Males participate more frequently in courses taught by female instructors
Other studies show the opposite
Non traditional students participate more frequently
Instructors’ gender also returns mixed results
Class size as variable is important, smaller classes, more participation
Class participation – grading
Make the students grade themselves at the end of each class period. By making them grade themselves, they reflect and makes them more aware of their contribution.
0 – absent
1 – present but did not verbally participate
2 – verbally participated one time
3 – verbally participated more than once
4 – made an equitable contribution to discussion in terms of both quantity and quality
The well-known and established belief that smaller classes spur more participation.
Jay Howard maintain his sociological research in 20th centuries constants: physical classroom, no technology surrounding.
In the 21st century, clickers changed the opportunity for immediate feedback. They changed also the discourse of the traditional student participation and classroom discussion: https://blog.stcloudstate.edu/ims/?s=clickers&submit=Search
Traditional forms and techniques for discussion and participation
Weih, T. G. (2015). Discussion Strategies for the Inclusion of ALL Students. Online Submission, http://eric.ed.gov/?id=ED561060
Don’ts:
call on student
instructor’s personality issues:
Does the instructor really care of what students have to say
lecturing does not predispose to discussion
The 10 second rule: students discuss in pairs the concept/question
Think-Pair-Share: discussion strategy before or after lesson, similar to 10 second but longer
Quick writes: write their thoughts and then share. Loose paper, names on top,
Recorder-reporter. Post-lecture. The person reps the group, who is working on a specific question. Each group different question.
K-W-L. what we know, what we want to learn, what we learned. Teacher instructs students that K = what they know, W = what they want to learn and L = what they learned. . work in small groups, but each student works on h/er chart, thus if student disagrees with rest of the group, has record. L is left blank for after the discussion.
Simich-Dudgeon, C., & National Clearinghouse for Bilingual Education, W. D. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Directions in Language and Education. http://eric.ed.gov/?id=ED435188
Using storytelling
Chen, W., & Looi, C. (2007). Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach. Australasian Journal Of Educational Technology, 23(3), 307-326. Discussions and participation in hybrid environment
For each OTD topic, the instructor randomly assigns two to four student discussion leaders who are in charge of organizing OTD for the assigned week. Each of the discussion leaders is asked to generate one or two discussion questions related to the topic based on reading assignments. The use of student discussion leaders is a strategy to encourage active participation and help develop ownership of learning. Once student discussion leaders post their questions, other students are encouraged to contribute to the discussion by answering each question, commenting on the ideas of others, or asking questions of peers or the instructor for the next two days. When the week’s discussion is complete, the student leaders and instructor work together to summarize the discussion and evaluate each student’s participation and contribution to the discussion using a scoring rubric. (p.242)
Implementation (p. 243):
preparation : On the first day of the course, the instructor introduces topics, how-tos, expectations, grading procedures, and required reading assignments for OTD, and organizes discussion leaders for each online discussion (2–4 leaders for each)
Opening and Responding: Posted discussion questions become open at the time of the class and students who are not the leaders are required to post at least one response per question within 48 hrs. During this time, the leaders facilitate discussion by responding to comments, raising questions, or redirecting discussion to encourage active participation and ensure the discussion is on track
Summary and Assessment: The job of the leader is to moderate, summarize discussion threads, and assess them at the end of the discussion. When the week’s discussion is complete, the leaders meet with the instructor to debrief and evaluate each student’s participation and contribution to the discussion using a scoring rubric given by the instructor. After the meeting, each leader posts his or her summary of the discussion to BBCMS and reports at the next in-person class.
D2L
Beyond CMS (D2L)
Discussions and participation in online environment
Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of Online Discussion Strategies: A Meta-Analysis. American Journal Of Distance Education, 27(4), 228-241. doi:10.1080/08923647.2013.837651
Beyond CMS (D2L)
Lin, P., Hou, H., Wang, S., & Chang, K. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi:10.1016/j.compedu.2012.07.017 http://www.sciencedirect.com/science/article/pii/S0360131512001819
111 results suggest that using Facebook is not necessarily harmful to a student’s learning performance. Adequate learning activity design and pedagogical goal setting could, in fact, exploit the social and information-sharing function of Facebook, thereby supporting academic learning (Gray et al., 2010). this study seeks to advance the understanding of adult learners’ behaviors in online project discussions using Facebook.
In the process of project-based learning, learners must utilize different kinds of knowledge (e.g., discrete declarative knowledge and dynamic procedural knowledge) (Lou, 2004). Meanwhile, students can develop higher level of cognitive skills for a specific domain as well as the ability to apply adequate knowledge to a specific domain or context during PBL (Barron et al., 1998; Blumenfeld et al., 1991).
