Engagement not completion
Design experience not product
Create change, not simply respond to it
He was a geography teacher : Dimitrina
Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven
Instructor – content – design
Today: first think is design, content, instructor. So how do we design learning environments is the most important one
Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.
Geotetic design a learning environment learn geography using GIS
Situated movies (student-centered learning)
Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture
Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.
Design based research
Self-narrative, referencing the experience real world issues in real time
- reference knowledge . knowledge overlap. Technological pedagogical content knowledge.
Geotetic not only how prepare teachers, but desing learning environmwer of the story.
we explore: https://www.we-explore.com/
9.5 design as a learner.
the U Media Lab.
The Changing Earth. App GoX (instagram on steroids. tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).
- design experiences
- build trust
- guide learners as designers
- recognize learners as experts
- encourage collaboration
- inspire self narrative
- reference the knowledge domains
- teach for change
- design as learner
firstname.lastname@example.org chasingseals.com @chasingseals
podcast pontification (audio version of blog self reflections)
Greg Steinke The U
A Digital Story Assignment using WeVideo
WeVideo is the Google response to iMovie cloud
The U is on Google email and thus google drive and all other google tools
The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection
Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+
working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?
google communities for sharing
wewideo has a tutorial at Center for Digital Storytelling
students can use the digital story for their eportfolio
the entire exercise is entirely based on mobile devices
time frame: scaffolding options
3d printing products were the tangible result of the project and the digital storytelling just the format to present
Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo
Faculty Development Programs: Digital Storytelling Community of Practice
iPAD video kit:
Joe Lau critical thinking
apps: Popplet blog.popplet.com http://www.popplet.com/ (mindmapping)
into the book: http://reading.ecb.org/
Kahoot – the token system. Polleverywhere http://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/
Symbaloo https://www.symbaloo.com/home/mix/13eOcK1fiV zotero, easybib, delicious, diigo depending on the grade
youth voices; http://youthvoices.net/ replace social media like teachertube is trying to replace youtube
quandary games in education. https://www.quandarygame.org/ sim city
citizen science alliance http://www.citizensciencealliance.org/
Toontastic https://itunes.apple.com/us/app/toontastic/id404693282?mt=8 now free storytelling
coding and programming: https://www.makewonder.com/robots/dashanddot scratch
Osmo : https://www.playosmo.com/en/ $79.99 + give a set for free Stride principle as a parental involvement
red herring (four categories) https://play.google.com/store/apps/details?id=com.BlueOxTech.RedHerring&hl=en
explain everything http://explaineverything.com/
Exploring and Connecting 3D Printing to Teaching and Learning Jason Spartz, Saint Mary’s University of Minnesota
Jason Spartz, Saint Mary’s University of MinnesotaFollow
Lisa Truax, Saint Mary’s University of MinnesotaFollow
Karen Sorvaag, Saint Mary’s University of MinnesotaFollow
Brett Bodsgard, Saint Mary’s University of MinnesotaFollow
chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)
printing of atoms
Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources
Lisa: graphic design. not intuitive. Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum. sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.
collaborative learning opportunities.
no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.
the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.
non profit visually impaired students. how 3d can make difference in special ed.
3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.
only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
Faculty Created digital stories – google “cultivaitng change series”
student created digital stories –
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.
David Wiley. Making Teaching and Learning Awesome with Open
MN Learning Commons
open educational resources
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free. free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
disappearing ink strategies: buyback, rental, ebooks, online subscription
mad, glad, sad, rad: the grumpy cat. student success per dollar
change in student learning: replace commercial with open books – small. realign, bigger change. rethink is the large change.
attribution and meeting other license requirements
thin common cartridge: a way to bring the content to the CMS, but the content remains on the creative commons
disposable assignment: students hate doing them, instructors hate grading them. waste of time and energy
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
summary: don’t settle for “affordable.” improve student outcomes. improve affordability. improve design / academic freedom
links generated from the discussion at my presentation:
Social media objectives:
- collection management tool
- teaching and learning
Opportunities and challenges
- opportunity to build a sense of community between the library and its users
- the variability of skills across library staff for using social media effectively, striking the right tone between professional and personal, coordinating activities across the institution to avoid duplication
- maintaining visibility for the library brand and copyright issues relating to hosting library resources on social media sites
Policies and management:
- Librarians are divided on the benefits of introducing formalized social media policies and plans. About a third of libraries responding to the Taylor & Francis survey had a policy in place, but over 40% had no plans to introduce one
- Some believe that representing the library as a professional function with a
consistent tone is the priority, while others believe that a more human approach is important, with individual staff free to bring their own ideas and personalities to social media activities.
