Putting Ellingsburg into the New Frontier of Technology: Proposing a Customized port-ELL Presented By: Lauren Farell Stephanie Halaska Morgan Perry Emily.

Putting Ellingsburg into the New Frontier of Technology: Proposing

a Customized port-ELL

Presented By: Lauren Farell

Stephanie HalaskaMorgan PerryEmily Sanders

(University of Missouri-Columbia)"There is nothing more difficult to plan, more doubtful of success, nor

more dangerous to manage than the creation of a new order of things... "Niccolo Machiavelli, The Prince

Purpose of Presentation Welcome to Ellingsburg University, home of the EU Eels.

The purpose of this presentation is to propose our vision of a customized portal for Ellingsburg University that is aimed at improving the student experience at EU. This portal, affectionately named “port-ELL,” will also benefit faculty and staff.

Throughout this presentation we will highlight our vision, explain how to make it happen in four phases, address limitations, and discuss how to take the next

step. We have based our proposal on the concept that “the selection process for adopting new technological options should be theory-based, student-centered, and well assessed in order to understand its effectiveness and impact”(Boulais

& Sturgis, 2003, p. 1).

We hope the Presidents Executive Staff enjoys this portal proposal and will approve taking the next step.

Portal Conceptual Development Team

• Director of Residential Life

• Office of Communications Representative

• President of the Faculty Senate

• Student Body President

Objectives of port-ELL

− We believe that a customized portal at EU will increase our ultimate goal of student learning. Below are some findings from relevant literature highlighting our point.

− “Exposure to current, authentic information uniquely available through Web sites can provide students with environments that support inquiry-based and constructivist learning (Oliver, 2000), improve student test performance, and develop broader forms of social, cultural, and intellectual capacity (Guile, 1998)” (MacGregor & Lou, 2004, p. 161).

− “A positive relationship was found between self-reported overall learning and educational tools (instructor home page, Internet project, online homework assignments, online lecture outlines, online syllabus, online student roster age, online student grade page, Web project page, and technology lectures)” (Clarke, Flaherty, and Mottner 2001, p173).

− “Research on instructional technology suggest that quality instructional design of learning tasks and learning environments is necessary for improving student learning (Clark, 1983, 2003; Jonassen, 2002)” (MacGregor & Lou, 2004, p. 162).

− “Information technology will change teaching and learning profoundly, no matter what the response of traditional higher education institutions. Just as the development of the printing press forever changed the teaching enterprise, information technology represents a fundamental change in the basic technology of teaching and learning” (Massy and Zemsky, 1995, p.1).

− “Technology has been instrumental in helping the college achieve its mission of putting learning first and maintaining enrollment” (Edwards, 2003, p.3).

• Increase Student Learning


• Increase Faculty-Student Interaction − We believe that students interacting with faculty is a goal of higher

education and specifically one of EU. With port-ELL, students will be able to benefit from this interaction. Below is some highlighted literature.

− “Communication technologies that increase access to faculty members, help them share useful resources, and provide for joint problem solving and shared learning can usefully augment face-to-face contact in and outside of class meetings. By putting in place a more “distant” source of information and guidance for students, such technologies can strengthen faculty interactions with all students, but especially with shy students who are reluctant to ask questions or challenge the teacher directly” (Chickering and Ehrmann, 1996, p.3).

− It is argued that faculty-student interaction is more thoughtful when students have the opportunity to reflect on their responses to questions and discussion topics before posting them to an electronic public forum (Massy, 1998).


− Administrators and faculty have struggled with reaching the needs of this new type of student. We believe that port-ELL will be able to reach them and provide new challenges for their many technological talents. Below are some related findings.

− Howe and Strauss (2000) indicate that the “millennial” generation is talented in technology. It is reasonable to assume that these students will want to be challenged with a new technology, such as port-ELL.

− On a top 10 list of what parents want for their millennial students, they indicate “reasonable cost tied with good technology resources” (Stamats ParentsTALK, 2003).