118 Select driving questions or controversial issues as project topics: Blumenfeld et al. (1991) noted that driving questions could facilitate students to explore the project topic. In the exploration process, students must first collect information and propose diverse viewpoints on the project topics. They could subsequently filter out and reach consensus during online discussions. This process involves diverse and converging phases that can move students toward higher-order thinking (Jorczak & Bart, 2009).
Allow ample time for online discussion: Results of this study indicated that student online discussions lacked diversity in both knowledge and cognitive process dimensions. One possible reason could be that the allotted time for online discussions was not sufficient. Considering the multiple roles that adult learners play in family and/or work, they may not be able to respond to the discussions in a timely manner. Therefore, allowing more time for students to discuss may provide opportunities for students to demonstrate more diverse and deeper thinking (Scherling, 2011).
Provide a structured rubric for online discussions: Well-designed discussion guidelines and evaluation criteria, i.e., posting protocols or rubric for grading, could serve as scaffolds for student online discussions, which may, subsequently, lead to more meaningful learning (Gilbert & Dabbagh, 2005). Following that, more diverse type of knowledge and levels of cognitive process could be expected to be shown.
Pay attention to the effects that individual differences may exert on the learner’s interactions: Our results showed that, in the context of online discussions, females and older learners are more likely to have off-topic discussions than their male and/or younger counterparts. These findings are in accord with previous research that suggested effects of individual differences on learning as well as on the use of SNSs (Glynn et al., 2012; Muscanell & Guadagno, 2012; Price, 2006; Yukselturk & Bulut, 2009). Therefore, considering the potential effects that gender and age may exert on online discussions, instructors are advised to consider individual differences when grouping students for online discussions, as a balanced group composition of evenly distributed age and gender could be a better approach than a skewed distribution of individuals.
social interaction, which was considered as irrelevant discussion, may also leading to meaningful thinking and echoes the viewpoints from previous studies, which suggest social interaction can be a critical element in the CSCL environment (Abedin et al., 2011a, 2011b).
Incorporating online discussion in face to face classroom learning: A new blended learning approach
Wenli Chen, Chee-Kit Looi
Abstract
This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.
This synchronous online course will introduce school administrators to the multitude and complexity of educational technology issues. Through group discussions and exercises, the course will focus on the development of knowledge, skills and depositions to effective professional practice in educational leadership. The goal of the course is to develop knowledge and understanding of appropriate application of technology in the teaching and learning process and in the management of educational programs.
Information and experience in the course will include review of the latest trends in technology. Familiarity to acquisition of expertise will be sought in understand and use of Web 2.0 and Web 3.0, as well as social media, multimedia and interactivity and how it affects school life as well as the role of the educational leader. Specific attention will be paid to the importance and ability to develop and maintain policies, which reflect the ever-changing world of technology. Auxiliary, but no less important issues such as legal issues, copyright issues, ethics and other forms of digital citizenship will be discussed.
Course Objectives:
Upon successful completion of this course the student will:
Course Objective
Knowledge
Skill
Disposition
Impact
1. Demonstrate knowledge and the use of related technologies appropriate to the management of a school #
o
o
2. Demonstrate knowledge and the use of related technologies appropriate to the instructional program of a school #
o
o
3. Demonstrate knowledge and the use of various types of related technologies for supporting the instructional program of the school #
o
o
4. Demonstrate knowledge of planning and management procedures and policies for the appropriate use of technological resources to serve the mission of the school #
o
o
5. Demonstrate knowledge of common computer and related technological applications #
o
o
6. Identify gender & diversity issues related to technology in education
o
o
o
7. Demonstrate knowledge of adaptive technology devices for individuals with special needs
o
o
o
o
8. Demonstrate skill in the use of technology for materials preparation, presentations, record keeping, computation, communication, information / data collection and management, and the effective use of the Internet
o
o
o
9. Demonstrate an understanding of legal issues, including copyright issues, related to educational technology
o
o
10. Demonstrate an understanding of the importance of ethical practice in the use of technology
o
o
11. Demonstrate knowledge and understanding of administrative policies and procedures that promote appropriate utilization of technology by school personnel
o
o
o
12. Demonstrate familiarity with appropriate professional standards related to educational leadership and technology
o
o
o
o
13. Demonstrate an understanding of the digital age learning culture, digital citizenship in particular
This course seeks hands-on experience in integration of educational technology into the classroom. Students will learn to select opportunities for application [or not] of technology in education. The course will provide a hands-on experience for educational leaders to understand the application of technology in the curriculum process. Topics of consideration include instructional design, media and formats, devices, telecommunications and social interactivity. The course will provide an opportunity to apply technology knowledge and experience in hands-on exercises for curriculum management as well as monitoring student achievement progress. Further discussions and practical approach will include modern, effective and efficient ways of communications among parents, students, faculty and administration. The course offered in synchronous online mode and F2F mode.
