwordPrompt = document.getElementById('promptDisplayField').value;
	context.password = document.getElementById('passwordInputField').value;
	var box = document.getElementById('passwordPromptBox');
	box.parentNode.removeChild(box);
	cb(context);
	return false;
    },

  cancel : function(cb,context){
	var box = document.getElementById('passwordPromptBox');
	box.parentNode.removeChild(box);
	return false;
    },
 	       
  setStyles : function(){
	setStylesheet(
	    "#passwordPromptBox dd.submit {margin-left:0; font-weight: bold; margin-top:1em;}\n"+
	    "#passwordPromptBox dd.submit .button {padding:0.5em 1em; border:1px solid #ccc;}\n"+
	    "#passwordPromptBox dt.heading {margin-bottom:0.5em; font-size:1.2em;}\n"+
	    "#passwordPromptBox {border:1px solid #ccc;background-color: #eee;padding:1em 2em;}",'passwordPromptStyles');
    },
 	       
  template : '<form action="" onsubmit="return false;" id="passwordPromptForm">\n'+
  '    <dl>\n'+
  '        <dt class="heading">Please enter the password:</dt>\n'+
  '        <dt>Prompt:</dt>\n'+
  '        <dd><input type="text" readonly id="promptDisplayField" class="display"/></dd>\n'+
  '        <dt>Password:</dt>\n'+
  '        <dd><input type="password" tabindex="1" class="input" id="passwordInputField"/></dd>\n'+
  '        <dd class="submit">\n'+
  '            <a tabindex="2" href="javascript:;" class="button" id="passwordPromptSubmitBtn">OK</a>\n'+
  '            <a tabindex="3" href="javascript:;" class="button" id="passwordPromptCancelBtn">Cancel</a>\n'+
  '        </dd>\n'+
  '    </dl>\n'+
  '</form>',
 	                         
  init : function(){
	config.shadowTiddlers.PasswordPromptTemplate = this.template;
	this.setStyles();
    }
};
 	
PasswordPrompt.init();

// http://www.movable-type.co.uk/scripts/tea-block.html
//
// TEAencrypt: Use Corrected Block TEA to encrypt plaintext using password
//             (note plaintext & password must be strings not string objects)
//
// Return encrypted text as string
//
function TEAencrypt(plaintext, password)
{
    if (plaintext.length == 0) return('');  // nothing to encrypt
    // 'escape' plaintext so chars outside ISO-8859-1 work in single-byte packing, but keep
    // spaces as spaces (not '%20') so encrypted text doesn't grow too long (quick & dirty)
    var asciitext = escape(plaintext).replace(/%20/g,' ');
    var v = strToLongs(asciitext);  // convert string to array of longs
    if (v.length <= 1) v[1] = 0;  // algorithm doesn't work for n<2 so fudge by adding a null
    var k = strToLongs(password.slice(0,16));  // simply convert first 16 chars of password as key
    var n = v.length;

    var z = v[n-1], y = v[0], delta = 0x9E3779B9;
    var mx, e, q = Math.floor(6 + 52/n), sum = 0;

    while (q-- > 0) {  // 6 + 52/n operations gives between 6 & 32 mixes on each word
        sum += delta;
        e = sum>>>2 & 3;
        for (var p = 0; p < n; p++) {
            y = v[(p+1)%n];
            mx = (z>>>5 ^ y<<2) + (y>>>3 ^ z<<4) ^ (sum^y) + (k[p&3 ^ e] ^ z);
            z = v[p] += mx;
        }
    }

    var ciphertext = longsToStr(v);

    return escCtrlCh(ciphertext);
}

//
// TEAdecrypt: Use Corrected Block TEA to decrypt ciphertext using password
//
function TEAdecrypt(ciphertext, password)
{
    if (ciphertext.length == 0) return('');
    var v = strToLongs(unescCtrlCh(ciphertext));
    var k = strToLongs(password.slice(0,16)); 
    var n = v.length;

    var z = v[n-1], y = v[0], delta = 0x9E3779B9;
    var mx, e, q = Math.floor(6 + 52/n), sum = q*delta;

    while (sum != 0) {
        e = sum>>>2 & 3;
        for (var p = n-1; p >= 0; p--) {
            z = v[p>0 ? p-1 : n-1];
            mx = (z>>>5 ^ y<<2) + (y>>>3 ^ z<<4) ^ (sum^y) + (k[p&3 ^ e] ^ z);
            y = v[p] -= mx;
        }
        sum -= delta;
    }

    var plaintext = longsToStr(v);

