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Assignment 2 Professional Conference

Activity 2: Professional Conferences (10 points) In a paper of no more than five pages (double-spaced, APA style), identify a professional

conference in the field of instructional technology and its guidelines for presentations.

Include the following information: 

1. Location of the next annual conference 

2. Description of participants/intended audience and approximate attendance 

3. Cost—to regular members, to regular non-members, and to students 

4. Types of presentations 5. Process for submitting a presentation proposal

Then, prepare a presentation proposal suitable for that conference.

Objective 12

Grading criteria for Activity 2 

1. The paper is clearly written, with proper spelling and grammar; sources are properly

identified; and is submitted on time 

2. Each element identified in the assignment is present, sufficiently detailed, and


3. Assuming that the above conditions are met, one point will be assigned for elements 1, 2,

3, 4, and 5, and five points will be assigned for the presentation proposal

Submit completed paper to the instructor via Blackboard e-mail. Please give the e-mail and attachment a descriptive title, such as your name plus “activity 2.”


Assignment 2:  Professional Conference.

Steve McCrea
EDD 8008
October 2011 (late submission, after midnight)

It is clear that getting a degree means more than carrying around a few extra initials fate our names.   the real hands-on result of a degree program is the process of learning how to become an academic participant in the creation of papers and books.  Articles in peer-reviewed journals are clearly the leading way to move ahead in our careers and to advance the profession.  one of the central aims of EDD 8008 is to help students see the step-by-step process of getting published, and one of the exercises is this assignment:  getting to know more about a professional conference, one of the key pathways to moving ahead as an instructional technologist.

In this paper I will aim to share information about the International Society for Technology in Education (ISTE) conference.  The next one will take place in San Diego from 24 to 27 June 2012.  

Description of participants.
ISTE conferences can number as much as 18,000 attendees.   Its website describes its members as "educators and education leaders engaged in advancing learning and teaching through innovative and effective uses of technology in PK-12 and teacher education."  
The themes that participants are likely to be interested are school improvement, technology infrastructure, professional learning, digital teaching and learning, and virtual schooling.  This suggests that the participants will be more likely to have an "innovative" edge -- I would expect a rather open-minded type of person to show up to this conference.

The listed cost is the "super early-bird registration fee" if the proposed presentation is accepted ($239 for a current ISTE member) compared to $338 for a non-member.  Student members can attend for $160, even registering on the first day of the conference at that rate.  Current ISTE members on the day of the conference will pay $3098 and a non-member will pay $408.     There are additional fees for workshops, ranging from $109 for a half day to $439 for a two-day workshop.  Early bird discounts bring the costs to $99 and $399.  Another way to qualify for the early-bird discounts is through volunteering.

Types of presentations
The website lists nine types of presentations:  workshop, research paper, student showcase, global collaboration, poster, model lesson, lecture, interactive video conferencing (IVC) showcase and "Bring your own device" (BYOD).

Process for submitting a presentation proposal.
The central theme is "use technology for efficiency."  The proposals are submitted online, and the proposer can submit multiple ideas.  There is no fee associated with submitting, but a proposer (if the idea is accepted) is expected to pay the fee and attend the conference.  I am impressed with the ISTE website.  The submission page has five important boxes to complete:  (1) Purpose and objectives, (2) Outline, (3) Supporting research, (4) background of the presenter and (5) special requests by the presenter.  The submission form was easy and allowed me to make a "place holder" document that could be fleshed out later.  There were also 22 other boxes that needed to be filled in, making this task somewhat daunting for someone who does not like sequential processes.   However, given sufficient quiet time, I'm quite sure many people can focus  and funnel their passion for a topic into this process.

The website also describes the criteria used to evaluated proposed papers.  Factors like "how relevant the topic is to the field of ET" and "value to participants" are important.   Particularly helpful is the table that shows the rate of acceptance of past proposals.  The average acceptance rate is 39% (941 acceptances from 2396 submissions).  I was encouraged that 76 percent of "student showcase" proposals were accepted.  I chose to submit a proposal for a poster (63% acceptance, 297 out of 468 submissions).

