Searching for "digital learning"

Matter of control: Alan November: Teachers and Tech Let Students Take Control

Alan November: How Teachers and Tech Can Let Students Take Control

HI, I am honored that you have written this piece about some of my ideas about preparing students for their future. Here is a link,… to an article where I describe the detail of various jobs that we can now give students. Of course, we can ask students to invent their own jobs as well. Alan

  • POD conference 2013, Pittsburgh

    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
    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:
    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.
    40% of all scholarly articles are owned by 3 publishers
    Academic Social Media 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.
    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.


    CRLT Players

    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
    other ways to follow up.
    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.
    Designing Online Discussions For Student Engagement And Deep Learning
    Friday, Nov 8, 2:15 PM – 3:30 PM, Roundtable
    Parkview East
    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
    “Connecting and Learning with Integrative ePortfolios: The Teaching Center’s Role
    Friday, Nov 8, 3:45 PM – 5:00 PM, Roundtable
    Assess critical thinking
    there is a workshop by the presenters instituitions how to organize
    more claims then actual evidence so Data is sought to
    main issues
    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.
    Fachlty was overwhelmed by the quantity of responses from studentses when filling out Th grid.
    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.
    “Teaching Online and Its Impact on Face-to-Face Teaching
    Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
    “Groups Inform Pedagogies
    Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session A
    Carnegie III
    Rhett McDaniel and Derek Bruff, Vanderbilt University”
    Teaching Online and Its Impact on Face-to-Face Teaching
    Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
    Greene & Franklin
    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 Vey much the same as Jim Collins good to great right people on the bus right trained

    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.

    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

    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

    Enchanted memory processing by creating mistery

    address relevance

    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. 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


    contemplative computing, contemplative pedagogy and getting “unplugged”

    Mark Zuckerberg’s Sister Published A Book About A Child Whose Mom Takes Her iPad Away

    social media etiquette


    Contemplative Pedagogy and Dealing with Technology
    Dan Barbezat, Amherst College; David Levy, University of Washington

    The accelerating pace of life is reducing the time for thoughtful reflection and in particular for contemplative scholarship, within the academy. The loss of time to think is occurring at exactly the moment when scholars, educators, and students have gained access to digital tools of great value to scholarship. This interactive session reviews research on technology’s impacts and demonstrates some contemplative practices that can respond to them. Contemplative pedagogy can offset the distractions of our multi-tasking, multi-media culture, and show how the needs of this generation of students can be met through innovative teaching methods that integrate secular practices of contemplation.

    Topics: Faculty Professional Development, Teaching & Learning

    Walking the Labyrinth: Contemplative Instructional Techniques to Enhance Learner Engagement
    Carol Henderson and Janice Monroe, Ithaca College

    Bringing ancient traditional meditative skills into the contemporary classroom, con-templative learning techniques serve as an effective counterbalance to the speedi-ness and distractions of today’s fast-paced technology-based cultural environment.  Applicable to both faculty development programs and to faculty working directlywith students, contemplative methods create a richer, more engaging learningenvironment by allowing participants to quiet their minds and focus deeply on the material at hand. This interactive session provides instruction and practice in con-templative techniques, offers examples of their use, and supports the integration of these techniques into any discipline or subject area.

    Topics: Faculty Professional Development, Teaching & Learning

    Contemplative Computing and Our Future of Education

    Alex Soojung-Kim Pang, Stanford University

    A generation of educators have spent their professional lives hearing that technol-
    ogy is changing the world, transforming the way we think, and that higher educa-
    tion must evolve or become obsolete. In case you didn’t get the message in the

    1960s and 1970s, with cassette tapes, television and mainframe computers, it was

    repeated in the 1980s when personal computers appeared; repeated again in the

    1990s, with CD-ROMs (remember those) and the World Wide Web; repeated again

    in the early 2000s with blogs and wikis; and recently, repeated once again in the

    wake of social media, YouTube and the real-time Web.