    // strip trailing null chars resulting from filling 4-char blocks:
    plaintext = plaintext.replace(/\0+$/,'');

    return unescape(plaintext);
}


// supporting functions

function strToLongs(s) {  // convert string to array of longs, each containing 4 chars
    // note chars must be within ISO-8859-1 (with Unicode code-point < 256) to fit 4/long
    var l = new Array(Math.ceil(s.length/4));
    for (var i=0; i<l.length; i++) {
        // note little-endian encoding - endianness is irrelevant as long as 
        // it is the same in longsToStr() 
        l[i] = s.charCodeAt(i*4) + (s.charCodeAt(i*4+1)<<8) + 
               (s.charCodeAt(i*4+2)<<16) + (s.charCodeAt(i*4+3)<<24);
    }
    return l;  // note running off the end of the string generates nulls since 
}              // bitwise operators treat NaN as 0

function longsToStr(l) {  // convert array of longs back to string
    var a = new Array(l.length);
    for (var i=0; i<l.length; i++) {
        a[i] = String.fromCharCode(l[i] & 0xFF, l[i]>>>8 & 0xFF, 
                                   l[i]>>>16 & 0xFF, l[i]>>>24 & 0xFF);
    }
    return a.join('');  // use Array.join() rather than repeated string appends for efficiency
}

function escCtrlCh(str) {  // escape control chars etc which might cause problems with encrypted texts
    return str.replace(/[\0\t\n\v\f\r\xa0'"!]/g, function(c) { return '!' + c.charCodeAt(0) + '!'; });
}

function unescCtrlCh(str) {  // unescape potentially problematic nulls and control characters
    return str.replace(/!\d\d?\d?!/g, function(c) { return String.fromCharCode(c.slice(1,-1)); });
}

//}}}

~TiddlyWiki is a wiki packaged within a single html file, complete with all the content, the editing and saving functionality, search and tagging capabilities and much more. It can run locally from your hard drive (so it's great for taking notes or organizing personal information) or on a server. It's very extensible; there are over 400 plugins developed by the ~TiddlyWiki community.

For more information please visit [[http://www.tiddlywiki.com/|http://www.tiddlywiki.com/]].
New to the ~TiddlyWiki interface? Click on this [[link|http://tinyurl.com/c3nmxv]].
Click on this [[link for a formatting guide to TiddlyWiki|http://tiddlywiki.org/wiki/TiddlyWiki_Markup]].
[[Formatting Guide PDF|files/Tiddlywiki Guide.pdf]]

|~ViewToolbar|closeTiddler closeOthers +editTiddler > fields syncing permalink references jump|
|~EditToolbar|+saveTiddler -cancelTiddler deleteTiddler|

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!Test Session
Broadcast from 103 PS to Cranberry Township (?), New Kensington; Pittsburgh (Beaver); and the Regional Learning alliance.

The test was conducted to York. (What is UP VOC CODEC? - a blank connection)

Attendees: [[David "Scott" Laukhuff|mailto:dsl15@psu.edu]], [[David N.|mailto:dcn101@outreach.psu.edu]], [[John D.|mailto:jjd24@outreach.psu.edu]], [[Bill R.|mailto:wjr9@psu.edu]], Jordan, & Kent
*David N: PIP in content locally? We'll need someway to verify where the camera is pointed during the actual session.
*Bill R: video in presentation? original in ~YouTube, choppy playback
*Scott L: download the video
*Bill R: record the sessions? in room and direct content
*Bill wants in-session interactivity, a chance to meet participants at your location

Each location should have a back-channel communication option; production assistants at each location?
!Files
[[Presentation|files/TechnicalTalentManagement.ppt]]
[[Comments on Dr. Rothwell's Presentation]]

