9 10 522 https://digitalresearch.bsu.edu/studentsymposium2021/files/original/9b65df66c0b8b8c01e5605e298ee8971.jpg 58a44ac2c5e3a62d8822594fcb436225 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Alyssa Shoults / Conservation Tales Subject The topic of the resource Conservation Tales Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CT teamsketching https://digitalresearch.bsu.edu/studentsymposium2021/files/original/4dcd55d9a0083f75b92488dc9f5421de.jpg 426d30b23047fc52c6711c7b0b02598e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Keith Rodgers, Natalie Brooks - Establishing the Audiological Role in Diabetes Treatment through Inerprofessional Community-Based Diabetes Prevention Program Description An account of the resource Abstract: The goal of this project is to highlight the role of audiologists as a part of diabetes prevention education. Through a team-based approach, the CDC’s nationally-recognized Diabetes Prevention Program (DPP) was offered to interested participants for 16 weeks. The sensory organization test (SOT) was administered to participants at the beginning and end of the program. Any data collected suggesting that participants using the DPP to improve their overall health and health beliefs will also improve their balance would indicate that audiologists can be considered facilitators of this program and work regularly with prediabetic and diabetic patients. Faculty Mentor: Dr. Blair Mattern, Au.D., CCC-A Department: Speech Pathology and Audiology Class Rank: Graduate Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Prediabetes and Audiology Description An account of the resource Prediabetes, a condition that precedes type 2 diabetes, occurs when someone has high blood sugar levels, but the levels are not high enough to be considered diabetes yet. It is estimated that 88 million individuals in the United States have prediabetes and 90% of those individuals do not even know they have it, according to the CDC. To take the risk test, click on following link: https://www.cdc.gov/prediabetes/takethetest/index.html?prediabetes-risk-test-002. For those who may not know, there is a strong connection between type 2 diabetes and hearing loss/balance difficulties. What is unknown is whether or not prediabetes can affect these two systems. Could difficulties with hearing and balance be reversed, since diabetes can also be reversed when an individual makes healthy lifestyle choices? These are just a few questions that we had before beginning our research. CH Prediabetes and Audiology Speech Pathology and Audiology https://digitalresearch.bsu.edu/studentsymposium2021/files/original/1522b59a688aed562491a970e3bf7c82.jpg 0f2b5ad226f6b39a1ae9ca188fda4d09 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Keith Rodgers, Natalie Brooks - Establishing the Audiological Role in Diabetes Treatment through Inerprofessional Community-Based Diabetes Prevention Program Description An account of the resource Abstract: The goal of this project is to highlight the role of audiologists as a part of diabetes prevention education. Through a team-based approach, the CDC’s nationally-recognized Diabetes Prevention Program (DPP) was offered to interested participants for 16 weeks. The sensory organization test (SOT) was administered to participants at the beginning and end of the program. Any data collected suggesting that participants using the DPP to improve their overall health and health beliefs will also improve their balance would indicate that audiologists can be considered facilitators of this program and work regularly with prediabetic and diabetic patients. Faculty Mentor: Dr. Blair Mattern, Au.D., CCC-A Department: Speech Pathology and Audiology Class Rank: Graduate Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Diabetes Prevention Program (DPP) Description An account of the resource The research study focused on looking at prediabetic individuals enrolled in the CDC’s Diabetes Prevention Program, or DPP for short, and each participant's overall balance was assessed at the beginning and end of the course. The course is split up into two halves: part 1 is 16 weeks and part 2 is 6 months, thus resulting in a one year-long program. Participants meet once a week for the first part and once a month for the second part. In part 1, participants are given goals of 150 minutes of activity each week, and to lose 5-7% of their starting weight by week 16. Topics on exercising, eating healthy, stress management, and goal setting are just a few areas that participants focus on throughout the duration of the program. Keith and Natalie, the two audiology students overseeing the project, became certified lifestyle coaches in order to facilitate these programs. Also, graduate students from other disciplines like exercise science, nutrition and dietetics, counseling psychology, and social work also became lifestyle coaches. In addition to coaching weekly, we held meetings regularly with all of the coaches to not only help jumpstart the program at Ball State again, but also we worked together to manage the best care that we could provide to our participants in order to help them achieve their goals. https://digitalresearch.bsu.edu/studentsymposium2021/files/original/3c663efdac307fd5e6729f3f506669fa.jpeg 600b62c2ab19dc6ae66be9001847efb5 https://digitalresearch.bsu.edu/studentsymposium2021/files/original/2de833597c25bfecd318642ccea2fbc1.jpeg 