    This language of technological revolution and institutional reaction is backward. It

    gives too much credit and agency to technology, and makes today’s changes seem

    unprecedented and inevitable. Neither is actually true. Contemplative computing—

    the effort to design technologies and interactions that aren’t perpetually demanding

    and distracting, but help users be more mindful and focused—provides a language

    for talking differently about the place of technology in teaching, learning, and edu-
    cation. We think of today’s technologies as uniquely appealing to our reptilian, dopa-
    mine- and stimulation-craving brains. In reality, distraction is an ancient problem,

    and the rise of contemplative practices and institutions (most notably monasteries

    and universities) is a response to that problem. Abandoning our traditional role as

    stewards of contemplative life is as dangerous for the societies we serve as it is

    short-sighted and counterproductive. Contemplative computing argues that even

    today, people have choices about how to interact with technologies, how to use

    them, and how to make the parts of our extended minds; and that part of our job

    as educators is to show students how to exercise that agency.

    How Social Media Is Being Used In Education

    good graph on the bottom of the article (

    • The level of personal use of social media among faculty (70.3 percent) mirrors that of the general population
    • 55 percent of faculty use social media in a professional context (any aspect of their profession outside of teaching), up from 44.7 percent last year
    • Only 41 percent of faculty use social media in the classroom, but this use continues to experience steady year-to-year growth
    • Faculty are sophisticated consumers of social media. They match different sites to their varying personal, professional, and teaching needs
    • Concerns remain about privacy, maintaining the class as a private space for free and open discussion, and the integrity of student submissions
    • Most faculty agree that “the interactive nature of online and mobile technologies create better learning environments” and that digital communication has increased communication with students
    • Faculty believe that online and mobile technologies can be distracting, and that they have resulted in longer working hours and more stress

    Collaborative cloud-based tools to consider, Real-Time Collaboration Tools

    5 Free Cloud-Based Document Collaboration Tools to Power Your Productivity

    1. Evernote
      Learn More about Evernote with These Excellent Video Tutorials ~ Educational Technology and Mobile Learning 
    2. Google Docs
      Kaizena: add audio comments to the  content of your Google documents 
    3. MindMeister (paid, might want to skip it)
    4. Trello
    5. WordPress—collaboration-tools.html#!


    Doodle  – Meeting Wizard

    Google Drive, formerly known as Google Docs

    The 10 best powerPoint Alternatives!

    33 Highly Useful Presentation Tools!


    20 Options for Real-Time Collaboration Tools

    Neat Chat: It is one of the easiest and fastest ways to have online conversations with a group of friends or colleagues. It provides a clean, fast and robust chat room where you can share files, send private messages and even access conversations that happened in your absence.

    Today’s Meet: Allows you to have quick conversations in private online chat rooms. It has a back channel which gives you the ability to adjust your audience’s needs and emotions. In your chat room you can use live stream to make comments, ask questions and use that feedback to tailor your presentations to address your audience’s needs

    Zoho Writer: Is a powerful rich text-editor for Android devices, which allows you to create documents seamlessly with a rich feature-set. You can either save these docs in local devices or cloud devices like Zoho Docs. Zoho Docs workspace is a collaboration tool, which allows you to share work on the same doc with other people in real-time.

    Scriblink: Is a free digital whiteboard that users can share online in real-time. It can be used by up to 5 users at the same time. It can be used just for fun or for more practical things like layout planning, concept diagramming, or tutoring a friend.

    Stinto: Is for creating free chats and inviting others to join just by sending a simple link. It allows you to share photos and images with others. You can upload photos, sketches, diagrams, etc. to your chat for others to view.

    Mind42: Allows collaborative online mind-mapping and brainstorming. It runs in your browser and allows you to manage your ideas alone or while working in a group. It allows you to quickly create, manage and edit the data structure required for mind maps.

    Scribblar: Offers you an online whiteboard, real-time audio, document upload, text-chat and more. It is a perfect online-tutoring platform. You can use it to revise artwork and images; create brainstorming, product demos, interviews and tests.

    CoSketch: Is a multi-user online whiteboard designed to give you the ability to quickly visualize and share your ideas as images. Anything you paint is shared in real-time and can be saved and embedded on forums, blogs, etc.