<html><h3 style="font-weight: bold;">2/19/08</h3><ul><li>About page</li><li>check process</li></ul><h3 style="font-weight: bold;">Old</h3><ul><li>stress availability of downloads</li><li>choppy audio</li><li>changes to evaluation quiz entry</li><li>? remove "course author" and replace with "you"</li><li>? Slide 4 - need input - blank slide</li><li>add sections regarding teach act: http://tlt.its.psu.edu/dmd/teachact/teachactFAQ.html</li><li>add a piece about TEACH act: http://tlt.its.psu.edu/dmd/teachact/TeachActPresentation/</li></ul><h3>5/28/09</h3><ul><li>remove slide two from Kent's presentations since we can encode the presentations to always show the navigation panel</li><li>make the presentations auto advancing</li><li>change screen captures to reflect 7.3?</li><li>update Part 5 to include the online certificate process</li><li>incorporate the Addendum into the presentation<br></li></ul></html>

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<html><p>David
just asked if I'd be interested in participating in a group being led
by Ginny Newman. The group is brainstorming topics and issues
surrounding a grant opportunity related to preparing the University for
an influx of soldiers transitioning into higher education degree
programs. A new Post-911 GI Bill will provide additional assistance to
veterans looking enter college. The initial meeting is scheduled to be
90 min and is planned asap to begin planning for the early March
submission deadline.</p>
<p class="rteindent1"><em>Greetings!&nbsp; The American Council on
Education and the Wal-Mart Foundation are awarding 20 $100 grants to
support veteran education.&nbsp; Please see the below announcement and
links. I'd like to invite you to participate in a meeting to help
develop a strategy for a proposal that would help the Commonwealth
Campuses better prepare for the possible new influx of additional
veteran students due to the new Post 911 GI Bill.&nbsp; We plan on
having one 90 minute meeting to solicit your input on this proposal
concept. Below please find the people who have been invited to
participate in this discussion.&nbsp; Since proposals are due March 2nd
we would like to meet ASAP.<br>
</em></p>
<p class="rteindent1"><em>Denise Gladd from my office will be in touch
with you to schedule this meeting.&nbsp; Please do not hesitate to
contact me should you have any questions in this regard. Thank you for
helping us to take advantage of this funding opportunity!</em></p>
<p class="rteindent1"><em>Brian Clark - Dir. Veterans Programs, Ted Timmerman representing<br>
Bill Curley - Exec. Dir Statewide CE<br>
Kent Matsueda - Inst. Designer CE<br>
Lynn Melander Moore - Dir. CE (Grants and Contracts)<br>
John Mills - Military Academic Advisor, World Campus<br>
Ginny Newman - Outreach, Asst. Dir. Military Edu.<br>
Lisa Squire - Sr. Dir. Commonwealth Campuses (w/ John Romano)<br>
Joey Stewart - Military Admissions Counselor, World Campus</em></p>
<table style="position: fixed; top: 0px; width: 455.683px; left: 16px; visibility: hidden;" class="sticky-header"><thead><tr><th style="width: 353.95px;">Attachment</th><th style="width: 67.7333px;">Size</th> </tr></thead></table><table id="attachments" class="sticky-enabled sticky-table">
 <thead class="tableHeader-processed"><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
 <tr class="odd"><td>[[Grant Meeting Agenda.docx|files/Grant Meeting Agenda.docx]] <span class="print-footnote">[155]</span></td><td>10.71 KB</td> </tr>
 <tr class="even"><td>[[ACE Wal-Mart Foundation Grant Proposal.docx|files/ACE Wal-Mart Foundation Grant Proposal.docx]] <span class="print-footnote">[156]</span></td><td>23.87 KB</td> </tr>
 <tr class="odd"><td>[[ACE_WalMart_AwardGrant_Application.pdf|files/ACE_WalMart_AwardGrant_Application.pdf]] <span class="print-footnote">[157]</span></td><td>1 MB</td> </tr>
 <tr class="even"><td>[[CH33_Pamphlet.pdf|files/CH33_Pamphlet.pdf]] <span class="print-footnote">[158]</span></td><td>183.01 KB</td> </tr>
</tbody>
</table>
  <div id="node-180" class="section-3">
  <h1 class="book-heading">Initial Ideas</h1>
  <h3>Agenda</h3>
<p>What value can I provide as an instructional designer?</p>
<ul><li>limited experience - social network platform selection, deployment and management</li><li>limited experience - server and drupal administration</li><li>experience - working collaboratively in online environments</li></ul>
<h3>Draft Proposal</h3>
<p>What are the goals of the proposal?</p>
<ul><li>increase the quality of support services at all locations</li><li>prepare staff to provide student services more efficiently and competently</li><li>developing a knowledge-base</li></ul>
<p>What does it mean in the proposal to "document" student services? <em>"The
designer will develop a process for the collection of the information
that will document the identified veteran support services."</em> How is this information available currently?</p>
<p>To provide a training program that reaches all PSU campus locations
might best benefit from online and blended learning approaches.</p>
<p>Does the repository need to only cover the funtionality of
information archiving? How does/can additional fucntionality (social
networking) fit?</p>
<p>Which IT support unit would be involved? CMS platform and server admin, maintenance, and support.</p>
<p>Open (Education) Training resources? An opportunity to share
resources, establish PSU's leadership in this area, and provide for
input from the greater community.</p>
<h3>Additional Research</h3>
<p>I found an <a href="http://www.military.com/money-for-school/gi-bill/new-gi-bill-overview">article from Miliatary.com called "New GI Bill Overview."</a> <span class="print-footnote">[159]</span> It provided excellent information taylored to those in the military.</p>
<ul><li>benefits begin August 1, 2009</li><li>goes well beyond helping with tuition - full tuition, housing
stipend, $1000/year for books and supplies; benefit payouts may vary
based on states/units taken/amt. of active-duty service</li><li>also covers $2000 of one licensing/certification test</li><li>tutorial assistance available at $100/mo. for one year</li><li>provides a great <a href="http://www.military.com/money-for-school/gi-bill/20-top-faqs-for-new-gi-bill">FAQ</a> <span class="print-footnote">[160]</span> on the bill; another good <a href="http://www.gibill2008.org/faq.html">FAQ</a> <span class="print-footnote">[161]</span> is from the <a href="http://www.gibill2008.org/benefits.html">GI Bill 2008 website</a> <span class="print-footnote">[162]</span>.</li><li>there was also a <a href="http://www.military.com/opinion/0,15202,170077,00.html">great opinion piece</a> <span class="print-footnote">[163]</span>
about the pros and cons of the bill - mentions that it doesn't cover
the housing stipend for those taking "non-traditional" classes, what
does that mean?</li></ul>
<p>Of course, the <a href="http://en.wikipedia.org/wiki/G.I._Bill">wikipedia entry for the GI bill</a> <span class="print-footnote">[164]</span> provides some background on the new bill.</p>
  </div><hide linebreaks></html>

