Conference Presentations

AACE Global Learn Marino, M. (July 2019). The Case for Smart Glasses for Teacher Evaluations. AACE Global Learn, Mercer Community College, Princeton, NJ.

Abstract: Teacher evaluation and observation within a K through 12 setting has important outcomes. Changes in technology can lead to innovative approaches in evaluation and observation. Google Glass could help emphasize positives and negatives, in an evaluation, and potentially encourage self-evaluation from educators. The practicality of utilizing Google Glass for the evaluation and observation process is in need of examination. This study considered the rationale behind this idea; seeking administrative feedback [with administrators defined as principals, vice principals, and supervisors] with respect to the feasibility of this idea through a survey, and a discussion of the limitations of this study. The results of this study suggest an experimental review of Google Glass in action for teacher evaluation and observation is necessary to define its effectiveness.

International Conference on e-Learning & Innovative Pedagogies Marino, M. (March 2nd, 2018). Cognitive Load Perceptions Based on Assignments. International Conference on e-Learning & Innovative Pedagogies, St. John’s University, Manhattan Campus, NY.

Abstract: This paper examines how students can perceive the workload, cognitively, of an undergraduate course based on the number of assignments influencing their overall grade. Data has been collected through open dialogue with students over the past two calendar years. No identifying information will be provided. This paper will examine the influence assigned coursework has on cognitive load, suggested modifications to course constructs to address the issue, and how to find a happy medium that allows students to be successful in the course and understand the purposes of the assigned content. The implications of the presentation are that the more educators are aware that students need to be informed as to why they are doing something, the more they are to get out of them and the better they will likely do. The purpose is to improve practice by making more educators aware of the role cognitive load plays on students’ abilities. The method could be suggested as an ethnography.

International Conference on E-Learning in the Workplace Marino, M. (June 2015). Learning Content Management Systems: How Engaging Appearance Encourages Usage. International Conference on E-Learning in the Workplace, Columbia University, NY.

Abstract: As distance education becomes more prominent the Learning Content Management Systems used within these programs by faculty becomes equally important. Two cases will be examined. A hybrid master’s degree program where the LCMS product ANGEL was used and a full distance education master’s degree program where the LCMS product Canvas was used. For these purposes hybrid is defined as 50% in class and 50% through ANGEL, while full distance education is defined as 100% through Canvas. Engaging appearance encouraging usage is reflected in the overall usage by faculty in these programs to present course content. This session shall discuss how the LCMS product Canvas is more viable in its appearance which encouraged extensive usage. This session will discuss how the LCMS product ANGEL lacked the viability in appearance which discouraged any usage. This session will detail examples of how ANGEL and Canvas differ in appearance and functionality that may be the primary reason for lack of usage and heavy usage. The session should then open up the debate on how the appearance and functionality of a LCMS product has led to extensive usage or it or an avoidance of it. Ideally participants will use the presentation as a jumping point for the debate.

ISTE Marino, M. (June 25th, 2019). Using Millennial Tools to Teach the Millennial. ISTE, Philadelphia, PA.

Abstract: Teaching the millennial at the college level requires focus and engagement. How a millennial learns is different from ways we have heard about in educational theory. Learn strategies for keeping a millennial engaged by relating all content within a course to things they understand. In layman’s terms, scaffolding for the millennial requires usage of pop culture references and newer technology.

Northeast Business and Economics Association Conference Marino, M. (October 26th, 2018). Do Student Perceptions Match the Literature Relative to Growth of Women in Entrepreneurship. 45th Annual Northeast Business and Economics Association Conference, Galloway, NJ. Paper Presentation.

Abstract: Television shows like ABC’s Shark Tank and magazines like Inc. and Entrepreneur have introduced younger students to the world of Entrepreneurship. Via Shark Tank females were introduced to Lori Greiner and Barbara Corcoran as potential role models. Attempting to expand on Women in Entrepreneurship is a steadily increasing focus in research. Yadav and Unni (2016) provided extensive information on literature demonstrating the transition of the Female Entrepreneur from 1990 to 2016. The following paper utilizes a netnography method, coding themes from over fifty journal publications discussing areas such as Entrepreneurship, Women in Entrepreneurship, and SWOT analysis of Women in Entrepreneurship, to determine a comprehensive list of Strengths, Weaknesses, Opportunities, and Threats to women engaging in the field of Entrepreneurship. The determined themes are utilized to formulate a “Student Perception Survey.” The survey gathers quantitative and qualitative data from female students who have previously completed a course in Entrepreneurship, want to complete a course in Entrepreneurship, and/or have an interest in becoming an entrepreneur. The data is analyzed to determine if student perceptions agree or disagree with the published literature, or if there are potential new areas to consider expanding the literature.

Rutgers Online Learning Conference Marino, M. (June 1st, 2020). Using Tech in the Classroom Goes Beyond TPACK and ASSURE. Rutgers Online Learning Conference, Online due to COVID-19.

Abstract: The TPACK model (Koehler & Mishra, 2009) provides a generally overview of the importance having technological knowledge plays in educators being effective in their instruction. The ASSURE model (Heinich, Molenda, Russell & Smaldino, 2002) gives educators the opportunity to find out how students perceive effectiveness within the usage of a technological tool in the classroom. Extensive research on the reasons educators use certain technologies in the classroom points to three primary reasons, personal preference, cost, and professional development experience. Educators have a tendency to utilize tools they are familiar with. Within this presentation the goal will be to detail the importance of providing a rationale for the questions “Why are we using this tool”? and “How do this tool enhance and/or supplement my classroom instruction”? which is both concise and thorough enough to where administrators and students will both accept the response. This will include steps on how to adequately address your needs, student needs, and adhere to administrative policies.


Rutgers Online Learning Conference Marino, M. (March 13th, 2017). Student Assessment Across Multiple Platforms: The Tools, The Educator, and The Students. Rutgers Online Learning Conference, Somerset, NJ.

Abstract: Monmouth University features an array of Information Technology courses for most majors [IT 100], Math and Science majors [IT 102], and Business majors [IT 150]. These courses feature problem based assessments across a variety of platforms. Pearson MyITLab assesses students on simulations and projects. Students are also assessed by the instructor by completing various assessment tools and submitting them to the Learning Management System, called eCampus. Additionally, MyITLab and TurnItIn [on eCampus] examine student submissions for plagiarism. This presentation intends to articulate ways to prevent students from being overwhelmed due to multiple assessment platforms, how to use the analytical data from assessment submissions to help students or modify instruction, and the role scaffolding plays in the learner assessments.

Social Media Strategies Summit Marino, M. (June 11th, 2015). Maintaining Engagement with Social Media for Your Company or Nonprofit with Limited Financial Resources. Social Media Strategies Summit, New York, NY.

Abstract: