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Active Learning Classrooms

Join us next Tuesday, November 10th from 12:00 PM to 1:00 PM, for a special SIG Series webinar: Tales from the National Forum on Active Learning Classrooms

The WSU Learning Spaces Team attended the National Forum on Active Learning Classrooms at the University of Minnesota – Twin Cities this summer and learned a lot. With topics ranging from picking whiteboards to better integrating classroom design into your campus strategic planning efforts, the conference was a treasure trove of good practices, pictures of cool new classrooms, links to useful information, and pro tips. Join us as we share what we learned at this amazing gathering. If you didn’t get a chance to go, this session will be a great opportunity to zoom in on the highlights. If you went, we would love to compare notes!

Ken Graetz, Tom Hill, Stephanie Stango, Dave Burman, and Eric Wright are all part of the Winona State University Learning Spaces Team and members of the Teaching, Learning, and Technology Services unit of Information Technology Services. They attended the National Forum as a team this summer and were able to cover almost all of the sessions. Each brings a unique perspective to the discussion, from under-the-hood classroom systems design and configuration to instructional design and pedagogical strategies.

Register for the webinar at http://www.eventbrite.com/o/minnesota-online-quality-initiative-7290950883. Please forward this on to anyone on your campus who might be interested.

Link to the Virtual Room:

https://moqi.zoom.us/j/672493176

Or join by phone:

+1 646 568 7788 (US Toll) or +1 415 762 9988 (US Toll)

Meeting ID: 672 493 176

FlexSpace. flexspace.org

CCUMC Leadership in Media and Academic Technology. http://www.ccumc.org

EduCause learning space rating system.
http://www.educause.edu/eli/initiatives/learning-space-rating-system

McGill Principles for Designing of Teaching and Learning Spaces has rubric

most useful technology in an ALC appears to be the whiteboard.

Whiteboards are also very glitchy. Projecting my tablet or laptop is just as effective–with less glitches

evidence that students are reluctant to engage in active learning.

the U has done work, but the “Canadians have the process”

the support faculty gets from technicians: two week in the beginning of the semester in a new classroom.

what is the most important goal of your college education and therefore of this course: a. inquiring information b. learning how to sue information and knowledge in  anew situation c. developing skills to continue learning after college

  1. creativity
  2. computer skills
  3. GPA cutoff above 3.0
  4. problem solving skills
  5. teamwork skills
  6. verbal communication
  7. written communication skills

GigaPan.com  instructor will have students use in classes to identify problems engaging in a virtual field trip. student engagement

design thinking

wikispaces as GOogle docs, MS Word 16, work collaboratively

not group, but team. team work very important

take what we learned in ALCs to traditional large lecture halls

blending the formal with the informal (including outdoors)

connecting ALCs together across distance

thinking about gear (raised floors, smart kapp boards) http://smartkapp.com/

CRS aka clickers to SCSU TPR

Classroom Response Systems, AKA clickers

Report to SCSU TPR

Plamen Miltenoff, pmiltenoff@stcloudstate.edu

http://scsu.mn/TechInstruct

Tuesday, October 13, 2015

  1. The work, findings and recommendations of the faculty task force of April 2013:
    https://blog.stcloudstate.edu/ims/2013/04/05/classroom-response-system-crs-or-clickers-questions-to-vendors/
    further documents from the interviewing process:
    https://blog.stcloudstate.edu/ims/2013/04/10/clickers-documentation/
    other related information on the interviewing and selection process of CRS vendors:
    https://blog.stcloudstate.edu/ims/2013/04/08/vendors-presentation-on-classroom-response-systems-aka-clickers-thursday-april-11-11-am-miller-center-b-31/

 

  1. Other [including pedagogical] conversations about CRS in the IMS blog:
    https://blog.stcloudstate.edu/ims/2014/02/07/open-or-free-learner-response-software-i-e-byod-clickers/

http://www.educause.edu/library/clickers

 

  1. Additional information on polling tools:
    https://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/

Technology Instruction available free

Spring 2016 technology Sessions available

Student’s relationship with technology is complex. They recognize its value but still need guidance when it comes to better using it for academics.