Objectives/Outcomes
Upon successful completion of this course the student will:
Understand the impact of technology on the teaching and learning process.
Understand the principles of the Universal Design for Learning (UDL) and National Educational Standards for Students (NETS*S) and their application in the curriculum process.
Research and assess the opportunities for technology to be integrated in the classroom.
EDAD ??? Technology as an Integral Part of Successful Educational Leadership
1 credit, Summer 2016
Course Description
Course Description
This class will support teacher leaders and school administrators in reviewing and systematizing the fast aspects of modern electronic technologies. Based on a foundational better understanding of how technologies work, future educational leaders will develop skills and practice the application of ideas, tactics and methods for better integration of technologies in the teaching and learning process as well as the creation of better policies and procedures.
The course is designed to bring research and analytical skills and build structure in the process of resolving technology issues, which educational leaders face in modern schools, including hardware and software problems, networks and computers, curriculum and teaching and learning methods.
The course will offer discussions as well as practical solutions such as social media (e.g. Twitter) for professional development, online tools for teacher evaluation, online tools for collaboration and creativity, immediate and future trends, which already impact education and educational leadership.
The course offered in synchronous online mode and F2F mode.
Objectives/Outcomes
Students will be able to identify and update sources for information to keep current their technology knowledge
Students will demonstrate knowledge and understanding of technology leadership standards.
Student will demonstrate an understanding of how to create, promote, and sustain a dynamic, digital – age learning culture that provides a rigorous, relevant, and engaging education for all students.
Students will demonstrate understanding of how to promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
Students will demonstrate an understanding of how to provide digital – age leadership and management to continuously improve the organization through the effective use of information and technology resources.
Students will understand and apply knowledge of how to model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.
Students will demonstrate knowledge of technology as integral part of facilities and resource management
Students will be able to describe and use budget planning and management procedures related to educational computing and technology.
Students will be able to describe and maintain current information involving facilities planning issues related to computers and related technologies.
Students will be able to design and develop policies and procedures concerning staffing, scheduling, and security for managing computers/technology in a variety of instructional and administrative school
From the Blended and Online Learning discussion list:
We’re working on a grant program at my unit to improve these lec-capture courses. One of the ways is to train faculty:
We’ve seen that these courses have very little student engagement, especially for online students for whom this is the main medium of instruction. It’s challenging for the instructors to keep the online student in mind as they teach their lec-capture class. This is not surprising, since they’re essentially being asked to teach 2 different audiences simultaneously – in class and online. However, given that this is not going to change in the near future for us, we’ve begun exploring ways to train faculty to do a better job given the constraints. Below are some ideas:
We are in the process of creating a sort of “checklist” to address things that can be done before, during, and after the class and ways of streamlining the process.
BEFORE
Make faculty familiar with the technology – do tours of rooms, tutorials, short workshops, etc.
Syllabus, Schedule and instructional materials are prepared before the semester begins.
Learning objectives, outcomes, and assessments are aligned and made transparent to the students.
Design pedagogy that is inclusive – for e.g., move discussions online, create groups that include in-class and online students, use language that directly addresses online students, etc.
DURING & at the END
Review a sampling of videos at the beginning, middle, and end by ourselves and then with the faculty and provide them feedback on the good, the bad, and the ugly – very discreetly. 🙂 It’s going to be a sort of a joint reflection on the class. We believe if we do this a few times with the faculty, they’ll get the message and will make greater effort to include the online student in their instruction. And doing it 3 times will also make visible the changes and progress they make (or not)
We also plan to survey the students at the beginning, middle, and at the end of the semester and share the results with the faculty.
Chunking of videos includes preplanning and post production tasks. Faculty can be trained to script their lectures more, create lecture based on “topics” to make chunking and tagging easier. Need to focus on end user experience (online student).
These are some of the ideas. We plan to start implementing them this summer. I’ll share with you our progress. 🙂
Rema
———————————————————–
Rema Nilakanta, Ph.D.
Director of Design & Delivery|
Engineering-LAS Online Learning
1328 Howe Hall
515-294-9259 (office)
515-294-6184 (fax) http://www.elo.iastate.edu
—————————-
On Wed, Jan 27, 2016 at 8:48 AM, Nilakanta, Rema [ELO] <rema@iastate.edu> wrote:
Good Morning!