2f189be02e36cf736f742b603a600a0c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Keith Rodgers, Natalie Brooks - Establishing the Audiological Role in Diabetes Treatment through Inerprofessional Community-Based Diabetes Prevention Program Description An account of the resource Abstract: The goal of this project is to highlight the role of audiologists as a part of diabetes prevention education. Through a team-based approach, the CDC’s nationally-recognized Diabetes Prevention Program (DPP) was offered to interested participants for 16 weeks. The sensory organization test (SOT) was administered to participants at the beginning and end of the program. Any data collected suggesting that participants using the DPP to improve their overall health and health beliefs will also improve their balance would indicate that audiologists can be considered facilitators of this program and work regularly with prediabetic and diabetic patients. Faculty Mentor: Dr. Blair Mattern, Au.D., CCC-A Department: Speech Pathology and Audiology Class Rank: Graduate Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Computerized Dynamic Posturography (CDP) Description An account of the resource In order to be eligible to participate in the research study, participants had to be enrolled in the full 16 weeks of the DPP. A participant's overall balance system was assessed through computerized dynamic posturography (CDP). CDP is a versatile piece of balance equipment that can be used for diagnostic and rehabilitative purposes. In the CDP, there are multiple assessments, but for the research study the sensory organization test (SOT) was used. The SOT looks at all aspects of balance: vision, somatosensory system, which includes the legs and feet, and also the vestibular system, which is the inner ear. A participant will go through 6 different conditions that assess these three systems: - Condition 1: The person stands with eyes open, visual field and floor do not move. - Condition 2: The person stands with eyes closed. - Condition 3: The person stands with eyes open, the floor does not move, but the visual field moves. - Condition 4: The person stands with eyes open, the visual field does not move this time, but the floor moves. - Condition 5: The person stands with eyes closed and the floor moves. - Condition 6: The person stands with eyes open, the visual field and the floor move. Depending on the condition, certain systems might be taken away, so that one system is isolated to assess if the participant is using that system appropriately. For example, in condition 5: the participant closes their eyes, so vision is taken away, the floor also moves, so a firm surface is taken away from the participant, so that the participant cannot rely on their somatosensory system, which means this condition leaves the vestibular system to analyze. Is the patient able to maintain their balance? If so, our vestibular system seems to be working appropriately, if not then we may have some problems with this system. This test generates an overall equilibrium score in comparison to same-aged and same height peers. Therefore, an equilibrium score as calculated at the beginning and end of the 16 weeks. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Keith Rodgers, Natalie Brooks - Establishing the Audiological Role in Diabetes Treatment through Inerprofessional Community-Based Diabetes Prevention Program Description An account of the resource Abstract: The goal of this project is to highlight the role of audiologists as a part of diabetes prevention education. Through a team-based approach, the CDC’s nationally-recognized Diabetes Prevention Program (DPP) was offered to interested participants for 16 weeks. The sensory organization test (SOT) was administered to participants at the beginning and end of the program. Any data collected suggesting that participants using the DPP to improve their overall health and health beliefs will also improve their balance would indicate that audiologists can be considered facilitators of this program and work regularly with prediabetic and diabetic patients. Faculty Mentor: Dr. Blair Mattern, Au.D., CCC-A Department: Speech Pathology and Audiology Class Rank: Graduate Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Future Implications Description An account of the resource Data is still being collected, but a couple individuals successfully completed all 16 weeks of the program as well as the pre and post balance screener. Each individual lost weight over the 16 weeks and saw improvements in their equilibrium score. Even with this information though, it is still too early to tell whether or not results are clinically significant. As data continues to be collected, the hope is to see a direct connection with diabetes prevention education and improved overall balance. Currently, audiologists are not a part of the CDC's medical team for diabetes management. However, with the obvious impacts that diabetes has on hearing and balance, incorporating an audiologist into treatment and prevention plans for prediabetic and type 2 diabetic patients would address systems of the body that have been previously overlooked. In conjunction with diabetes prevention strategies and education, audiologists could provide essential data for patient progress. https://digitalresearch.bsu.edu/studentsymposium2021/files/original/35b183fc9169bf1817c28eb857ff1560.jpg 