Educause’s ECAR Study, 2013

InforMedia Services

IMS faculty would be happy to meet with you or your group at your convenience.
Please request using this Google Form:  http://scsu.mn/1OjBMf9 or
by email: pmiltenoff@stcloudstate.edu | informedia@stcloudstate.edu

How you can reach us:

Services we provide:

  • Instruct and collaborate with faculty, staff and students on specific computer, Cloud and mobile applications
  • Assist faculty in course design and instruction to incorporate SCSU’s resources
  • Join faculty in the classroom instructional design to assist students with learning technology application for the class
  • Consult with faculty on instructional design issues, particularly those that use the World Wide Web, multimedia techniques and interactivity
  • Collaborate with faculty, staff and students on technology-related projects
  • Work with campus units in technology planning and acquisition
  • Respond to faculty, staff and students requests and technology developments

wordpress


twitter
facebook1google2 copyyoutubeadobe connect2

http://scsu.mn/TechInstruct

+++++++++++++++++++

Link to the IMS Satisfaction Survey: http://tinyurl.com/feedbackIMS

e-conferencing tools

LITA and The EDUCAUSE Blended and Online Learning Constituent Group have a discussion regarding e-conferencing tools (online meeting tools) and browser problems related to them:

BlackBoard Collaborate: https://youtu.be/UWX2kRazC-s has difficulties working on Google Chrome and Windows 10 Edge browser, since they not support Java.

WebEx, Canva. Adobe Connect, Zoom, Ultra

From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Tyckoson, Mary Ellen
Sent: Friday, October 02, 2015 9:51 AM
To: lita-l@lists.ala.org
Subject: RE: [lita-l] Free teleconferencing options?

We’ve been using https://www.freeconferencecall.com/ for years.  It offers a record feature that allows you to download the call later as well as a report of the numbers that called in and the duration of their connection to the conference.  Generally the call clarity is pretty good.  The only time we had a problem seemed to be on the end user’s side.  I think they also offer some free online meeting services, but we’ve never used those.  The down side if that they are able to offer it for free because they are toll calls (usually to some number in a sparsely populated area – at least one of the numbers we use is out in the Mojave desert.)

Regards,

Mary Ellen

*~*~*~*~*~*~*~*~*~*~*~*

Mary Ellen Tyckoson

Library Program Manager

San Joaquin Valley Library System

2420 Mariposa St, Fresno, CA 93721

559-600-6285

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of J. Patrick Whitaker
Sent: Wednesday, September 30, 2015 2:09 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

We have Ultra available – albeit in a “not quite ready for prime time” format (i.e. no recording, polling, etc.). We can assign it by course so some faculty are using Ultra for office hours. It’s much easier for students in particular.

  1. Patrick Whitaker, PhD

Associate Professor, Assistant Coordinator,

Center for Distance Learning

  1. Sargeant Reynolds Community College

PO BOX 85622

Richmond, Virginia 23285-5622

804-523-5612

“Education is what people do to you; Learning is what you do to yourself” – Joi Ito

From: The EDUCAUSE Bended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Doug Kahn
Sent: Wednesday, September 30, 2015 3:06 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

We were told the release will come mid-semester and because we are in a system-wide environment shared by over 50 campuses, we will go at that time.  I would much prefer to do it in January.

From: Scott Robison <sarobison@MAIL.PLYMOUTH.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Wednesday, September 30, 2015 at 3:01 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

I have seen Collaborate Ultra (briefly) and agree it is completely different (in a good way). Last spring I was told by our account exec that it would be available to us beginning of fall. Haven’t heard anything yet and I’m not holding my breath…  😉

Scott  Scott Robison, Ph.D.
Director, Learning Technologies and Online Education

Co-Director, Center for Excellence in Teaching and Learning
Plymouth State University

Plymouth, NH
603.535.2262

“All courses are online courses; it’s just a matter of
how much time you meet face-to-face.”