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<html>5/27/09 - met f2f with a majority of the board, Kathleen laid out some ground rules and asked about opening email and Our.Outreach com channels; Kathleen also mentioned that Wayne is setting up for a major? overhaul of the CDE structure moving more to a matrix organization that is focused around learners, announcement 8/13; there's lots of confusion out there and somethings might not be fit for sharing with the public - David N cautioned about the board becoming a secretive decision-making body; Will suggested an alternative to "focusing on fear" - didn't elaborate<br></html>

<<<
From:   kkm11@psu.edu
Subject: Re: Spectra Wood
Date: November 25, 2008 12:15:01 PM EST
To:   clj6@outreach.psu.edu
Cc:   dcn101@outreach.psu.edu, rxs57@psu.edu

Hi Chrissy,

I was running a little late because of a meeting. I checked with Eric, he said that the plate was not necessary since I had provided him with the template earlier. I decided to head straight to Spectra Wood to meet with him on-time instead of picking up the plate.

I met with Eric and Steven (sp?) - the woodworker assigned to our project. I asked about a delivery date and they said that our podium should be completed in about 2 1/2 weeks... "before the [Christmas] holiday." They were confident that was a realistic delivery date. We confirmed details regarding the monitor cut-out, the interface plate, the laminate finish, the keyboard drawer and locks for the access doors.

