Can online students be fully integrated into residential courses via web conferencing? Lessons learned from two pilot courses at Columbia University -- #OLCAccelerate

ABSTRACT: When online students attend on-campus classes via web conferencing, can they be fully integrated into the classroom community? What challenges does offering two modes of attendance introduce, and how might technology and careful course design offer solutions? This session will offer lessons learned from two pilot courses at Columbia University. EXTENDED ABSTRACT: Institutions that offer both residential and online programs can allow residential students to enroll in online courses; the logistics are relatively simple. However, allowing online students to enroll in residential courses, without requiring them to travel to campus, is more complicated. While this can expand student choices regarding course topics, instructors, and scheduling, as well as build connections between online and residential students, enabling online students to attend residential classes via web conferencing creates challenges. In the literature, in addition to the more common phrasing of telepresence or web conferencing to refer to this type of technology-enhanced communication (Tanaka, Nakanishi, & Ishiguro, 2014; Gleason & Greenhow, 2017), this type of course has also been called gxLearning because the classes are geographically extended (Verhaart & Hagen-Hall, 2012; Day & Verhaart, 2015; Day & Verhaart, 2016), hybrid because the classes include a hybrid blend of on-campus and remote students (Henriksen, Mishra, Greenhow, Cain, & Roseth, 2014), and synchromodal because online and residential students share synchronous sessions via different modes of attendance (Cain, Sawaya, & Bell, 2013; Bell, Sawaya, & Cain, 2014; Bell, Cain, Peterson, & Cheng, 2016; Cain & Bell, 2017). During the workshop, the presenters will share their literature review as a resource for participants who would like to learn more about the research in this area. The bulk of the workshop will focus on sharing lessons learned from planning and teaching two Spring 2018 pilot seminar courses at Columbia University in which online social work students joined residential courses via Zoom web conferencing. The presenters will cover challenges and opportunities when planning residential courses that integrate both online and on-campus students, including: - Logistical concerns that must be addressed prior to the start of the semester, such as student messaging, student registration, classroom setup and technology requirements, and instructor selection and training - Considerations for designing activities and classroom materials that fully engage both online and on-campus students, including during small-group breakout activities, group presentations, and whole-class discussions - Techniques for building one cohesive classroom community, rather than two segregated groups of students - Methods for managing the technology in the physical classroom, or when taking online students along on a field trip off campus The session will include the perspectives of the instructors, TAs, and online students involved in the two pilot courses. Interactivity for the session will include informal hand-raise polls to gauge participants’ experiences and interests around the workshop topic, whole-group discussion questions to give the group the chance to share ideas, pair-share discussions to give participants the chance to consider how they might apply the workshop content to their unique work environments, and time for Q&A. By the end of this workshop, participants should be able to: - Describe the benefits, pedagogical challenges, and logistical concerns that accompany a decision about whether to allow online students who do not live near campus to register for residential courses - Discuss ways to design classroom activities and materials that engage online and residential students with the coursework and with each other as one cohesive classroom community - Share their experiences, tips, concerns, and questions around how to plan, manage, and teach this type of course - Describe the existing literature about this type of course modalit

The taper of cast post preparation measured using innovative image processing technique

<p>Abstract</p> <p>Background</p> <p>No documentation in the literature about taper of cast posts. This study was conducted to measure the degree of cast posts taper, and to evaluate its suitability based on the anatomy aspects of the common candidate teeth for post reconstruction.</p> <p>Methods</p> <p>Working casts for cast posts, prepared using Gates Glidden drills, were collected. Impressions of post spaces were made using polyvinyl siloxan putty/wash technique. Digital camera with a 10' high quality lens was used for capturing two digital images for each impression; one in the Facio-Lingual (FL) and the other in the Mesio-Distal (MD) directions. Automated image processing program was developed to measure the degree of canal taper. Data were analyzed using Statistical Package for Social Sciences software and One way Analysis of Variance.</p> <p>Results</p> <p>Eighty four dies for cast posts were collected: 16 for each maxillary anterior teeth subgroup, and 18 for each maxillary and mandibular premolar subgroup. Mean of total taper for all preparations was 10.7 degree. There were no statistical differences among the total taper of all groups (P = .256) or between the MD and FL taper for each subgroup. Mean FL taper for the maxillary first premolars was lower significantly (P = .003) than the maxillary FL taper of the second premolars. FL taper was higher than the MD taper in all teeth except the maxillary first premolars.</p> <p>Conclusions</p> <p>Taper produced did not reflect the differences among the anatomy of teeth. While this technique deemed satisfactory in the maxillary anterior teeth, the same could not be said for the maxillary first premolars. Careful attention to the root anatomy is mandatory.</p