 

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Covello, Steve
Sent: Wednesday, September 30, 2015 2:42 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

One thing to consider with Bb Collaborate is that, since it is Java driven, there may be problems for users whose browsers no long support Java (Chrome, for one, and I think Windows 10 Edge browser too?).

 

https://java.com/en/download/faq/chrome.xml

 

“Java applications are offered though web browsers as either a web start application (which do not interact with the browser once they are launched) or as a Java applet (which might interact with the browser). This change does not affect Web Start applications, it only impacts applets.”

This is not a deal breaker because BbC doesn’t run in a browser (it just downloads the starter app). But the subsequent error message could throw some participants off.

There is a an HTML5 version in the works, I hear (haven’t seen it yet). But keep the Java aspect in mind, as it appears to me at least (FWIW) that Java is the new Flash — moving towards disfavor due to potential security issues.

Thx – Steve — Steve Covello

Rich Media Specialist/Instructional Designer/Online Instructor

Chalk & Wire e-Portfolio Administrator

Granite State College

603-513-1346

Skype: steve.granitestate

Scheduling: http://meetme.so/stevecovello

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Doug Kahn <kahnd@SUNYSUFFOLK.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Wednesday, September 30, 2015 2:29 PM
To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

At SCCC we have gone with Collaborate – largely due to integration to Blackboard Learn and the excellent pricing the SUNY system received.  The interface isn’t the most intuitive for presenters, but works well enough.  We recently saw Collaborate Ultra which will be launched this fall.  The interface was ‘zoomed’ for lack of a better term.  It is a huge improvement, extremely intuitive and performs significantly better.  That with the Blackboard Learn integration makes any thought of looking elsewhere a non-starter for us.

Regards, Doug —— Doug Kahn

College Assistant Dean for Instructional Technology

Huntington Library – L10

Suffolk County Community College

533 College Road

Selden, NY 11784

631-451-4575

kahnd@sunysuffolk.edu

 

 

From: <Liu>, Christie – liujc <liujc@JMU.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Wednesday, September 30, 2015 at 2:08 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

Hello,

We are providing a sandbox type of immersive program for faculty here to explore features of different web conferencing tools. Any information about integration of Training Center in WebEx to Canvas will be greatly appreciated.

Christie

========================
Juhong Christie Liu, Ph.D.

Senior Instructional Designer
Center for Instructional Technology
James Madison University
540.568.2381

********************************************************

We become ourselves through others.” —Vygotsky

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of “Akter, Nafiza” <nafiza@NJIT.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, August 18, 2015 at 8:59 AM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

Currently, NJIT uses WebEx and I used Adobe Connect at a different institution; we have WebEx set up so that instructors can create their own sessions as they find the need. They are both robust but have their own quirks to them. Adobe Connect had a big learning curve for instructors. WebEx seems a bit simpler just to start but I feel like it has more audio issues when you do VOIP; it’s also very confusing for our users because you have to click on a button after you log into WebEx to turn audio on. That goes for everyone–presenter and participant, no one can hear or be heard until this is done. Even users that have done this for a while sometimes forget this part–I’d say that’s the biggest quirk about it.

I have seen a lot of use of Zoom recently, but I don’t know if it is quite as robust or permits you to do as long or large of a session as WebEx would.

On Mon, Aug 17, 2015 at 3:41 PM, Barbara Anderson <banderson17@roosevelt.edu> wrote:

Our university is trying to determine which would be the best online meeting/class tool. We have narrowed our search down to Webex and Zoom. I was wondering if anyone, who is currently using these two tools, could give me some pros and cons for their use.

Thanks,

Barbara Anderson Ed.D.

Sr. Academic Technology Specialist

Roosevelt University

430 S. Michigan Ave, Room 380

Chicago, IL 60605

312-341-2061

Join.me is another great, free option, which also can be used for web conferencing in case you need to share a presentation.