The following is my submission (ID number 70156668):

Purpose & Objectives

The purpose of this session is to give teachers an easy and effective way to engage students' attention and make the course content relevant to the students' lives.

We are told that we should lecture less and encourage students to learn in a modality that is comfortable to them. We are told to encourage many ways of learning and we should provide information in a variety of ways to meet those multiple ways of learning.

There are many useful videos on Youtube and other video-sharing platforms. How can we easily get that information into the classroom? How can we give students access to those materials so that students can absorb the information when they want to?

The purpose of this session is to use audio CDs (a 30-year-old technology) to make videos on the Internet (21st century technology) more accessible. Most students can gain access to youtube videos but few have the time or patience to listen to the entire video -- and, once heard, how can the video be reviewed offline?

What if the student doesn't have access to the Internet at home?
That's why the youtube video's audio track is transferred to the audio CD.

To engage the seven global skills described by Tony Wagner, I often don't create the compiled list of lectures -- I get students to recommend what should go onto the audio CD (interspersed in the materials that I have selected).

For example, when I want to have students discuss the global economy, some of Dan Pink's presentations on youtube are easy to find -- and I ask students to recommend songs to drop between sections of Pink's points.

Three-quarters of my students come in the next week asking, "Where's the next CD?" 


Poster will show the steps involved in creating the audio CDs. I will have stacks of CDs available to give away with samples of materials that are used in my lectures on the audio CDs.

My presentation will be given on video and placed on CDs that I plan to give to visitors to my poster.

Supporting Research

Numerous articles advocate the use of video in the classroom:

Ideally I want my class time to be used for discussions and presentations so I can pull out and examine misconceptions in student work and thinking. Less lecturing by the teacher means more time for students to talk. How can I get the material presented to students with less time spent by me standing at the front of the class?

Dennis Yuzenas has used videos and audios in his lectures and project-based classroom work, described in www.WhatDoYaKnow.com. I have based this poster on a visit to Dennis Littky's school, where project-based learning uses audio content www.metcenter.org. I have shown some of these techniques in youtube videos that I produced. www.youtube.com/visualandactive.

http://www.youtube.com/watch?v=gObPtRraY08 A video called "How to make a Training Audio CD"



Presenter Background
I have taught English as a second language for 13 years, which is where I encountered students who requested additional materials for at-home, out-of-class self-study. I wanted them to have access to spoken materials to practice listening (items that could be rewound for repeated listening).

I hold a teaching certificate called CELTA Certificate of English Language Teaching to Adult through the Royal Society of Arts.

I have a duplicating machine in my home where I turn one master into three copies in about 7 minutes. in an hour I can create 24 copies of a master. This experience might be helpful for newbies that are looking for an easy way to integrate technology into the curriculum and the classroom.



I'd like to be able to give away examples of what I do to give them a sample of what it's like to go through one of my classes.

Supplementary information:

Learning Station Session -- Poster


General Information

Session Title
"Hearing" Videos: Helping Students Gain Access to Youtube via CDs


Session Description
Many students don't have time to listen to recommended videos. Learn how to put together engaging take-home CDs (free samples for participants)



Theme and Strand
Digital-Age Teaching & Learning:Innovative Learning Technologies



Youtube, converting, videos, hearing, Audio CDs



Primary URL



Exhibitor Status
graduate student


Commercial Content


Recording Preference


Audience Focus Primary
Teacher Educators/Higher Ed Faculty


Audience Focus Secondary



Audience Grade Level



Audience Skill Level



Prerequisite Skills
Ability to ask a teenager to assist you.
Everything in the presentation can be done by a tech-savvy teen.
Finding a video link on youtube



Platform Alerts


3, 5



1, 2, 4, 5



2, 3, 5






Standards for Literacy



Standards for English
Speaking and Listening (K–5)
Speaking and Listening (6–12)
Language (K–5)
Language (6–12)



Standards for Mathematics



Strategic Objectives
Identify ways to share information with students to encourage independent engagement with the materials.


Submitted October 2011.