− According to Tulgan and Martin (2001), technology has also played an important part in empowering the millennial generation.

• Meet the growing technology needs of millennial students


• Provide greater convenience for students, staff, and faculty

– As higher education becomes more driven by the concept of customer service, students (as well as university employees) will seek for a more efficient way to do everything in their lives. Our team believes that port-ELL will be able to provide convenience without sacrificing learning.

– Having one place that is the home of all electronic academic needs will be very helpful to students, faculty, and staff. Students will no longer need to spend time searching online for different websites to pay their bill, submit a maintenance request, and post a thought on course websites. Faculty will no longer need to search through piles of paper to advise a student on their degree progress. Everything will be in one location.

– “A dire need exists to provide a dynamic, convenient, robust, and reliable technology support structure for all educators and students (Means, 2000)” (Oberlander and Talbert-Johnson, 2004, p. 48).

Objectives of port-ELL• Be a competitive force among other liberal arts institutions

– Every initiative to better EU is an attempt to draw students to EU and away from other institutions. This addition will give Ellingsburg a technological edge over other schools.

– Portals have the possibility of increasing retention rates among freshmen. SUNY-Buffalo experienced a 3% increase in retention rates after the first year their portal was introduced (Olsen, 2002, p. 1).

– “A growing number of universities…are creating portals and many technology experts think that portals will become common at colleges” (Olsen, 2002, p. 1). Ellingsburg University should create a portal while it is current enough to serve as a recruitment tool.

– “Students without state of the art technology are disadvantaged; institutions without resources to upgrade cannot compete…information technologies are dramatically reshaping the way instruction is delivered and business is done on college and university campuses” (Upcraft and Terenzini, 1999, p.4).

– “More and more, institutions are using technology as a means to attract more students to their campuses replacing some of the more traditional methods of marketing like print, radio and television ads, as well as replacing traditional course instruction with distance education” (Edwards, 2003, p.3).

– Other well respected institutions have created successful portals and Ellingsburg should strive to surpass the bar that has been set to earn the respect of other institutions and incoming students. These other institutions include:

– University of Wisconsin – Madison: http://my.wisc.edu/portal/index.jsp – Columbia University: https://ssol.columbia.edu/– College of William and Mary: https://my.wm.edu/cp/home/displaylogin– George Washington University: http://my.gwu.edu/ – University of Washington: http://myuw.washington.edu/– Iowa State University: https://accessplus.iastate.edu/frontdoor/login.jsp– University of North Carolina – Chapel Hill: https://my.unc.edu:4448/portal/page?

_pageid=33,32408,33_32412&_dad=portal&_schema=PORTAL


• Increase communication between university departments and offices

− Collaboration and communication will only help strengthen Ellingsburg University. Port-ELL provides an avenue for this to occur.

− The presence of port-ELL will solve the dilemma explained well by University of North Carolina’s director of special projects Lori Casile: “All over campus these separate departments were creating web spaces for their own departmental customers without any collaboration across departments”(Distance Education Report, 2004, p. 8). port-ELL will give EU departments reason to collaborate and create successful partnerships.

− Technology should be used to serve the mission of the institution, and decisions about technology should reveal institutional academic priorities. Collaboration across divisions are more critical than ever before (Hirsch and Burack, 2001).


• Enhance web presence at Ellingsburg University

− Since it is the desire of the President’s Executive Staff to overhaul the current EU website, it is our intention to not only create a customized portal, but to incorporate it into the current homepage of the university.

− On EU’s webpage, prospective students will still be able to access current university information including fast facts, enrollment data, university mission, and application information

− Current students, faculty, and staff will be able to access the sign-on for port-ELL via the EU homepage

Our Vision• The following slides will provide a glimpse into our

vision of the student portal and faculty/staff portal.

Student port-ELL• This is what students will see after inputting their personal log-in

information and signing on to their port-ELL via the EU home page. • Upon signing in, they will not have to enter their personal log-in

information again. They will need their university PIN number to access registration as well as to pay their bill. The port-ELL will be available 24 hours a day, 7 days a week except during times of maintenance which will be announced in advance.