See: https://www.join.me, https://www.join.me/solutions/free-conference-call.

Thanks,

Darlene Davis
Digital Asset Coordinator
Alliance Life Sciences Consulting Group

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Rob Abel
Sent: Thursday, October 15, 2015 7:23 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

Ed, et al-

We recently learned about an LTI integration for Connect from eSyncTraining.  It is not yet certified LTI – but quite slick – and eSyncTraining recently joined IMS to get it certified.

https://www.esynctraining.com

 

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Ed Garay
Sent: Thursday, October 15, 2015 7:12 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

The feedback has been mixed. Some faculty like it, others hate it. Personally, I am disappointed that the java-less version is still elusive, that the LMS integration, albeit certified LTI, is not smart enough for my demanding taste, and that UIC was never able to really effectively and easily use it for non-Teaching & Learning applications. Elluminate Live! and Blackboard Inc. both knew we needed it also as a GoToMeeting-kind of solution, and they never delivered on that. (We had run Saba Centra Web Conferencing for many years before most of these tools ever existed)

My personal recommendation, today, would be to seriously evaluate Adobe Connect (again) and Zoom, …as long as they have an IMS Global-certified LTI integration.


— Ed Garay
University of Illinois at Chicago
UIC School of Public Health
http://www.twitter.com/garay

Academic Technologies Twitter stream by a curated list of 1,200+ HigherEd IT, e-Learning & EdTech colleagues and selected vendors: http://twitter.com/garay/academic-technologies

From: Scott Robison
Sent: ‎10/‎15/‎2015 3:35 PM
To: Edward Garay
Subject: RE: [BLEND-ONLINE] Online meeting tools

Ed,

How has the feedback been with Collaborate? We started using it a couple years ago too. There was more excitement for it then than there is now. There have been browser and Java issues and some find it too clunky, quality lacking (audio/video), and for many it is more than they need (or think they need). We are working on getting Collaborate Ultra integrated into Moodle. It is pretty sharp (web-based, clean, but fewer features at the moment). Are you using that, and if so, what do folks think?

Thanks,  Scott Scott Robison, Ph.D.
Director, Learning Technologies and Online Education

Co-Director, Center for Excellence in Teaching and Learning
Plymouth State University

Plymouth, NH
603.535.2262

“All courses are online courses; it’s just a matter of
how much time you meet face-to-face.”

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Edward Garay
Sent: Thursday, October 15, 2015 4:03 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

I always liked Adobe Connect and thought it was easy to use by faculty, staff and students. We almost got it, a few years ago, but the committee picked up Blackboard Collaborate because it was more Teaching & Learning-friendly, which it was/is.

It would have helped if Adobe had invested in developing an LTI-compliant  LMS integration for Connect.  They still haven’t, unfortunately, certified or otherwise, I am afraid.

— Ed Garay
University of Illinois at Chicago
UIC School of Public Health
http://www.twitter.com/garay

Academic Technologies Twitter stream by a curated list of 1,200+ HigherEd IT, e-Learning & EdTech colleagues and selected vendors: http://twitter.com/garay/academic-technologies

On Thu, Oct 15, 2015 at 11:25 AM -0700, “Snyder, Matthew” <matthew.snyder@yale.edu> wrote:

Our primary online meeting tool is Adobe Connect, but we have been using Zoom for a year as well. The feedback we receive is that Adobe Connect is very “feature rich” and somewhat difficult to use at times, especially for individuals who simply want an easy web collaboration tool. Although some have become very comfortable with Adobe Connect and utilize many of the features and pods, it may be a bit complicated and confusing to use at times.

We have been using Zoom and although it does not have as many of the features as Adobe Connect, the quality is great and it’s easy to use. Zoom offers basic and pro accounts, as well as different meeting room options, SIP, VoIP, etc..