    Twiddla: Is a real-time online collaboration tool, which allows text and audio chat in real-time. It also allows you to review websites within the application.

    Etherpad: Is an open source online editor providing collaborative editing in real-time. You can write articles, press releases, to-do lists and more along with your friends or colleagues all working on the same doc at the same time.

    Tinychat: It lets you create a private chat room in an instant, the URL of which can be emailed to others to participate in real-time. It is very easy to use and also has features to support video capability.

    FlashMeeting: Is an easy-to-use online meeting application. A meeting is pre-booked by a registered user and a URL, containing a unique password for the meeting, is returned by the FlashMeeting server, which is passed on to the people who want to participate.

    BigMarker: It combines messaging, file sharing and video calls into one place. BigMarker communities have features for conferencing for up to 100 people, presenting PowerPoints and other docs, sharing your screen, recording, storing, exporting sessions and more. Is a web and mobile meeting organizer which brings the benefits of online collaboration to both online and offline meetings. It provides a dedicated online meeting space for scheduling, material sharing and agenda setting.

    Conceptboard: It provides instant whiteboards to create a platform for you to communicate with your team. Feedback on visual content is easy and there is support for tasks, reports and more. It simplifies and improves collaboration on visual content and accelerates collaboration processes within your team.

    Speek: Allows you to simply organize conference calls. Speek uses a personal or business link instead of a phone number and PIN for conference calls. Participants can join or start a call from their phone, web or mobile browser. You can see who’s joined, who’s talking, share files, use call controls and more.

    Draw It Live: Is a free application that allows you to work together with other people to draw in real-time. You can create a whiteboard and share its URL with other people to let them join.

    LiveMinutes: Is an online conferencing app. A unique URL address is created for your conference that you can share with people you want to connect with. You can share audio, virtual whiteboards, documents, etc. and a feature to share videos is coming soon.

    FlockDraw: Is an online whiteboard based painting and drawing tool. It makes it easy to draw online free with multiple people participation. There can be unlimited people in a room with drawing updates in real-time.

    VIDquik: Is a video-conferencing platform where you can connect and talk with anyone you want. You just need to enter the Email of the person you want to call, they click on the link and the two of you are in a web-based video call.


    Where andragogy grew out of the term pedagogy, heutagogy was created as an offshoot of andragogy.  We see that in Hase and Kenyon’s 2000 article entitled, “From Andragogy to Heutagogy.” Heutagogy maintains the andragogical learner-centered emphasis, but takes it a step further by also highlighting the importance of develop the skills necessary to learn on one’s own. As such, heutagogy is often described as the study of self-determined or self-directed learning.  It is not just about learning content, but also learning how to learn.  It is an especially relevant approach in the digital age, given the vast amount of content and resources available to anyone with a device and Internet access.

    subtitles screencast coursecapture

    Below is informative exchange on how to subtitle course capture (screencast):

    Are we talking Camtasia Studio or Relay?


    Relay no longer publishes to Flash – it was replaced with MP4 and a “Smart Player” – and the subtitling is stored in an XML file that is dynamically read by the Smart Player.


    I can confirm that Studio burns the captions into an MP4, as Steve points out.




       Jeremy Anderson

    Instructional Technologist

    203.582.3792 |

    From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Covello, Steve
    Sent: Friday, May 10, 2013 2:52 PM
    Subject: Re: [BLEND-ONLINE] Subtitling Screencasts


    Camtasia captioning is burn-in, as far as I know (at least in Mac 2). So I don’t think Flash is an aspect of it unless that is the format you are exporting it as.


    – Steve


    Steve Covello

    Rich Media Specialist/Online Instructor

    Granite State College


    Skype: steve.granitestate




    From: Frank Lowney <frank.lowney@GCSU.EDU>
    Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
    Date: Friday, May 10, 2013 2:42 PM
    Subject: Re: [BLEND-ONLINE] Subtitling Screencasts



    Both ScreenFlow (Mac-only) and Camtasia (Mac/Win) support subtitling.  Both are excellent screencast applications but I prefer ScreenFlow because it creates MPEG-4 files whereas Camtasia requires Flash for subtitles and that pretty much rules out mobile.