0c83720154249a918143c1d26b3c347f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Keith Rodgers, Natalie Brooks - Establishing the Audiological Role in Diabetes Treatment through Inerprofessional Community-Based Diabetes Prevention Program Description An account of the resource Abstract: The goal of this project is to highlight the role of audiologists as a part of diabetes prevention education. Through a team-based approach, the CDC’s nationally-recognized Diabetes Prevention Program (DPP) was offered to interested participants for 16 weeks. The sensory organization test (SOT) was administered to participants at the beginning and end of the program. Any data collected suggesting that participants using the DPP to improve their overall health and health beliefs will also improve their balance would indicate that audiologists can be considered facilitators of this program and work regularly with prediabetic and diabetic patients. Faculty Mentor: Dr. Blair Mattern, Au.D., CCC-A Department: Speech Pathology and Audiology Class Rank: Graduate Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="480" height="270" src="//www.youtube.com/embed/5z28LSZhO00" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/5z28LSZhO00/default.jpg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Symposium Demonstration - SOT Description An account of the resource SOT demonstration of one balance condition for BSU Student Symposium. Project: Establishing the Audiological Role in Diabetes Treatment through Interprofessional Community-Based Diabetes Prevention Program. Presenters: Brooks & Rodgers Date A point or period of time associated with an event in the lifecycle of the resource 2021-03-30T19:24:22Z Source A related resource from which the described resource is derived http://youtu.be/5z28LSZhO00 Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Creator An entity primarily responsible for making the resource Keith Rodgers<br>published via YouTube.com Interactive Resource A resource requiring interaction from the user to be understood, executed, or experienced. Examples include forms on Web pages, applets, multimedia learning objects, chat services, or virtual reality environments. https://digitalresearch.bsu.edu/studentsymposium2021/files/original/97f64d9018dae0d96d398d61f0280a03.pdf b705be083643e5926960fbb66cbf826d Interactive Resource A resource requiring interaction from the user to be understood, executed, or experienced. Examples include forms on Web pages, applets, multimedia learning objects, chat services, or virtual reality environments. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virtual and Augmented Reality: Applications to the Field of Adult Education in a Post-Covid-19 Era https://digitalresearch.bsu.edu/studentsymposium2021/files/original/8c7c8bd0857c93da4dc7150c4f6098bd.mp4 4bea5ebb142f857f795bcf266694f2aa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jessica Shelby Harrison Subject The topic of the resource Designing and Publicizing the Digital Literature Review Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Designing and Publicizing the Digital Literature Review https://digitalresearch.bsu.edu/studentsymposium2021/files/original/05ab5ef6cce9ecc38943ecf41d1b03ea.pdf 0bcadd9733c8643ffadaf93102b89d26 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virtual and Augmented Reality: Applications to the Field of Adult Education in a Post-Covid-19 Era Subject The topic of the resource The use of technology applications such as virtual reality (VR) and augmented reality (AR). to support learning in the field of adult education. Description An account of the resource As our society becomes more globalized and interconnected, technology adoption has become an important factor for adult education. As a result of the social distancing guidelines imposed by the COVID-19 pandemic, education has been forced to rapidly adopt the use of technology for learning purposes. Consequently, the advancement in technology has made it possible to adapt different improvements to the learning and teaching activities. Technology in education can be used for improving students’ engagement, enhancing participation, improving critical thinking and problem solving, having immediate feedback, performing hands-on learning, and develop new skills to fulfill the adult’s specific educational needs. Consequently, the use of technology for adult education might imply the use of some new applications such as virtual reality (VR) and augmented reality (AR). Virtual reality technologies allow users to fully immerse and interact with virtual environments and objects providing sensorial feedback. Augmented reality allows the interaction with the surrounding environment by superimposing images to real scenarios. Both technologies can be used as an enabler element to foster Self-Directed Learning (SDL) opening the opportunities for a learner’s richer experience. Consequently, to support adult learning, institutions and practitioners can use VR and AR technologies to effectively adapt their practices to adult learning. This poster presents the VR and AR technologies and relates them to the potential use of education for adults. Creator An entity primarily responsible for making the resource Luis Eduardo Orozco Date A point or period of time associated with an event in the lifecycle of the resource March 2021 Contributor An