Best,

Matthew Snyder

Collaboration Technology Specialist

Yale Center For Teaching and Learning

w: 203.436.8427

m: 203.687.5819

http://ctl.yale.edu

http://zoom.us/my/matthewsnyder

http://greet.yale.edu/msmtg

From: “Curbeam, Dionne” <DCurbeam@COPPIN.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Thu, 1 Oct 2015 18:35:47 +0000
To: <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

Hello.  I am curious how many are using Microsoft Lync online meeting/class tool.  If so, what has been your experience?

Thanks!Dionne N. Curbeam, Director

Instructional Technology & Training

Coppin State University

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Liu, Christie – liujc
Sent: Wednesday, September 30, 2015 2:08 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

Hello,

We are providing a sandbox type of immersive program for faculty here to explore features of different web conferencing tools. Any information about integration of Training Center in

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Ed Garay
Sent: Wednesday, September 30, 2015 2:55 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

Please note that there are IMS-certified LTI tools and other “rogue” LTI tools that are not certified. The certified LTI tools go through a rigorous IMS process to ensure they are fully LTI-compliant. We should strive to use certified LTI LMS add-one, exclusively, and require/demand that vendors and individual developers  of tools not certified be reprogram to meet full IMS LTI certification.

The IMS Certified LTI Tools catalog currently lists only Blackboard Collaborate and BigBlueButton, i.e. not Zoom, Adobe Connect, WebEX, GoToMeeting, etc. – http://developers.imsglobal.org/catalog.html

The Edu App Center, maintained by Instructure, purports to list certified and uncertified LTI tools. Adobe Connect (for Canvas, I believe) is listed (sans the LMS certification); I cannot find any listing of Zoom, however. – https://www.eduappcenter.com/

I am CCing Rob Abel, CEO at IMS Global, in case he’d like to chime in on the LTI certification or lack thereof.

— Ed Garay
University of Illinois at Chicago
UIC School of Public Health
twitter.com/garay

 

We become ourselves through others.” —Vygotsky

 

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of “Akter, Nafiza” <nafiza@NJIT.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, August 18, 2015 at 8:59 AM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

Currently, NJIT uses WebEx and I used Adobe Connect at a different institution; we have WebEx set up so that instructors can create their own sessions as they find the need. They are both robust but have their own quirks to them. Adobe Connect had a big learning curve for instructors. WebEx seems a bit simpler just to start but I feel like it has more audio issues when you do VOIP; it’s also very confusing for our users because you have to click on a button after you log into WebEx to turn audio on. That goes for everyone–presenter and participant, no one can hear or be heard until this is done. Even users that have done this for a while sometimes forget this part–I’d say that’s the biggest quirk about it.

 

I have seen a lot of use of Zoom recently, but I don’t know if it is quite as robust or permits you to do as long or large of a session as WebEx would.

On Mon, Aug 17, 2015 at 3:41 PM, Barbara Anderson <banderson17@roosevelt.edu> wrote:

Our university is trying to determine which would be the best online meeting/class tool. We have narrowed our search down to Webex and Zoom. I was wondering if anyone, who is currently using these two tools, could give me some pros and cons for their use.

Thanks,

Barbara Anderson Ed.D.

Sr. Academic Technology Specialist

Roosevelt University

430 S. Michigan Ave, Room 380

Chicago, IL 60605

312-341-2061

 

********** Participation and subscription information for this EDUCAUSE Constituent Group discussion list can be found at http://www.educause.edu/groups/.

Nafiza Akter

Instructional Designer

Instructional Technology & Media Services (ITMS)
New Jersey Institute of Technology

e-mailnafiza@njit.edu

phone: 973-596-7050

 

 

 

 

Instructional Design

7 Things You Should Know About Developments in Instructional Design

http://www.educause.edu/library/resources/7-things-you-should-know-about-developments-instructional-design

Please read the entire EducCause article here: eli7120

discussion of IMS with faculty:

  • pedagogical theories
  • learning outcome
  • design activities
  • students’ multimedia assignments, which lead to online resources
  • collaboration with other departments for the students projects
  • moving the class to online environment (even if kept hybrid)

What is it?

the complexity of the learning environment is turning instructional design into a more dynamic activity, responding to changing educational models and expectations. Flipped classrooms, makerspaces, and competency-based learning are changing how instructors work with students, how students work with course content, and how mastery is verified. Mobile computing, cloud computing, and data-rich repositories have altered ideas about where and how learning takes place.