Eric did have a question regarding one of the finishing touches: the logo decal (i.e. Penn State "Shield") that will face the audience. Do you (or others) have a preference/selection? Eric said that he would email me contact information here at PSU where we might be able to go for those decals. This will not hold up the construction of the podium as it will be applied once the podium is completed.

Please let me know if you have any questions.
Kent
<<<

[[Podium Design Documents|files/Podium.zip]]

<html><hide linebreaks><ul><li><a href="http://kkm11.dyndns.org/drupal/node/89">RSS</a> <span class="print-footnote">[56]</span> - really simple syndication: internet news, stories, posts, updates made available to you in a customized, unified manner</li><li>blogs/<a href="http://flickr.com/">twitter</a> <span class="print-footnote">[57]</span> - blogging and microblogging provides the option of user-generated weblogs for internet consumption</li><li>hashtags - a feature within <a href="http://twitter.com/">twitter</a> <span class="print-footnote">[58]</span> that allows for posting metadata in tweets (twitter posts)</li><li>wikis - large audience (contributors and readers) online
collaboration tool that combines text, images, and other forms of
multimedia</li><li>facebook/linkedin - social networking websites that link users
dynamically allowing them to share brief updates, images, links, etc.</li><li>flickr - photosharing website that allows metadata tagging and subscription based tracking</li><li>Podcasting/Vodcasting - think audio or video-based, online
magazines (RSS subscription-based) available through iTunes and many
other resources</li><li>Meetup.com - social networking site devoted to organizing face-to-face meetings based on geography</li><li>SecondLife - 3D, virtual reality environment with almost infinate possibilites</li><li><a href="http://cyber.law.harvard.edu/questions/pdf2008">Ranked questions</a> <span class="print-footnote">[59]</span> - ability for participants in a face-to-face lecture setting to post, reply, and vote for popular questions</li><li><a href="http://videonotes.carleton.ca/">Gotuit Video Stream</a> <span class="print-footnote">[60]</span> - streaming video mashups: the ability to post-edit previously recorded video online for public review<a href="http://www.eye.fi/"><br>
    </a> <span class="print-footnote">[40]</span></li><li>del.icio.us - social bookmarking: allows users to store, organize and share bookmarks tagged with metadata</li><li><a href="http://en.wikipedia.org/wiki/Unified_communications">Unified Communications</a> <span class="print-footnote">[61]</span> - leveraging simutaneous push-forms of content to a wide audience</li></ul></html>

<html><h1>Agenda</h1>1.5 hr workshop. Make it open, editable in a wiki.<br><strong>Goal</strong> - Faculty will be able to begin converting their pre-existing course(s)
into the College Weekend format during a two-hour workshop.<br>Note from Jeff: when it comes to new vs. old content, instructors could establish a didactic comparison and contrast activity for the students.<br><h2>Outcomes</h2><ol><li>determine course objectives</li><li>determine schedule</li><li>choose/develop learning outcomes</li><li>develop the assignment types and a course schedule</li><li>get to know some of the other faculty</li></ol><h2>Prepare</h2><ul><li>bring your/a list of course objectives [and learning outcomes?] or a syllabus if you have one</li><li>bring your text book(s) if you have them - if you ask them to bring them, you'd better have a really good plan for how they can use them<br></li><li><strike>write a mission statement</strike></li><li>bring a laptop (Why? What would we need to access from the internet?)</li><li>read [[7 Principles of Good Practice in Education|http://it.spjc.edu/checklist/7principles.htm]]</li></ul>[[Updates from meeting with Larry|6/22/09 Notes from meeting with Larry]]<h2>Deliverables</h2><table class="twtable"><tbody><tr class="evenRow"><td>100%</td><td><span class="tiddlyLink tiddlyLinkExisting">[[letter to the faculty|Weekend College Invitation Letter]]<br></span></td></tr><tr class="oddRow"><td>20%</td><td>[[questionnaire|Weekend College Questionnaire]]</td></tr><tr class="evenRow"><td>30%</td><td><span class="tiddlyLink tiddlyLinkExisting">[[survey|Weekend College Survey]]<br></span></td></tr><tr class="oddRow"><td>100%</td><td>syllabus template for policy boilerplate [[dotx|files/Syllabus Template.dotx]] [[doc|files/Syllabus Template.dot]]<br></td></tr><tr class="evenRow"><td>0%</td><td>a form for recording their course objectives</td></tr><tr class="oddRow"><td>0%</td><td>calendars for working on their schedules</td></tr><tr class="evenRow"><td>0%</td><td><span class="tiddlyLink tiddlyLinkNonExisting">[[assessment tools|Weekend College Assessment Tools]]<br></span></td></tr><tr class="oddRow"><td>0%</td><td><span class="tiddlyLink tiddlyLinkNonExisting">[[best practices on blended learning and accelerated courses|Weekend College Best Practices]]<br></span></td></tr><tr class="evenRow"><td>0%</td><td><span class="tiddlyLink tiddlyLinkNonExisting">[[some way that makes it easier for the instructors to choose whether or not their activities would be good for on- or off-line|Weekend College Activities Worksheet]]<br></span></td></tr></tbody></table><h2>[[Training Plan|Weekend College Training Plan]]</h2><h2>[[FAQ|Weekend College FAQ]]</h2><br></html>