• Prospective students will be issued a temporary log-in name and password so that they can get a look at their future port-ELL.

• When students remain inactive for over 20 minutes they will be automatically signed off of port-ELL so as to prevent personal information being retrieved by unfamiliar sources.

• Please begin browsing the student port-ELL by clicking on Email/Calendar or Next Slide.

Email/ Calendar

Next Slide

ScheduleDegree Progress

Financial myEUResidential

LifeMy

port-ELL

Go to Faculty port-ELL

Please click on EVERY tab above to view information about each channel

Registration

Faculty/Staff port-ELL• This is what faculty/staff will see after inputting their personal log-in information and signing on to

their port-ELL via the EU home page. • Upon signing in, they will not have to enter their personal log-in information again. They will need

their university PIN number to access personal payroll and insurance information.• When faculty/staff remain inactive for over 20 minutes they will be automatically signed off of port-

ELL so as to prevent personal information being retrieved by unfamiliar sources.• Our goal in providing faculty/staff with port-ELL is to facilitate their job by creating one location for

student information, class information, and employee records. – “To encourage the use of instructional technologies in higher education, technologies must be convenient and

beneficial to the faculty member. They must provide a benefit to the faculty member that they have identified as important to them. The instructional technology must help the faculty member do a better job of what they define as important” (Spotts, 1999, p. 1).

Email/ Calendar

Payroll/ Benefits

Schedule Advising Conduct

myEU/ Forum

My port-ELL

Go to Student port-ELL

Please click on EVERY tab above to view information about each channel

Next Slide

Making it Happen!

The following slides will outline the four phases for the planning and implementation of port-ELL.

Click here if you wish to go back to port-ELL

Phase I: Planning Approval – June 2006

• Phase I Planning & Implementation Team– Concept Development Team

• Our team will stay a part of the planning and implementation team throughout all phases of the project. As the Student Government President changes, the new president will be brought onto the committee or be allowed to appoint a representative (i.e. Vice President or Senate Speaker).

– 2 Student Government representatives• Ranging from the Vice President (if not serving in place of the President) to committee chairs, these

students will allow the project to be in touch with student needs and keep the focus on what the students want.

– 3 Information Technology staff• A vital part of the team, the IT staff will keep the project both grounded in what we can do and allow

the project to stay current with new technology developments. – Student Activities and Orientation liaisons

• These liaisons are an important part of the training aspect of Phase I. Their knowledge of how orientation works and what activities will need to be represented will allow the first stage of port-ELL to be as complete as possible and get the necessary students trained on the program.

– Registrar and Bursar liaisons• Connecting online registration and bill-pay is an important component of Phase I, so we will need

their expertise on the current system as well as what can be done and what should be done. – Admissions liaison

• We will need the help of Admissions to get new and prospective students excited about port-ELL and the access it will allow them. port-ELL is going to be an important recruitment tool and our recruiters must be in the loop.


• What’s Happening:– Intense planning with Information Technology team members regarding

development of port-ELL program will consume most of Phase I.– Weekly meetings with Phase I team to plan primary channels including Email,

Calendar, Billing, Announcements, Registration, Schedule (except course websites), and Residential Life will be held.

– Monthly assessment of financial progress with Phase I team will be conducted.– Late spring semester will bring training for student, staff, and faculty leaders on

unreleased pilot port-ELL.• “Although many students are savvy enough to "surf" the Internet, they may

lack the strategies necessary to efficiently and effectively negotiate the reams of available information” (MacGregor & Lou, 2004, p. 162).

• “To adopt any innovation, people need to feel comfortable that they either have or will be able to quickly attain the required skills and knowledge. Lack of training then, has been found to be a key source of "cyber-anxiety" (Finley & Hartman, 2004, p.323).

– Additionally, orientation leaders will be given early training in preparation for their orientation training sessions for incoming students.

– The university sponsored events for 2005-2006 will be collected throughout the year for insertion into the Calendar channel on port-ELL.