How does it work?

One consequence of these changes is that designers can find themselves filling a variety of roles. Today’s instructional designer might work with subject-matter experts, coders, graphic designers, and others. Moreover, the work of an instructional designer increasingly continues throughout the duration of a course rather than taking place upfront.

Who’s doing it?

The responsibility for designing instruction traditionally fell to the instructor of a course, and in many cases it continues to do so. Given the expanding role and landscape of technology—as well as the growing body of knowledge about learning and about educational activities and assessments— dedicated instructional designers are increasingly common and often take a stronger role.

Why is it significant?

The focus on student-centered learning, for example, has spurred the creation of complex integrated learning environments that comprise multiple instructional modules. Competency-based learning allows students to progress at their own pace and finish assignments, courses, and degree plans as time and skills permit. Data provided by analytics systems can help instructional designers predict which pedagogical approaches might be most effective and tailor learning experiences accordingly. The use of mobile learning continues to grow, enabling new kinds of learning experiences.

What are the downsides?

Given the range of competencies needed for the position, finding and hiring instructional designers who fit well into particular institutional cultures can be challenging to the extent that instructors hand over greater amounts of the design process to instructional designers, some of those instructors will feel that they are giving up control, which, in some cases, might appear to be simply the latest threat to faculty authority and autonomy. My note: and this is why SCSU Academic Technology is lead by faculty not IT staff. 

Where is it going?

In some contexts, instructional designers might work more directly with students, teaching them lifelong learning skills. Students might begin coursework by choosing from a menu of options, creating their own path through content, making choices about learning options, being more hands-on, and selecting best approaches for demonstrating mastery. Educational models that feature adaptive and personalized learning will increasingly be a focus of instructional design. My note: SCSU CETL does not understand instructional design tendencies AT ALL. Instead of grooming faculty to assume the the leadership role and fill out the demand for instructional design, it isolates and downgrades (keeping traditional and old-fashioned) instructional design to basic tasks of technicalities done by IT staff.

What are the implications for teaching and learning?

By helping align educational activities with a growing understanding of the conditions,
tools, and techniques that enable better learning, instructional designers can help higher education take full advantage of new and emerging models of education. Instructional
designers bring a cross-disciplinary approach to their work, showing faculty how learning activities used in particular subject areas might be effective in others. In this way, instructional
designers can cultivate a measure of consistency across courses and disciplines in how educational strategies and techniques are incorporated. Designers can also facilitate the
creation of inclusive learning environments that offer choices to students with varying strengths and preferences.

More on instructional design in this IMS blog:

https://blog.stcloudstate.edu/ims/2014/10/13/instructional-design/

LMS as a concept under scrutiny

A Blend-Online listserv thread regarding the choice of LMS and the future of LMS

Schoology HEd – Digital Learning Ecosystem (March 2015) (PDF document)

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Robert Tousignant
Sent: Thursday, April 9, 2015 1:41 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Faculty Involvement in LMS Selection

I’ve been reviewing this thread and thought I’d introduce a new player… Schoology is getting the attention of the analyst community and gobbling up the SIIA Codie awards for best learning platform the last couple of years.  (Please note, I am not an impartial observer and I do a horse in the race)

The attached document includes information that will explain a new paradigm for evaluating an LMS that we see being adopted more and more  – a move from a focus on utility (features and functions) to one focused standards, interoperability and the user experience (UI/UX).

Feel free to reach out directly if I can be of assistance.