<<<
Dear,
You are invited to attend a two-hour workshop on //Developing Courses for the Continuing Education Weekend College// on ''Thursday, July 16, 2009 from 10 AM - 12 PM''. The courses that are part of the Weekend College Portfolio represent a new delivery format here at Continuing Education at University Park. These courses feature a combination of both blended learning __and__ accelerated delivery formats.

This delivery format features some significant benefits. Adult learners will now be able to finish their degrees in less time. The reduced amount of face-to-face meetings means less travel time and greater convenience for students and faculty.

The key to success depends upon a different approach to teaching and leveraging technology in thoughtful ways that makes sense for your course.

We want to provide you with the greatest opportunities to succeed and the best learning experiences for our students. This two-hour workshop will provide you with an opportunity to work on developing your materials along with other Weekend College faculty. The session will be moderated by an instructional designer who will help with:
*answering your questions about developing your course
*best practices on accelerating and blending your course
*developing your course objectives and learning outcomes
*choosing forms of assessment, teaching materials and technology resources
This event will feature three distinct phases that will guide you through:
#pre-workshop assignments
#the two-hour, face-to-face workshop, and
#post-session instructional design support prior to the launch of the Weekend College.
If you have any questions, please contact ?
Thank you for...

<<<

This one page document from Jeff Hand outlines a proposal to leverage 7-week, blended learning courses to provide adult learners with an accelerated option for degree completion.
[[Download the PDF|files/ce_weekend_college.pdf]]
!!!5/5/09 Update
Just met with Jeff, Becky, and Angela about the weekend college and it's a go for the Fall with 3 Basic Business Certificate (these are a one-year completion program), 5 OLEAD Weekend College, and 5 Weekend College courses so far. Jeff will do all of them. I have to help prepare the faculty to deliver these courses. I will have to decide on an [[agenda for a two-hour workshop|Weekend College Course Development Kickoff]] on developing courses for the weekend college. Once the agenda has been completed, I'll have to talk with Angela about setting up some dates to possibly hold the kickoff.
!!!6/16/09 Update
Problem: Given about 90 minutes with 8-12 CE instructors of varying backgrounds, teaching a variety of courses, representing three different academic homes, with unknown motivational factors, how would you prepare them to develop new versions of their courses using an accelerated, blended learning course delivery format?
My workshop must be
* relevant to the instructors
* useful for their time commitment
* applicable to their contexts
* help them achieve their deadlines
* effective transfer of learning
Notes from the workshop
* students can take four classes a semester = 12 credits x 3 semesters = 36 credits/year, on Saturdays people will be willing to travel
* What materials/content can we move online?
* Michael Dann: How will the program be marketed?
* Survey: ask the students how much time do they spend out-of-the-class studying? Compare that with blended courses.
How am I going to cluster the information (p 188)?

Audience: CEUP Faculty
Goal: get to know them as it is relevant to personalizing this workshop to their needs
Length: 15 minutes
Send out to faculty two weeks before the start of the workshop.