    If these screencastsare made with some other, less expensive apps, I suggest using free, open source apps.  There are many but I prefer Jubler for creating subtitles and Subler for installing them in MPEG-4 files. These are Mac apps.


    I’ve recently come across CapScribe which is free to education and plan to look it over carefully.  It looks very promising: This is also Mac-only.



    On May 10, 2013, at 12:00 AM, BLEND-ONLINE automatic digest system <LISTSERV@LISTSERV.EDUCAUSE.EDU> wrote:



    In creating accessible online and blended courses, one of the challenges we
    are dealing with is making sure faculty created videos (narrated
    PowerPoints, screencasts, etc.) are accessible.  I would love to hear how
    others are handling this.  Do you recommend/require that these videos be
    closed captioned?  If so, who is responsible for creating the closed
    captions?  Do you have staff on campus that do this or is it the faculty
    member’s responsibility?  Or do you use a service?  Can you recommend any
    software that helps someone easily create closed captions or a service that
    can provide this?

    Thank you so much,

    Andrea Milligan
    Director of Instructional Technology and Design
    North Shore Community College
    1 Ferncroft Road
    Danvers, MA 01923


    Dr. Frank Lowney  Georgia College & State University

    Projects Coordinator, Digital Innovation Group @ Georgia College

       Chappell Hall 212 (CBX 106)

    Web SiteBlog, GCSU Email, iCloud Email

    My latest book: The Coming ePublishing Revolution in Higher Education

    Voice: (478) 445-1344

    NOTICE: Please be advised that I am hearing impaired and communicate most effectively via e-mail.  Follow-up summaries of telephone conversations by e-mail are most appreciated.


    Media and Technology Literacy and Skills: May 10 workshop offered…

    A a workshop for COLL 150 and HONS 100 instructors on May 10.

    Here is the outline and resources.

    Media Literacy and Skills

    Media Literacy (according to Wikipedia —

    The term has been conceived in many different ways and across all academic departments (Mihalidis, 2008).

    Media literacy is central in a broader concept of access (Sourbati, 2009).

    The relationship between visual competencies and the notion of media literacy have not been fully explored or adequately specified (Griffin, 2008).

    Media literacy interventions refer to education programs designed to reduce harmful effects of the media by informing the audience about one or more aspects of the media, thereby influencing media-related beliefs and attitudes, and ultimately preventing risky behaviors.  Positive effects of media literacy interventions were observed across diverse agents, target age groups, settings, topics, and countries (Jeong et al, 2012).

    Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages

    The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writing-understanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of newmedia and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacyand propose a framework for a systematic investigation of new media literacy

    Hobbs versus Potter

    Media Skills

    Ten basic new media skills that today’s journalist should know:

    • HTML is not dead. QR codes are only one new technology, which can revive it. But:
    • WordPress might be preferable to Adobe Dreamweaver.
    • PPT is not enough. Prezi does not replace it. Then what? Desktop/lpatop versus tablet (Stampsy). Or the Cloud m(VoiceThread)? Does Media skills = presentation skills?
    • iMovie | Movie Maker (local) versus YouTube (Cloud)
    • Flickr (Cloud) versus Photoshop (local).


    Mihailidis, P. (2008). Are We Speaking the Same Language? Assessing the State of Media Literacy in U.S. Higher Education. Simile8(4), 1-14. doi:10.3138/sim.8.4.001

    Hobbs, R. (2011). EMPOWERING LEARNERS WITH DIGITAL AND MEDIA LITERACY. Knowledge Quest39(5), 12-17.

    Koltay, T. (2011). The media and the literacies: media literacy, information literacy, digital literacy. Media, Culture & Society33(2), 211-221. doi:10.1177/0163443710393382

    “Victor” CHEN, D., WU, J., & WANG, Y. (2011). Unpacking New Media Literacy. Journal Of Systemics, Cybernetics & Informatics9(2), 84-88.