• Marketing– An immediate announcement to the university community

regarding port-ELL project will be made.– At the beginning of 2005-2006 academic year, the focus will be

on explaining to student, staff, and faculty leaders the port-ELL project.

– Team members will work on creating “buzz” among the university community through word of mouth via students, faculty, and staff.


• Feedback and Assessment– Throughout the 2005-2006 academic year, focus

groups will be conducted with faculty, students, and staff to ensure their voice is being heard and resources they desire are being included in port-ELL. These focus groups will primarily be assessing the “content” of the port-ELL in collaboration with the technology team member responsible for content.

– Test runs will be conducted at every stage of the port-ELL program development to assess user ability to navigate and utilize channels.

Phase II: Going Live June 2006 –

December 2006

• Phase II Planning & Implementation Team – Concept Development Team– 2 Student Government representatives– 3 Information Technology staff– Registrar liaison– Financial Aid liaison

• Planning the financial channel is necessary in Phase II in hopes of connecting all available scholarships, loans, and grants to Ellingsburg students. The FAFSA will also be linked on this channel.

– Academic Departmental liaisons• The goal at the end of Phase II is to have working course websites for all

courses at Ellingsburg. Representatives from academic departments will need to be a part in planning what will be on those websites and communicating that information back to their respective departments.


December 2006

• What’s Happening:– Basic port-ELL channels go live for all students, faculty, and staff in June.– Basic channels include:

• Email and Calendar• Billing (under Financial channel)• Announcements and News• Residential Life• Registration• Schedule

– During freshmen orientation, training sessions were conducted by orientation leaders for incoming freshmen on port-ELL use.

– During Residential Life RA training in August, RAs were trained on how to use port-ELL so that they can help new and returning students.

– During the quiet summer months, faculty/staff will have the option of attending many training sessions on port-ELL. Department heads will be required to attend. Additionally, student employees in computer labs and at Information Technology will receive extensive training on port-ELL.

– Training sessions aimed at returning students will take place throughout September.– Weekly meetings will continue throughout the semester with the Planning and Implementation team

to plan course websites, financial aid, and EELbook.– Pilot programs of Phase III will be tested with student volunteers beginning in October.– In December, course syllabi for Spring Semester 2007 will be collected from faculty to be linked

electronically to their course website by Information Technology.

• Marketing– Marketing will be aimed at returning students

who were not trained during the summer as freshmen and transfer students were.

– During September training sessions, free t-shirts will be distributed to those participating in order to create “buzz.”

– Marketing regarding what students can expect from Phase III begins in November. This can be done via the announcements section in port-ELL as well as through student leader word of mouth and departmental meetings for faculty and staff.


December 2006

• Feedback and Assessment– Electronic surveys will be emailed out to faculty, staff,

and students assessing the success and areas of improvement of port-ELL. The primary purpose of these surveys will be to assess the interface of port-ELL. The technology team member responsible for interface will be working to assess the organization and navigational quality of port-ELL.

– During Phase II, a link to online comment cards will be available in the announcements section of port-ELL.


December 2006

Phase III: Expansion January 2007 -

June 2007

• Phase III Planning and Implementation Team– Concept Development Team

– 2 Student Government representatives

– 3 Information Technology staff

– Registrar liaison

– University Bookstore liaison

• The goal at the end of Phase III is for students to be able to order textbooks at the same time they register for classes. Having the expertise and knowledge of how the book ordering process works will be necessary for success.

– Student Activities liaison

• What’s Happening:– Course websites, financial aid information,

and EELbook will go live. – Weekly meetings will continue throughout the

semester with the Planning and Implementation team to plan customization of port-ELL channels including myEU and my port-ELL. Additionally, plans will be made to automatically order required texts for students who select “buy my books” upon registering for classes.

– Training sessions for transfer students as well as students who need training on navigating the new additions will be held.


June 2007

• Marketing– The Planning and Implementation team

will focus on getting students excited for Phase IV (the final phase) of project port-ELL through giveaways, announcements, and electronic newsletters.