[[List of Faculty|files/Weekend College courses OLEAD and other.xlsx]]:
*Michael Dann - 5-Year Award '08
*John Parrott - 5-Year Award '08
*Gina Brannick
*Stephen Fonash
*Stanley Kranc
*Kim Townsend - 5-Year Award '08
*Allen Muir
*Glenn Neff - 15-Year Award '08
*Fred Hurvitz
*Randy Burks
*Sherron ~Sparks-Hain
!!Questions
#Have you ever taken a blended learning course?
#Have you ever taken an accelerated course?
#Have you ever taken an online course?
#What are their concerns?
#What would they like to accomplish?
#What courses have they been teaching?
#Have they taught the Weekend College classes before?
#What motivates/de-motivates them? They are adult learners, keep that in mind.

<html>10 min, f2f survey to be competed at the completion of the workshop; likert scales, and short answer formats<br><ol><li>Were the course objectives clearly stated at the beginning of the workshop? Rate the correspondence between announced objectives and what was taught. Rate the effectiveness of the instructor's explanations of what students were expected to <br>learn.<br></li><li>Were the goals of the Weekend College clearly stated?<br></li><li>Did you find the workshop useful?</li><li>Do you feel as though you walked away from the workshop with some useful tools, tangible items and best practices?<br></li><li>Do you plan on scheduling time before your course begins to receive instructional design support?</li><li>Do you feel better, worse, or indifferent about your level of preparedness for the Weekend College courses?</li><li>What changes would make the workshop more helpful? Please suggest specific ways <br>the changes could be made.</li><li>Rate the instructor's skill in using examples and illustrations.</li><li>Rate the effectiveness of the instructor's advice on how to study for the course.</li><li>Rate the organization of course material.</li><li>Rate the instructor's pacing of the course material.</li><li>Rate the usefulness of papers and term projects in adding value to the course.<br></li></ol></html>

|Heading|Duration|Description|h
|Intro|15 min|Welcome message from Jeff, Weekend College Explanation & Goals, introduction of Kent|
|Warm-up|15 min|small group: [[hands-on blending activities|http://www4.uwm.edu/ltc/hybrid/faculty_resources/advantages.cfm]]|
|Activity|65 min|handouts, house-keeping, [[planning|http://exedweb.cc.uic.edu/blended/facultyresources.html]], individual work on objectives, outcomes, schedules, assignment types, assessment options|
|Assignment|10 min|upcoming tasks, best practices, final preparations, during-the-course support|
|Assessment|15 min|workshop survey|
||120 min||f

These are the projects and initiatives for Learning Design, World Campus.
* WC Courses
** [[ABA Virtual Practicum]]
* [[New Positions]]
** [[Transition Questions]]

From the 5/22/09 ANGEL Admin meeting

The stats are in from the most recent finals week. The busiest testing days at Pollack were on Thur, Wed, and then Mon. There was a good distribution and only one reported error with a student's submission that led to a re-taking of the final. For the entire semester there were 54K tests at Pollack and 1.28M quizzes done in ANGEL. John H wondered about how many scantron-based exams were still being used. Phil B wondered if the convenience of eTesting will lead to less higher-level types of exams (e.g. essays). Perhaps the Schreyer Institute would help faculty developing more advanced forms of questions for all assessment question types.

Kent Matsueda
Instructional Designer
World Campus
Penn State University

Suite 225 Outreach Building
100 Innovation Park
State College, PA, 16802

Office: 814-865-6708
Personal: 814-422-KENT
Fax: 814-863-7042
Oracle Calendar:&nbsp;http://tinyurl.com/5s2cra

Website:&nbsp;http://www.personal.psu.edu/kkm11/
AIM: kkm11@psu.edu
Google Docs: kkm11@psu.edu
Google Mail (alternative email): kkm11psu@gmail.com
Google Wave: kkm11psu@googlewave.com
Skype: paradigm_surfer
Twitter: matsueda

Test your system for use with Adobe Connect:
https://breeze.psu.edu/common/help/en/support/meeting_test.htm
Then, log into my meeting space:
https://breeze.psu.edu/cdeid/