A survey of failed post-retained restorations

Survival of endodontically treated, post-restored teeth depends on a multitude of factors, all of which are practically impossible to include in a randomized, controlled clinical study. The purpose of this survey was to characterize and analyze reported failures of post-retained restorations to identify factors critical to failure and to type of failure. A questionnaire was mailed to private practitioners in Denmark with a request to complete the questionnaire whenever a patient presented with a failed post-retained restoration. Information was gathered on factors related to the patient, the tooth, the restorative materials, and the techniques. Two-hundred and sixty questionnaires were collected from 171 practitioners over a 3-year period. Functioning time until failure varied between 3 months and 38 years. Mean survival time until failure was 11 years. Of the failed restorations, 61% had functioned for 10 years or less. Fracture of the tooth was the most common type of failure reported, followed by loosening of the post and fracture of the post. Tapered posts implied an increased risk of tooth fracture compared to loosening or fracture of the post, and the relative risk of tooth fracture increased with the functioning time until failure. Fracture of the post was more common among male than female patients. On the basis of this survey of failed post-retained restorations, it was concluded that tapered posts were associated with a higher risk of tooth fracture than were parallel-sided posts

Connecting Voices: An Introduction to Irish Women Writers' Collaborations and Networks, 1880–1940

Collaborations and networks are both the modus operandi and focus of investigation in this Special Issue on Irish women writers between 1880 and 1940. This introductory essay sets the scene for the discussions and investigations that follow: we theorise the importance of collaboration and networks for understanding Irish women's writing and publishing, and highlight how contributors draw on extensive archival research that enables the tracing of the intersecting nodes, webs, and relationships between collaborations and networks. The Special Issue platforms the study of Irish women within collaborative sibling, spousal and other partnerships and within the context of movements, organisations, and networks. Our co-authored introduction, a product of our own feminist collaborative approach developed during the project, asserts that as the process of recovery of Irish women's writing continues, the collaborative and networked aspects of women's cultural productions become more central and significant. Their retrieval demands a suite of methodologies alongside a collective approach that pools resources, insights, and knowledge networks

Real Talk About OER: The JCCTL OER Grantee Experience (so far!)

The JCCTL awarded 7 OER Grants to 8 instructors in 2021. Join us to hear from Tasha Gownaris, Marta Maras, Chris Oechler, and Alecea Standlee as they share their experiences remixing and using these custom resources in their fall 2021 classes. Speakers will describe their projects and address the impact of open textbooks on classroom equity and student academic success. There will be plenty of time for questions about the 2021 projects and the current grant opportunity. You may be inspired to apply for the 2022 round of OER Grants

Real Talk About OER: The JCCTL OER Grantee Experience (so far!)

The JCCTL awarded 7 OER Grants to 8 instructors in 2021. Join us to hear from Tasha Gownaris, Marta Maras, Chris Oechler, and Alecea Standlee as they share their experiences remixing and using these custom resources in their fall 2021 classes. Speakers will describe their projects and address the impact of open textbooks on classroom equity and student academic success. There will be plenty of time for questions about the 2021 projects and the current grant opportunity. You may be inspired to apply for the 2022 round of OER Grants (applications are due March 17!)