June 2007

• Feedback and Assessment– Focus groups with faculty and staff about the newly added

course websites and their successes and limitations will be held.

– Electronic surveys regarding what students want to see in the customization sections of port-ELL that will go live in Phase IV will be circulated.

– The assessment efforts during this phase will focus on the infrastructure of port-ELL. The technology team member responsible for infrastructure will determine if the bandwith, stability, and scalability of the port-ELL are providing the utmost convenience for students, faculty, and staff.

– During Phase III, a link to online comment cards will be available in the announcements section of port-ELL.


June 2007

Phase IV: Completion June 2007 -

December 2007

• Phase IV Planning & Implementation Team– Concept Development Team– 2 Student Government representatives– 3 Information Technology staff– University Assessment Consultant

• Assessment is vital at this point in the project. An expert will be brought in to help plan the large-scale assessment initiative and to review the smaller scale assessment measures that have been conducted throughout the previous phases.

• What’s Happening:– My port-ELL, myEU, PDA syncing abilities,

and book sales will go live in June.– Weekly meetings will continue with the

Planning and Implementation team. – The majority of Phase IV will be spent on

assessing the breadth of the project.– Orientation and training sessions will

continue as they did a year earlier.


December 2007

• Marketing– A newsletter to students, staff, faculty,

and alumni will be distributed celebrating the near completion of the project.


December 2007

• Feedback and Assessment– The University Assessment Consultant, with the help of the

Planning and Implementation team, will distribute a survey to all faculty, staff, and students regarding the development of the port-ELL project and how it could have been improved.

– The three technology team members will work together to assess how the three various areas (content, interface, and infrastructure) have worked together throughout the process.

– The University Assessment Consultant will coordinate several months of focus groups with the various departments and offices that collaborated with the Planning and Implementation team in the creation of port-ELL.


December 2007

Potential RoadblocksAs with any large undertaking, there are some potential limitations to our success. When

dealing specifically with technology, striving for progress must not be limited

by the fear of failure.

With that in mind, here are the potential limitations

of project port-ELL.

Potential Roadblocks

• Roadblock: Cost– The greatest cost of project port-ELL is in human hours spent working on

program development.

• Possible Solutions:– Creating Graduate Assistant positions in the Information Technology

department• These positions can be filled by students at nearby Rolling Hills institutions to

increase affordability.• 3 positions will result in an additional 60 man hours each week toward this project.• Hiring 3 Graduate Assistants at $8,000 per year will be less expensive than hiring a

full time employee to focus on this project which necessitates a great deal of time and attention.

– Sponsorship• Advertising space on port-ELL could be sold to University approved sponsors (as to

avoid advertisers who do not support the mission of Ellingsburg University).– Student Fee Increase

• Pending approval of Student Government, a technology fee increase could help make the project more affordable.

Potential Roadblocks

• Roadblock: Instability of Technology– The inevitable downside to all technology is

that it not eternally dependable.

• Possible Solutions:– In the case of technology, the reward is

greater than the risk. Any potential problems can be ameliorated with efficient communication (i.e. maintenance of port-ELL will be announced days in advance) and the IT staff will focus on troubleshooting during all phases.

Potential Roadblocks• Roadblock: Misuse

– Due to the customization options of port-ELL, misuse by port-ELL users is a distinct possibility.

• Possible Solutions:– An addendum to the Student Conduct Code to prohibit port-

ELL misuse will be made.

– Students will be required to complete a User Agreement upon their first sign-in. The User Agreement will outline rules, regulations, and online community standards.

– If misuse occurs, judicial officers will be armed with educational sanctions.

Putting it in Perspective• Our mission as a liberal arts institution is to promote the undergraduate

experience. We understand our role and frame our mission through Chickering and Gamson’s (1991) Seven Principles of Good Practice in Undergraduate Education. Chickering and Ehrmann (1996) outlined these principles in a technological context in “Implementing the Seven Principles: Technology as Lever.” We will conceptualize our port-ELL proposal using these Seven Principles.