entity responsible for making contributions to the resource Dr. Regina Giraldo-Garcia Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virtual and Augmented Reality: Applications to the Field of Adult Education in a Post-Covid-19 Era Description An account of the resource Methods A literature review was performed in four large databases such as ERIC (EBSCOhost), ERIC (ProQuest), Web of Science, Google Scholar. We searched using the following keywords in the title and abstract sections (("Virtual Reality" OR “Augmented Reality") AND (Adult Education)). The criteria used in locating the relevant papers were a) the application of AR and VR technologies in adult education; and b) the article was released within the last five years. Additionally, the researcher suggested several published papers including prior surveys, which are representative of the field. After combining these two sources or literature, fourteen articles relevant to the initial criteria were identified. Their core ideas were extracted, and the results were summarized. The collection of these papers is listed in the references section. Creator An entity primarily responsible for making the resource Luis Eduardo Orozco Date A point or period of time associated with an event in the lifecycle of the resource March 2021 Contributor An entity responsible for making contributions to the resource Dr. Giraldo-Garcia Format The file format, physical medium, or dimensions of the resource PowerPoint File Language A language of the resource English Subject The topic of the resource Context & Purpose of the Study In a post-COVID-19 era the use of technologies have emerged to maintain physical distancing and continuity in education providing remote access to a myriad of instructional possibilities to engage learners in a more active and richer learning experience. The applications of augmented reality (AR) and virtual reality (VR) technologies in education have increased as it they have opened new possibilities in the teaching and learning process for adults. However, there have been a few efforts to systematically review the relevant works of literature in AR/VR implementation for adult education. According to the analyses by Fajardo-Tovar (2020) of three literature reviews, and one meta-analysis which were based on extensive literature review performed on articles from 2000 to 2018 on the use of AR in education, from 209 articles analyzed, only seven of them were related to the field of adult education. In a post-Covid-19 era where social distancing would be part of a new normal, it is required to have more knowledge about the technology application that can support new adult education environments. To fill that gap in the literature, we located and analyzed published studies in four major databases related to the use of AR and VR technology in the adult education field. Therefore, the purpose of this study is to provide an overview of the augmented reality (AR) and virtual reality (VR) technologies and their practical applications to the field of adult education. The following research questions (RQ) are addressed: RQ1. Which are the AR/VR practical applications for adult educational purposes within the relevant studies? RQ2. What are the advantages of AR/VR in adult educational settings, indicated by the literature? Identifier An unambiguous reference to the resource within a given context Augmented Reality, Virtual Reality. Adult Education, Online Learning, Post-COVID-19 Era Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Conclusions. The use of AR and VR for educational purposes presents great potential, to supplement or replace traditional learning methods, and to develop novel learning experiences. In a post-COVID-19 era, these technologies comply with the social distancing requirements and provide many advantages for education purposes. Different authors have pointed on the added benefits of using these active learning technologies including the higher rate of engagement, retention and understanding of information and the increase in positive emotions (Allcoat & Mühlenen, 2018), the opportunity to understand abstract models by immersing users on virtual environments without the distractions presented in many other types of educational environments (Salzman et al., 1999), the immersive nature of these technologies that facilitates greater learner involvement, motivation, and absorption of information (Jihye et al., 2018), the opportunity to teach complex spatial concepts that pose challenges to get real-world first-hand experience (Shelton & Hedley, 2002), the ability to provide rich contextual learning and foster self-directed learning (Hamilton & Olenewa, 2010), the capacity to enhance collaboration practice by supporting remote and collocated activities (Azuma et al., 2001), the capacity to understand concepts that required spatial understanding and visualization (Hamilton et al., 2021), the ability to provide customized and private learning experiences increasing the opportunities for experiential learning and fostering social, body, and environment awareness and skills (Scavarelli, 2021), and the potential to increase motivation and collaboration among learners (Malliora, 2018). With the challenges that pose the after-pandemic landscape, the use of AR and VR technologies should be extended to create new learning environments to support adult education.