Robert Tousignant

Sr. Director

Schoology Higher Education

O:  (212)213-8333 x69

M: (617)838-1366

rtousignant@schoology.com

Colorado State University’s Global Campus Announces Strategic Partnership with Schoology

From: Edward Garay <garay@UIC.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Thursday, April 9, 2015 at 2:27 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Faculty Involvement in LMS Selection

These days, I tend to favor LMS Review/Selection initiatives that take one to two years to complete, but as always, it depends on the institution, its readiness to spec the needs of their faculty/students and evaluate viable options, as well as the campus resources available to nurture a possible smooth LMS platform transition. I like pointing out to the well-executed recent LMS selection initiatives carried out by UCF, Northwestern, Indiana, Harvard and Dartmouth, although there are many others.

I am also fond of Educause Review 2014 article on Selecting a Learning Management System: Advice from an Academic Perspective available at http://www.educause.edu/ero/article/selecting-learning-management-system-advice-academic-perspective

 


— Ed Garay
University of Illinois at Chicago
UIC School of Public Health
http://www.twitter.com/garay

*** Attend the FACULTY SUMMER INSTITUTE :: Wed-Fri May 27-29 at Urbana-Champaign
#pedagogy #BlendedLearning #classroom #teaching #OnlineLearning #EdTech
http://go.illinois.edu/facultysummerinstitute

 

_____________________________
From: Hap Aziz <hapaziz@gmail.com>
Sent: Thursday, April 9, 2015 12:30 PM
Subject: Re: [BLEND-ONLINE] Faculty Involvement in LMS Selection
To: <blend-online@listserv.educause.edu>
That’s sounds like a similar timeframe to what we had at UB when we moved from Blackboard to Canvas. While LTI didn’t not play a large role in the decision-making process as we changed our LMS, it is now a central consideration as we look to acquire any new app functionality for our learning environment.

 

I’m setting up an area in the IMS forum area for LTI policy discussion. I’ll share that location with the group shortly so we can take some of the in-the-weeds discussion offline here.

 

Hap Aziz

Associate Vice President

University of Bridgeport

http://bridgeport.edu

 

Connected Learning Innovation Community

IMS Global Learning Consortium

http://imsglobal.org

 

On Wed, Apr 8, 2015 at 3:25 PM, Sam Bachert <BachertS@sanjuancollege.edu> wrote:

Hap,

 

The selection process started in January of 2013 and the task force voted at the end of May of 2013 unanimously for Canvas so about 5 months.  By October we started training faculty in preparation for the Spring 2014 semester what was amazing about our transition to Canvas was that we had everyone moved out of ANGEL by start of Summer 14 so we only had 1 semester where we were supporting both ANGEL and Canvas.  The use of LTI integrations and Canvas makes our jobs a lot easier to support the various tools that faculty are adopting for their classes – it also makes it a lot easier for faculty to integrate other technologies and keep them in the LMS or have single sign on so it is more seamless for students.

 

Thanks, Sam

 

Samuel R. Bachert

Manager, Online Services

 

ellucian®

San Juan College

4601 College Boulevard

Farmington, NM 87402

Voice: 505.566.3310 Mobile: 505.609.0573 Fax: 505.566.3570

bacherts@sanjuancollege.edu * samuel.bachert@ellucian.com

http://www.ellucian.com

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From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Hap Aziz
Sent: Tuesday, April 07, 2015 7:09 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Faculty Involvement in LMS Selection

Hey, Sam, long time no see! Do you know about how long your whole selection process took? Also, does LTI conformance make your job with academic technology more straightforward to deal with?

Hap Aziz

Associate Vice President

University of Bridgeport

http://bridgeport.edu

Connected Learning Innovation Community

IMS Global Learning Consortium

http://imsglobal.org

On Thu, Apr 2, 2015 at 1:27 PM, Sam Bachert <BachertS@sanjuancollege.edu> wrote:

JeJe,

I am at San Juan College and we also recently went through the selection process for a new LMS and like others who have commented switched to Canvas (from ANGEL).  We ended up with a selection team that was primarily faculty, a couple students, and a handful of technology staff that reviewed the various LMSs and then made our final decision.  If you would like I can get you the contact information for the faculty who assisted on the selection team.