Good Practice Encourages Contacts Between Students and Faculty

• As stated earlier, technology increases the quantity of interactions between students and faculty. Additionally, “shy” students will be more apt to interact with faculty.

• port-ELL will accomplish this through course webpages, EELbook, and email.

Good Practice Develops Reciprocity and Cooperation Among Students

• Technology enables students to share resources and tools as well as develop relationships based on collaboration and academics.

• port-ELL facilitates development of study groups among students as well as encourages shared resources through course websites. Additionally, EELbook will help initiate these relationships.

Good Practice Uses Active Learning Techniques

• Technology encourages reflection, participation, and presents opportunities for further learning.

• port-ELL will allow students to engage in their classes by providing an outlet for discussion outside the classroom. Students who may be hesitant to actively participate in class will be empowered to contribute their reflections online.

• The myEU channel will feature ways to get involved in academics on campus through residential, research, and academic organizations.

Good Practice Gives Prompt Feedback

• Technology is a gateway to making communication happen more efficiently.

• port-ELL will feature avenues of posting work and receiving quick feedback from peers and faculty via discussion boards.

• Faculty contact information will be readily available on course websites, and students will be able to select a manner of contacting faculty that works best for them. Faculty, in return, will have several options to respond to student inquiries through email, discussion board, and EELbook.

• Student affairs administrators will also be able to respond quickly to student concerns and feedback.

Good Practice Emphasizes Time on Task

• The nature of technology is to provide services more efficiently and more effectively.

• port-ELL as a one-stop-shop reduces the amount of time students spend seeking resources for academics, social events, campus resources, contacting faculty and peers, and taking care of important tasks such as paying bills and applying for financial aid. The conduct database will help staff deal with conduct more efficiently and the advising resources will do the same for faculty.

Good Practice Communicates High Expectations

• Technology increases communication and through communication, higher expectations are more clearly defined.

• Enforcement of a new set of online community standards shows port-ELL users that expectations of appropriate conduct are high. Additionally, port-ELL stresses high academic standards through constant contact with faculty, staff, and peers. The presence of residential and university involvement opportunities relates a set of high expectations by student affairs staff for students to be involved in their environment.

Good Practice Respects Diverse Talents and Ways of Learning

• Technology promotes self reflection and allows for different needs in terms of learning styles.

• port-ELL accommodates students in need of immediate response and students who need time to reflect.

• Students’ ability to customize port-ELL promotes individuality and gives the student a say in creating their undergraduate experience.

• Additionally, students from across the country will be able to remain connected to their hometown and share that aspect of themselves with their EU community.

Taking the Next Step

• Pending Executive Staff approval of project port-ELL:– Phase I will begin with a press release to students, staff, and faculty.

– Appointments will be made to Phase I Planning and Implementation team.

– Weekly meeting times will be scheduled.

Thank You

Thank you for your time and consideration. Your desire to learn more about our

vision shows your dedication to improving the student, faculty, and staff experience

at Ellingsburg University. We look forward to working with you further on this

project.

References– Barisic, S. (2000). William and Mary students build, manage online community. Associated Press Newswire. Retrieved

February 19, 2005 from Factiva database.

– Blumenstyk, G. (1999). Colleges get free web pages, but with a catch: Advertising. The Chronicle of Higher Education. Retrieved February 18. 2005 from LexisNexis database.

– Boulais, N. & Sturgis, T. (2003). Changing the channel: using technology effectively in student affairs. Student Affairs Online, 4,4. Retrieved on February 15, 2004 from http://www.studentaffairs.com/ejournal/fall%5F2003/ChangingtheChannel.html.

– Chickering, A.W. & Ehrmann (1996, October, 3-6). Implementing the seven principles: Technology as lever . AAHE Bulletin

– Clarke, I. III., Flaherty, T. B. & Mottner, S. (2001). Student perceptions of educational technology tools. Journal of Marketing Education, 23,169-77.

– Edwards, K. (2003). Impact of technology on college recruitment and retention. Student Affairs Online, 4(4). Retrieved from http://studentaffairs.com/ejournal/Fall_2003/ImpactofTechnology.html

– Finley, L., & Hartman, D. (2004). Institutional change and resistance: Teacher preparatory faculty and technology integration. Journal of Technology and Teacher Education, 37, 161-175.

– Goldsmith, B. (2004). U. Houston students get ‘one-stop’ Web shop. The Daily Cougar via U-Wire. Retrieved February 18, 2005 from LexisNexis database.

– Hirsch, D. & Burack, C. (2001). Finding points of contact for collaborative work. New Directions for Higher Education, 116, 53-62.

– Howe, N. and Strauss, W. Millennials Rising: The Next Great Generation. New York: Vintage Books, 2000.

– Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vintage Books.

– Irvine C., Flaherty, T., & Mottner, S. (2001). Student perceptions of educational technology tools. Journal of Marketing Education, 23:169-177.

– Johnson, K. (2001). A river runs through it: considerations and issues when evaluating student portals. From the World Wide Web: http://studentaffairs.com/ejournal/Winter_2001/river.html

– Krause, D. & Porcelli, J. (2003). Two Northeast colleges choose CampusCruiser ™ as their online campus solution; CampusCruiser gives all constituents full suite of communication tools. Business Wire, Inc. Retrieved February 18, 2005 from LexisNexis database.

References Continued– Layne, J. (2004). University of Wisconsin-Madison selects Unicon to assist with uPortal migration; Customization, flexible

framework give Badgers greater control. Business Wire, Inc. Retrieved February 18, 2005 from LexisNexis database.– Massy, W.F., & Zemsky, R. (1995). Using technology to enhance academic productivity. Washington, D.C: Educom.– McPherson, M., & Nunes, M. B. (2004). The failure of a virtual social space (VSS) designed to create a learning

community: Lessons learned. British Journal of Educational Technology, 35, 305-321.– Oberlander, J., & Talbert-Johnson, C. (2004). Using technology to support problem-based Learning. Action in Teacher

Education, 25, 48-57.– Olsen, F. (2002). The power of portals. The Chronicle of Higher Education, 48, A32-A33. Studen, A. (2002) – Parsons, A., and Hernandez, J. (2003). Creating student centered web pages for incoming and new students. Student

Affairs Online, 4(1). Retrieved from http://studentaffairs.com/ejournal/Winter_2003/creatingwebpages.html – Portals: The lady or the tiger? Educause Review, 37(3), 58-59. – Portal makes university more user friendly. (2004). Distance Education Report, 8(1), 8. – Robinson, L. (2004). Colorado State U. looks combine Web services. Rocky Mountain Collegian via U-Wire. Retrieved

February 18. 2005 from LexisNexis database.– Spotts, T. (1999). Discriminating factors in faculty use of instructional technology in higher education. Educational

Technology & Society 2(4),82-89. Retrieved from http://www.ifets.info/journals/2_4/spotts.html– Tulgan, B. & Martin, C. A. (2001, September 28). Managing Generation Y [Electronic version]. Business Week Online,

Retrieved from http://www.businessweek.com/smallbiz/content/sep2001/sb20010928_113.htm.– Upcraft, M.L. & Terenzini,P.T. (1999). Looking beyond the horizon: Trends shaping student affairs. Technology.

Retrieved from http://www.acpa.nche.edu/seniorscholars/trends/trends5.htm– Walbridge, J. (2003). Wake Forest University to transform campus communications; New mobile infrastructure gives

students information access anywhere, anytime. Business Wire, Inc. Retrieved February 18, 2005 from LexisNexis database.

Putting Ellingsburg into the New Frontier of Technology: Proposing a Customized port-ELL Presented By: Lauren Farell Stephanie Halaska Morgan Perry Emily.

Documents

student learning slide

new technology

information technology

student learning clark

instructional technology

customized portell

learning environments

objectives of port