Effectiveness and assessment:
- difficult to prove return on effort and that the time required to do this was a major barrier to more comprehensive analysis of impact
- framework for evaluation, so it is likely that assessment against commonly agreed metrics will become an increasingly important part of social media activity within the library in the near future
Current Social Media Practices:
- In a study from the mid 2000s (Cantrell and Havens1 ), most library directors in the US when questioned about social media said they did not think that libraries had a role in social networking
- A more recent study from 2012 (Kai-Wah Chu and Du4) shows how use of social media by the library has now become mainstream. In this survey of libraries in Asia, North America and Europe, 71% were found to be using social media tools with a further 13% saying they planned to use them
Advantages of using social media
n Financially the costs of using social media are perceived to be low;
n It requires little training;
n It promotes library services and disseminates news quickly, delivering this information more directly to library users;
n It increases engagement and interactions with library users;
n It helps gather feedback to enhance user services;
n The promotion of library holdings via social media can help increase usage of content;
n It enhances communication both within the library and with other departments;
n It can be used for outreach activities through onward sharing, well beyond the institution itself, helping build connections and reputation more broadly
Social Media Objectives: graph on page 8 of the PDF document:
A To promote events
B To promote library services
C To promote resources/collections at the library
D To update on library refurbishments
E To promote new acquisitions
F To promote library guides, exhibition guides
G To connect with new students joining the university
H To engage with the academic community
I To connect with the wider community beyond the university e.g. the town in which the institution is based
J To connect with distance learners
K As a customer services tool- complaints, suggestions, enquiries, feedback
L To highlight subject specific information
M To connect with potential students
N As a teaching tool to promote information literacy, technology and writing tips (not library based)
O To promote courses
P As a research tool to locate official documents and studies
From UK-based focus group: “The library is a programme, not just a building.”
Channel preferences: Graph on page 10 of the PDF document
SOCIAL MEDIA USES Table on p 13 of the PDF document
Twitter n Distribute library news and information
n Provide customer service
n Build connections with researchers
n Build connections with other librarians and institutions
Facebook n Distribute library news and information
n More social and less formal than Twitter – share photographs and run competitions
n Arrange events including tracking RSVPs and sending event updates
n Engagement with students
Pinterest n Promote general library collections, digital and archive special collections and information literacy
n Set up of online repositories for students to pin researched references as part of
collaborative group work
n Display book titles to save time browsing and promote new titles
n Provide an arena for students and course leaders to pin reviewed and recommended reading
for a particular topic
n Develop communities with other online libraries
YouTube n Streaming film collections
n Instructional ‘how to’ videos teaching information literacy skills and how to use library
services and resources
There are also a number of other social media products that are being used by librarians that reflect regional
preferences and the need for the specific functions offered by niche applications.
Collection usage and discovery: Graph on p. 15
Teaching and learning
From US-based librarian interview: “The trend in education now is to create environments that foster collaborative learning. Faculty have ditched textbooks and course management systems in exchange for a Facebook page for their class, or a wiki, or a blog. These online environments are fun; students already know how to use them and are more motivated to comment, discuss and share in these environments than a dry CMS.”
Social media policies and management, p. 18
73% of respondents stating that they believed more roles dedicated to social media would appear in the library in the future.
Effectiveness of social media
From UK focus group: “We keep track of something particularly successful, then we redo the campaign 6 months later.”
From US focus group: “We have very few interactions with anyone on our Twitter feed.”
“Twitter is definitely the best platform, because we hashtag all of our posts with the keyword
of the publication, and so for the academic audience, once they click it’s going to pull up all
of the similar publications under that topic.
Promoting library social media channels
From UK focus group:
“We retweet each other to encourage new followers.” My note: Suggested by me regarding SCSU_Library for Twitter and Pinterest and SCSUTechinstruct but “considered” (in local lingo, slow death of the idea)
p. 4 new and rapidly changing technologies, an abundance of digital information in myriad formats, an increased understanding of how students learn evolving research methods, and changing practices in how scholars communicate and disseminate their research and creative work.
Engagement requires an outward focus
A liaison who understands how scholars in a particular discipline communicate and share
information with one another can inform the design and development of new publishing services, such as
digital institutional repositories.
Liaisons cannot be experts themselves in each new capability, but knowing when to call in a
colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role.
an increasing focus on what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction).
hybrid model, where liaisons pair their expertise with that of functional specialists, both within and outside of libraries
p. 6 Trend 1: Develop user-centered library services
Many libraries are challenged to brand such a service point, citing a “hub” or “center” to refer to services that can include circulation, reference, computer support, writing assistance, and more.
For liaisons, time at a reference desk has been replaced by anticipating recurrent needs and developing
easily accessible online materials (e.g., LibGuides, screencasts) available to anyone at any time, and
by providing more advanced one-on-one consultations with students, instructors, and researchers who
need expert help. Liaisons not only answer questions using library resources, but they also advise and
collaborate on issues of copyright, scholarly communication, data management, knowledge management,
and information literacy. The base level of knowledge that a liaison must possess is much broader than
familiarity with a reference collection or facility with online searching; instead, they must constantly keep up
with evolving pedagogies and research methods, rapidly developing tools, technologies, and ever-changing
policies that facilitate and inform teaching, learning, and research in their assigned disciplines.
Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments
and provide online instructional materials that are built into key courses within a curriculum and provide
scaffolding to help students develop library research skills over the course of their academic careers
p. 7 Trend 2: A hybrid model of liaison and functional specialist is emerging.
Current specialist areas of expertise include copyright, geographic information systems (GIS), media production and integration, distributed education or e-learning, data management, emerging technologies,
user experience, instructional design, and bioinformatics.
At the University of Guelph, the liaison model was abandoned altogether in favor of a functional specialist
p. 8 Trend 3: Organizational flexibility must meet changing user needs.
p. 9 provide education and consultation services for personal information management. Tools, workshops, websites, and individual consults are offered in areas such as citation management, productivity tools, managing alerts and feeds, personal archiving, and using social networking for teaching and professional development.
p. 11 data management, knowledge management and scholarly communication
p. 12 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.
p. 13 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.
p. 16 replacing the traditional tripartite model of collections, reference, and instruction
MOOC and Libraries
New ACRL Discussion Group—Library Support for MOOCs
Libraries in the Time of MOOCs
issues related to MOOCs, such as intellectual property rights, privacy issues, and state regulations.
MOOCs have arrived on the scene at a time when many institutions of higher learning are in extreme financial crisis
OCLC conference, “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge? http://www.oclc.org/research/events/2013/03-18.html
The MOOC movement might change this copyright-ownership contract between university and faculty.
Stephens, M. m., & Jones, K. L. (2014). MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU’s First Not-for-Credit MOOC. Journal Of Education For Library & Information Science, 55(4), 345-361.
xMOOCs. Using centralized learning platforms (e.g., Coursera),they emphasize individual learning usingautomated assessment tools.In contrast, cMOOCs stress the relationship between course content and a community of learners. Social learning, in thecase of cMOOCs, is emphasized through uses of distributed tools (e.g., a combination of a course site, student blogs, andsocial etworking sites) to build networks of knowledge and learners. Unlike their xMOOC counterparts, the role of an in istructor in a cMOOC is to be a “guide on the side,” a facilitator of the knowledge making process who uses connectivist learning theory (Siemens, 2004; Siemens,2012)
Learning 2.0 programs, also known as“23 Things,” have offered online technology-focused professional development for library staff and could be considered an early version of LIS-focused MOOCs (Stephens, 2013a). Utilizing concepts such as self-directed learning, play, and an emphasis on lifelong learning, these programs have been offered for individual libraries as well as consortial and state level iterations to reach thousands of library staff.
The course structure of the MOOCversion of the HL incorporated content updated from the SLIS course by the coinstructors. Ten modules were scheduled over a twelve-week “semester.” Students
could earn a certificate of completion, if they finished three of five artifact-based assignments of their choosing, in addition to blogging and participating in an end-of-course virtual symposium. The weekly schedule is available in Appendix A, and assignment descriptions are available in Appendix B
utilizing concepts such as self-directed learning, play, and an emphasis on lifelong learning, these programs have been offered for individual libraries as well as consortial and state level iterations to reach thousands of library staff. Benefits to staff include increased comfort with emerging technologies and an increased desire to continue learning (p. 348).
Conference program available in PDF and upub format, so I can have it on my laptop and on my mobile device: diminishes the necessity to carry and pull constantly a paper stack.
it is the only conference I know with 6AM yoga. Strong spirit in a strong body. LRS & CETL must find space and instructors an offer mediation + yoga opportunity for SCSU students to disconnect
1:00 – 5:00 PM excursion to Carnegie Mellon – Learning Spaces. LRS interest in Learning Commons.
From the pre-conference workshops, Thurs, Nov 7, 8:30AM – 12:00PM:
Linda Shadiow, Connecting Reflection and Growth: Engaging Faculty Stories.
This workshop seems attractive to me, since it coincides with my firm conviction that SCSU faculty must share “best practices” as part of the effort to engage them into learning new technologies.
Kenyon, Kimberly et al, Risky Business: Strategic Planning and Your Center.
This workshop might be attractive for Lalita and Mark Vargas, since strategic planning is considered right now at LRS and CETL might also benefit from such ideas.
roundtables, Thurs, Nov. 7, 1:30-2:45PM
Measuring the Promise in Learner-Centered Syllabi
Michael Palmer, Laura Alexander, Dorothe Bach, and Adriana Streifer, University of Virginia
Effective Faculty Practices: Student-Centered Pedagogy and Learning Outcomes
Laura Palucki Blake, UCLA
Laura is the assistant director http://gseis.ucla.edu/people/paluckiblake
3 time survey of freshmen. survey also faculty every 3 years. can link this date: faculty practices and student learning
triangulating research findings. student-centered pedagogy. which teaching practices are effective in promoting student-center learning practices.
no statistical differences in terms of student learning outcomes between part-time and full-time faculty. The literature says otherwise, but Laura did not find any statistical difference.
discussions is big, small group work is big with faculty
in terms of discussions, there is huge difference between doing discussion and doing it well.
this is a self-report data, so it can be biased
there are gender differences. women more likely to use class discussions, cooperative learning same, students presentations same. gender discipline holds the gender differences. same also in STEM fields.
students evaluations of each other work. cooperative learning: it is closer gender-wise.
the more student-centered pedagogy, the less disengagement from school work.
understand on a national level what students are exposed to.
wabash national data.
ePublishing: Emerging Scholarship and the Changing Role of CTLs
Laura Cruz, Andrew Adams, and Robert Crow, Western Carolina University
LORs are in Kentucky.
CETL does at least Professional Development, Resources, Eportfolios, LORSs. FLCs
Teaching Times at Penn.
model 2: around instructional technology. More and more CETL into a combined comprehensive center. about 9 are paid by IT and 11 by academic center. because of finances cuts this is the model predicted from the 90s. Why not IT? because ater they say how to use it. and how to use it effective. think outside of technology, technogogy is not the same as technology. Teacher-scholar model: research, service, teaching.
egallery and other electronic ways to recognize productivity. Stats and survey software does NOT reside with grad studies, but with CETL, so CETL can help faculty from a glimmer of an idea to presentation and publication. Research Support Specialist.
how and where it fits into faculty development. Neutrality. Should CETL be advocates for institutional, organizational change. Do CETL encourage faculty to take innovation and risk (change the culture of higher ed). Tenure and promotion: do we advocate that epub should count, e.g. a blog will count toward tenure.
a national publication: http://www.sparc.arl.org/resources/authors/addendum
we domenstrate that it is good school. scholarship of teaching will be good teaching.
OER? Open educational resources. SHould CETL host and participate in those? Do we participate in creating resources, which are designed to replace texbooks? Caroline has a state-wide grant to support faculty developing learning resources.
open access is controversial. the right to publish and republish. http://www.sparc.arl.org/
40% of all scholarly articles are owned by 3 publishers
Academic Social Media academic.edu and electronic journals.
CETL is the comprehensive center, the hub where people go to, so CETL can direct them to and or get together stakeholder to make things happen.
the lesson from this session for me is that Lalita and Keith Ewing must work much closer.
Evaluating the quality of MOOCs: Is there room for improvement?
Erping Zhu, University of Michigan; Danilo Baylen, University of West Georgia
reflection on “taking” a MOOC and the seven principles. how to design and teach MOOC using the seven principles.
MOOC has a lot of issues; this is not the focus, focus is on the instructional design. Both presenters are instructional designers. Danilo is taking MOOC in library and information science.
Second principle: what is a good graduate education.
about half had completed a course. Atter the 3rd week the motivation is dissipating.
Erping’s experience: Provost makes quick decision. The CETL was charged with MOOC at U of Michigan. Securing Digital Democracy. http://www.mooc-list.com/university-entity/university-michigan
Danilo is a librarian. his MOOC class had a blog, gets a certificate at the end. Different from online class is the badges system to get you involved in the courses. the MOOC instructors also had involved grad students to monitor the others. the production team is not usually as transparent as at Corsera. Sustainability. 10 week module, need to do reflections, feedback from peers. 7 assignments are too much for a full-time professional.
1. principle: contact btw faculty and student. Not in a MOOC. video is the only source provides sense of connection. the casual comments the instructor makes addressing the students provides this sense. Quick response. Collaboration and cooperation in MOOC environment and bring it in a F2F and campus teaching. Feedback for quizzes was not helpful to improve, since it i automated. students at the discussion board were the one who helped. from an instructional design point of view, how MOOC design can be improved.
group exercise, we were split in groups and rotated sheet among each other to log in response to 7 sheets of paper. then each group had to choose the best of the logged responses. the responses will be on the POD site.
eri week resources
Per Keith’s request
“Why Students Avoid Risking Engagement with Innovative Instructional Methods
Donna Ellis, University of Waterloo”
Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.
A quantitative study. The difficulty of group works. Various questions from the audience, the time of class (early Mrng) is it a reason to increase the students disengagement. Students pereceptions .
The teacher did. It explain why the research and this might have increased the negative perception. Summary of key barrierS.
Risk of negative consequneces
preceived lack of control
contravention of perceived norms.
fishbein and Aizen 2010
discussoon . How faculty can design and deliver the course to minimize the barriers. Our table thought that there are a lot of unknown parameters to decide and it is good to hear the instructor nit only the researcher. How to deal with dysfunctional group members behaviors. Reflections from the faculty member how to response to the data? Some of the barriers frustrated him. Outlines for the assignments only part of the things he had done to mitigate. What are we asking students on course evaluations. Since a lot more then only negative feedback. Instructor needes more training in conflict resolution and how to run group work.
Friday, Nov 8, 10:30 AM – 12:00 PM
William Penn Ballroom
7 into 15
CRLT Players, University of Michigan”
Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.
It is a burlesque and theater approach to engage students and faculty into a conversation. 10 plays in 30 min.
Discuses different topics from the plays and seek solutions as a team. How to deal with international students ( Harvard lady said ” safe places” for students) how to deal with technology or the lack of it, missed next one writing this notes and how to reward faculty in innvative things. T. Encoruage innovation, they received a letter from the provost and if they fail, it is not used in their annual evaluation
No videotaping of this performance because the power is in conversation. Is there a franchise, like training people to do that. NSF grant was allowing them but now just pick up the idea. Sell scripts? Can have conversations about strategies how to collaborate with the theater department where to start these short vinniets. If come to campus and bring performance do they do also the follow up.
Is anger or hostility a reaction during after these presentations. How to handle it. Hostility can be productive and make sure that it is told that it is productive. Getting difficult things out there is what the theater is trying to do in a distant way. This is not a morality
how develop the work? How come up with issues. Faculty bring issues, followed by interviews, draft created we heater identifies the problem and address the issue. Preview performances with stakeholders who confirm . There are more then. Sufficient ideas, so the organizers can choose what they see most pertinent
ecrc committee went to their meeting instead of lunch to see if I can particpirate for next year activitities. Ecrc is the acronym for the tech committee. Web site is one takes of this committee. Word press site , how the groups work, how forms work, how to connect with people and most importantly how to start communicating through the web site and cut the listserv. An attempt to centralized all info in the website rather then scattered across universities.
what is BRL? Google apps and Wikipedia as a wiki for another year until figure out if it can be incorporated in the web site. Reconceptualize how do work in the process. To groups in ecrc. Wikpaidea and web page. And then social media with Amy? Ecrc liaison in every POD committee to understand how to set up the committee web presence. Blackboard collaborate to do meetings and this is what liason explain to committee members. Tinyurl.com/ECRC2013
Designing Online Discussions For Student Engagement And Deep Learning
Friday, Nov 8, 2:15 PM – 3:30 PM
Danilo M Baylen, University of West Georgia”
pit must be asynchronous discussion
What is the purpose and format of the discussion. Assessment. How the online discussion is supporting the purpose of the curriculum to the students learning
About five discussions per semester all together. Behaved part of the class culture
Format of the assignment
asynchronous discussion list. Series of questions or a case study. Is the format a sequence of responses or invite a discussions
checklist which stifles a creative discussion or just let it more free
purpose – must be part of the syllabus and it must be clear.
Meeting learning objectives.
interactivity – response to other students. List of 6 different options how they can reply. what format the interactivity takes Is important issue, which has no textbook
assessment- initial posting are critical, since it gives and idea what to work on. How much points as part of the bigger picture. Yet it is the ground work for the assignment, which gets most points.
metacognitive not evaluative , give students examples from the pro regions class what a good discussion is And explain students how to. Evaluate a good discussion entry
how the question is worded and use the threaded discussion for them to reflect how they think, rather then only assess if they read the chapter. The research about online discussion is very different.
What is the baseline.
Online course must must be set up ready before semester starts or not?
reflection for the end of the semester
SteVn brookfields critical questionaire
meet thISTI and qr standards
is reflection on the content or the process
students reflect on their own reflections
what have you learned about yourself as online learner and look for consistencies for both negative and positive reflections
Assess critical thinking
there is a workshop by the presenters instituitions how to organize
more claims then actual evidence so Data is sought to
programmatic emportfolio. Not student presentation portfolios, but academic portfolio
e portfolio forum
look at image of the green copy:
1. Integration and reflection
2. Social media – in community with other students , faculty, organizations
3. Resume builder
eportfolio is. Prt of the assessment. Conversation on campus. Some depts use exportfolio extensively but not happy. Programmatic academic e portfolio to collect data
use Sakai open portfolio system
12 drepartments and six more second year. to speak the same language, they developed a guideline, conceptual framework ( see snapshot of handout)
Curriculum mapping ( see the grid on the. Handout) took much longer then expected.
the role of CETL. The provost at Kevin’s institution charged CETL to do the portfolio gig.
The big argument of the CETL redirector with the provost is that portfolio not only to collect data for assessment and accreditation but to provide meaningful experience for the students. EDUCAUSE report horizon, learning analytics Scandalous headlines of students suing law schools. bad deductions made on big data. The things that matte for students must be in the portfolio and they get used to use the portfolio. Pre reflection entries by the students, which shorted the advising sessions. The advisor can see ahead of time. The advisers. Will. B the. Focus point, The. Advising portfolio Is becoming
portfolio must be used by faculty not only students.
Whats the by in for students. Presentations portfolio part of. Marketing purposes. Google sites so when students leave the institutions students can ” take” the portfolio with them as we’ll go multimedia. attempts failed because platforms which can be cutozmized we’re not used Digital identity As CETL director not technology expect and how to learn from the faculty and that was very
documenting and learning with eportfolios.
faculty to demonstrate reflections to students and how enter into portfolio. Using rubrics. Faculty are using already tools but connecting with. Reflections.
STAR: Situation , tasks, action, response
Writing skills differentiate, but even good writers got better on reflection
how one polish a portfolio before bringing to an Employer. Student Working with career services to polish and proofread.
How much the university is responsible for an individual portfolio. How many levels of proof reading.
Poor student work reflects a poor faculty attention.
Lorna Kearns, University of Pittsburgh”
Freedom to Breathe: A Discussion about Prioritizing Your Center’s Work
Andy Goodman and Susan Shadle, Boise State University
Connecting, Risking, and Learning: A Panel Conversation about Social Media
Michelle Rodems, University of Louisville. Conference C 9:00 AM – 10:15 AM
The use of social media in higher education
Conference C 9-11:15 AM
Panel of CETL directors and faculty. The guy from Notre dame uses word press the same way I use it. Collect questions and after the 3rd one creates blog entry and answers the next q/ s with the URL to the blog entry NspireD is the name of. The blog
the OHIO state UCAT guy is a twitter guy. Program coordinator who manages wordpress and web site. Intersect with FB and twitter. Platforms are inteGrated, so be did not to know the technicalities. The graduate consultants are setting up. ciirdinator tried to understand how the mesh together. Can be used as conversation starters or to broadcast and share info. Use of hashtags how to use them appropriate in twitter and FB to streamline .
Scsu problem. W don’t build it they will not come. a Tim burton version of the field of dreams.
Rachel CETL assist dir at U of Michigan. She is out there personally likes it. Very static web page. Drupal as a content management system so the blog is part of the web page. So 2 times a week entries. One of the staff people is an editor and writes blog posts, but vetted by a second CETL staff. Auto push for the blog to the twitter. Screencasts for YouTube channel with screencasts. Comments on the blog minimal from faculty and stat. What about students? About 1000 followers on the twitter. What do analytics say. Hits on home page, but no idea how much time reading. The time people spend more time and using the tags . the use of blog is less formal way to share information. recycling in December and August a lot of material.
does anybody subscribe and do you promote RSS
the separate blog for a workshop requires interaction and that is a success
for faculty development U of Michigan is using blog recruited 50 to follow the blog. TSam of 3 using. WordPress For a semester and then survey. Focus group. Huge success, between 6 and 30 comments. Community with no other space on campus
how are u using social media to promote connections. elevate voices of others on campus by interviewing faculty. At U of Michigan there was no interest to learn about what other faculty are doing. So they trashed that initiative but starTed a video narration about faculty who innovate. Videotaped and edited no hi Qual video , tagged and blog posted and this approach created more connection, because it is not text only.
What have been the obstacles and indoor failure and what have you learned?
convincing the administration that CETL than do it and it does not have to be the same quality as the web page and the printed material. Changing the mindset. No assessment, since nothing else was working and they were ready for radical step such as blog
Same with the twitter. Taking the risk to experiment with the hashtags. Tweets can’t be approved. Need to time to build an audience, one month will not have an impact. Start with the. Notion that you are building a reposIvory noT a foRum
one of the panelist has a google spreadsheet which has information of allCETL social media sites There are resources on how to deal with negative outcomes of using social media. Working with librarians, the Norte dame said! they will give you twenty sources. No no, no, he siad, give me your best three.
U of MichiGan more grad studns blog guest posts almost no faculty.
Have you considered giving them more then guest blog, but no facilitator? Let faculty once a semester do a blog post. It is not moderated but more like lead to how to do a good blog. Interview based approach is unique and does not show up somewhere elSe.
Insitutional background important in these decisions.
How often refresh the wordpress page. How often one person is voicing and it takes a log of journalistic skills. Use the draft option to publish when there are several ideas coming at once.
Mindshift of CETL is to decrease the standards. Make it more informal. Blog post can be always fixed later. To avoid faculty false perception that this is not scholarly needs to be references. So causal tone + references.
Blog ” from students perspective” is repurposE
Risking Together: Cultivating Connection and Learning for Faculty Teaching Online
Michaella Thornton, Christopher Grabau, and Jerod Quinn, Saint Louis University
Oliver 9-11:15 AM
Space Matters! and Is There a Simple Formula to Understand and Improve Student Motivation
Kathleen Kane and Leslie A. Lopez, University of Hawaii at Manoa
Riverboat 9:00 AM – 10:15 AM
The Risks and Rewards of Becoming a Campus Change Agent
Dr. Adrianna Kezar, University of Southern California
William Penn Ballroom 10:30 AM – 12:00 PM
Branch campuses, students abroad, to more with less, completion from profit institutions
students work more but this is a good reflection on learning success
provost might ask to consolidate prof development opportunities for faculty and students instead of faculty only.
If administration is genuine understand transparent Administration more about persuading not listening. Respect, not assuming that faculty will not accept it. If faculty will sacrifices what will faculty see the administration sacrifice on their side. Leading from the. Middle , it means collective vision for the future. Multilevel leadershup, top down efforts dont work and bottom top are fragile. Managing up is less preferred then powering up. It is difficult to tell administration that they miss or misunderstand the technology issue.
Four frames. Goal multi frame leadership http://www.tnellen.com/ted/tc/bolman.html. Vey much the same as Jim Collins good to great right people on the bus right trained http://www.afa1976.org/Portals/0/documents/Essentials/Creating%20Organizational%20Learning%20and%20Change.pdf
How to build coalition, different perspectives, aknowledge the inherent conflict.
The Delphi project
It Takes a Campus: Promoting Information Literacy through Collaboration
Karla Fribley and Karen St. Clair, Emerson College
Oakmont 1:45 PM – 3:00 PM
Most of the attendees and both presenters were librarians
The presenters played a scatch to involve the particppaints
deifnition what is IL. https://mobile.twitter.com/search/?q=%23POD13&s=hash
Information literacy collaborative work with faculty to design student learning outocmes for information literacy
Guiding principles by backward course design
Where they see students struggle with research
question to students survey, what is most difficult for your and wordle.
self reflection ow.ly/i/3G0UH
Curriculum mapping to identify which courses are the stretigic ones to instill the non credit info litreacy
acrl assessment in action
Risky Business: Supporting Institutional Data Gathering in Faculty Development Centers
Meghan Burke and Tom Pusateri, Kennesaw State University
Oliver 1:45 PM – 3:00 PM Roundtable
Exploring Issues of Perceptual Bias and International Faculty
Shivanthi Anandan, Drexel University.
Heinz 3:15 PM – 4:30 PM Roundtable
Why do we need it and onoy regarding international faculty don’t in Kim Lisa wolf-wendel
susan twombly. Pointers for hiring and retention. Performance is both teaching and living. Sanitary effect. sanitary issues not only pay rate. FLC all tenure track without citizenship they are worried about their tenure. Funding agencies, very few will fund you if you are not a citizenship
Diane Schafer perceptual biases, graffiti. Cathryn Ross
Averting Death by PowerPoint! From Killer Professors to Killer Presenters
Christy Price, Dalton State College
Riverboat 4:45 PM – 6:00 PM
How to create effective mini lectures checklist for acting palnning
engage and leave lecture out. The reason why can’t move away is because some people lecture as performance art
Make lectures mini. How long mini should be. 22 min, the age number of the person.
Emotional appeal, empathy.
Evoke positive emotions with humor. Always mixed method research, since the narrative Berk, r. (2000) and Sousa (2011)
ethical. Obligations and emotional appeal
acknowledge the opposition
enhance memory processing with visuals and multimedia
use guided practice by miniki zing note taking
presentationzen is a book! which need to read http://www.barnesandnoble.com/w/presentation-zen-garr-reynolds/1100391495?ean=9780321525659
Enchanted memory processing by creating mistery
Death by PowerPoint: Nancy Duarte: The secret structure of great talks
Engage faculty by showing. Faculty how their presentation. Is. And how it c can be
process with clickers
Sunday Mrng session
vygotsky zone of NAND the flipped mindset. http://t.co/vCI8TOJ7J2. Cool tweets at #pod13.
Ideas process baudler Boyd stromle 2013
I – identify the issue
D debrief the situation
A analyze what happened
s strategize solutions and Oport unities for growth and future success