    Sourbati, M. (2009). Media Literacy and Universal Access in Europe. Information Society25(4), 248-254. doi:10.1080/01972240903028680

    GRIFFIN, M. (2008). Visual competence and media literacy: can one exist without the other?. Visual Studies,23(2), 113-129. doi:10.1080/14725860802276255

    Jeong, S., Cho, H., & Hwang, Y. (2012). Media Literacy Interventions: A Meta-Analytic Review. Journal Of Communication62(3), 454-472. doi:10.1111/j.1460-2466.2012.01643.x

    Yates, B. L. (2002). Media education’s present and future: A survey of teachers. Simile2(3), N.PAG.

    Technology Literacy and Skills

    Technology Literacy


    consider this:

    Technology Literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century. 

    Technology literacy is the ability of an individual, working independently and with others, to responsibly, appropriately and effectively use technology tools to access, manage, integrate, evaluate, create and communicate information.

    “Technological Literacy is the ability to use, manage, assess, and understand technology” (Gallop Poll, 2004, p. 1). “Technological literacy encompasses three interdependent dimensions: (1) knowledge, (2) ways of thinking and acting; and (3) capabilities” (Technically Speaking, 2006, p.1).

    Comprehension of technological innovation and the impact of technology on society — may include the ability to select and use specific innovations appropriate to one’s interests and needs.

    Technological Literacy Reconsidered:

    ICT literacy, which is increasingly referred to as the fourth literacy, is neither as well defined nor as readily assessed as reading, writing, and arithmetic (Mirray and Perez, 2010).

    The importance for the public and educators to be proficienttechnology users since technology literacy is one of the important skills in the 21st century (Eisenberg et al, 2010).

    Technology literacy is hampered by well-intentioned educators who are trying to develop checklists and tests (Miners, 2007).

    Technology Skills:


    Pérez, J., & Murray, M. (2010). Generativity: The New Frontier for Information and Communication Technology Literacy. Interdisciplinary Journal Of Information, Knowledge & Management5127-137.

    Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Library Media Connection28(6), 24-27.

    Miners, Z., & Pascopella, A. (2007). The NEW Literacies. District Administration43(10), 26-34.

    NAEP Will Include Technology Literacy in 2012. (Cover story). (2008). Electronic Education Report15(20), 1-7.

    Heller-Ross, H. (2004). Reinforcing information and technology literacy. College & Research Libraries News65(6), 321-325.


    Do you have ideas and materials regarding Media and Technology Literacy and Skills? Pls contribute…

    The Technology Literate Professoriate: Are We There Yet?

    The Technology Literate Professoriate: Are We There Yet?

    Students may know how to navigate the Internet and use other forms of digital technology for purposes of their own learning, but do they know how to take full advantage of those technologies for learning at the university level?

    Quizzes and fun games (gamification)

    Quizzes are considered mostly an assessment tool. The reward is in the end of the game. The player cannot “lose life.”

    Students who are used to the logic of a game, expect rewards throughout the game.

    Therefore, instead of a final assessment quiz, the class can be phased out with several training quizzes. Each of the training quizzes can allow students to have several attempts (equals lifes). In addition, students can be stimulated  format wise in playing the quizzes=gaming activity by some reward systems. E.g., for each training quiz being scored above B, students can collect badges/tockens, which they can redeem at the end of class. Content-wise, students can be stimulated in playing the quizzes=gaming activity by stepping on the next level and switching from text-based quizzes to quizzes including more multimedia: audio, video and interactivity

    #techworkshop #pm great tool to combine with training D2L quizzes:
    Here is a practical guide on games and quizzes with D2L


    Those are the students we expect on campus:

    Clickers, IPADs and stylus;

    Games and gamification


    Frossard, F., Barajas, M., & Trifonova, A. (2012). A learner-centered game-design approach: Impacts on teachers’ creativity. Digital Education Review, (21), 13-22.

    Fu-Hsing Tsai, Kuang-Chao Yu, & Hsien-Sheng Hsiao. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Journal of Educational Technology & Society, 15(3), 240-250.

    1 34 35 36