Thanks,

Sam

Samuel R. Bachert

Director of Academic Technology

ellucian®

San Juan College

4601 College Boulevard

Farmington, NM 87402

Voice: 505.566.3310 Mobile: 505.609.0573 Fax: 505.566.3570

bacherts@sanjuancollege.edu * samuel.bachert@ellucian.com

http://www.ellucian.com

Follow us:

CONFIDENTIALITY: This email (including any attachments) may contain confidential, proprietary and privileged information, and unauthorized disclosure or use is prohibited. If you received this email in error, please notify the sender and delete this email from your system. Thank you.

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Noval, JeJe (LLU)
Sent: Wednesday, April 01, 2015 9:25 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: [BLEND-ONLINE] Faculty Involvement in LMS Selection

 

Hello Colleagues,

Were any of you, faculty members, involved in the learning management selection process of your educational institution?  If so, would it be possible to interview you in the future for a research study?

Best,

JeJe Noval, MS, RD
Assistant Professor
Loma Linda University

 

MOOC and Libraries

MOOC and Libraries

http://explore.tandfonline.com/content/bes/moocsandlibraries

New ACRL Discussion Group—Library Support for MOOCs

Libraries in the Time of MOOCs

http://www.educause.edu/ero/article/libraries-time-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.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d99055676%26site%3deds-live%26scope%3dsite
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).

POD conference 2013, Pittsburgh

http://podnetwork.org/event/pod-2013/

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.
http://ow.ly/i/3EL77
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.
lpblake@hmc.edu
http://www.heri.ucla.edu/
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.
http://ow.ly/i/3EMJl
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.
http://www.amazon.com/Library-2-0-Guide-Participatory-Service/dp/1573872970
http://tametheweb.com/category/hyperlibmooc/
http://tametheweb.com/2013/10/20/hyperlibmooc-library-2-013-presentation-links/

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.

http://ow.ly/i/3Fjqt

http://ow.ly/i/3Fjpq

 

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. http://ow.ly/i/3FpI4 http://ow.ly/i/3FpJy
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, 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.
duration
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
http://ncepr.org
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. http://ow.ly/i/3FBL3http://ow.ly/i/3FBMP
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
http://wikipodia.podnetwork.org/pod-2013-conference/presentations-2013/lkearns
“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 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

http://ow.ly/i/3G00e/original

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.

http://ow.ly/i/3G0l6/original

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

address relevance

 

http://advanceyourslides.com/2011/01/28/the-5-most-memorable-concepts-from-nancy-duartes-new-book-resonate/
Death by PowerPoint:  Nancy Duarte: The secret structure of great talks
http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html

http://www.gobookee.org/get_book.php?u=aHR0cDovL3d3dy5vcGVuaXNibi5jb20vZG93bmxvYWQvMDQ3MDYzMjAxMS5wZGYKVGl0bGU6IFJlc29uYXRlOiBQcmVzZW50IFZpc3VhbCBTdG9yaWVzIFRoYXQgVHJhbnNmb3JtIC4uLg==

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

 

Online Learning: TUITION AND COMPENSATION FOR ONLINE COURSES

online learning

TUITION AND COMPENSATION FOR ONLINE COURSES

Useful discussion on the Educause Listserv “Blended and Online Learning Constituent Group

http://www.educause.edu/discuss/teaching-and-learning/blended-and-online-learning-constituent-group/tuition-and-compensation-online-courses

Per Ann Hamilton from Penn State and Linda Futch with U of Central FL, it is obvious that compensation varies all across the board.

Steve Covello’s comment most probably will resonate with any faculty, who had taught online.

What are your thoughts as a faculty about how you need to be compensated for teaching online, versus F2F course?

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