Thank you all for filling out the survey on the use of lecture capture in higher education. I appreciate your time and interest in this subject.
Attached are the results. I’ve also provided an overview below. The main purpose of this survey was to get an overall idea of how lecture capture is used in HE. I was just curious to see if the way we use it is pretty much similar at other institutions. The finding was inconclusive. My next step is to dig a little deeper – perhaps repurpose this survey for faculty and students. The final goal is to improve these courses – make them as pedagogically sound as possible, given that this technology is here to stay at our campus, at least for the near future. It will certainly require designing faculty training, but I would also like to explore innovative and efficient ways of chunking lecture videos pre and post production.
Let me know if you have any questions or need further information.
Rema
OVERVIEW OF “USE OF LECTURE CAPTURE IN HE” SURVEY RESULTS & FINDINGS
I’ve listed some of the findings that impressed me. They do not follow the order of the questions in the survey. For details, please view the attached report.
Just a quick note – There were 39 respondents, but not all responded to every question. The respondents included instructional and IT support staff and administrators at all levels generally from 4-year public and private universities.
FINDINGS & THEMES
Echo 365 and Panopto are the most frequently used lecture capture systems, but Adobe Connect also has several users.
The computer screen and the instructor feed are most commonly captured (89% and 79%, respectively). However, some also capture the document camera, the whiteboard, and the graphics pen tablet (53%, 39%, and 32%, respectively).
Almost every one (97%) report that they support their recordings with additional course materials in an LMS, while many also use web conferencing to deliver lectures and hold office hours. A sizeable portion of respondents also use online textbooks and publisher sites in their course delivery. Only 18% use lecture capture as the primary means of course delivery.
The majority of respondents use full class recordings of an hour or more, while around half also use short segments of 20 minutes or less.
The majority of the respondents seem to indicate a campus wide use of lecture capture for different purposes:
o review of in-class lectures
o training and advising
o student presentations (students use the technology to create their presentations/demos/assignments)
o live streaming of seminars and on-site hosting of conferences for remote students and audiences.
Size of the support units ranged from 1 person to 150+ people spread across campus.
Similarly, there was a wide range for the number of courses that used lecture capture – as few as 1-2 to a 1000 and more, if one takes into account non-traditional uses.
Although the numbers show that a majority (77%) provide full IT support for their lecture capture systems, a closer look at the comments indicates there is a general tendency toward making faculty more self reliant by providing them support when requested, or providing them with fully equipped and automated rooms, personal capture solutions and/or training.
Majority seemed satisfied with the lecture capture setup, so did the students. However, it seemed that the knowledge about student satisfaction was more anecdotal than formal. Other observations include:
o For people satisfied with the setup, there were quite a few users of Echo 360 and Panopto.
o Panopto seemed to rise above the rest for its promptness and quality of service. Mediasite got mixed response.
o There seems to be an awareness of the need to get the lectures captioned.
o Along with automated lecture capture technology, there seems to be a rise in old ways of doing things – manual (human) recording of events continues and seems preferable, especially in the face of rising costs of lecture capture technology.
The top 5 challenges concerning faculty support can be summarized as follows:
o Training faculty to use the technology – turn on the mic, no recording of white board, do not change settings, take time to learn the technology.
o Funding and support
o Ensuring best practices
o Captioning
o IP concerns
Efforts to address these challenges were related to:
OPERATIONS
– Keep mic on all the time
– Use of media asset management systems, like Kaltura (MediaSite)
– Admins trained to check settings for rooms
– Disable download of recordings as default setting (addressed IP concerns)
TRAINING
– Create user groups around technologies
– Promote communication among instructors using a particular room
– Training of faculty by instructional design teams on the use of technology and best practices
We, the faculty from InforMedia Services (https://blog.stcloudstate.edu/ims/2015/10/06/technology-instruction-available-free/), are willing and able to help faculty, staff and students with their academic endeavors in technology.
We offer one-to-one sessions, production and instructional design assistance, workshops, instructional sessions and in-class technology instructions.
Excellent discussion on the blend-online listserv on :
Can anyone recommend a good social network platform, preferably Cloud-based, that could be used to facilitate substantive organic communication and collaboration among past, present and future students on a handful of online and blended learning programs?
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Robert Tousignant Sent: Wednesday, January 21, 2015 11:50 AM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Social network platforms for HigherEd
Also, as mentioned in my previous post, Schoology (http://www.schoology.com) offers an LMS with a modern social media interface and integrations with Facebook, Microsoft OneDrive, etc… you might want to add it to the list as well.
I added both thanks for the update and clarification.
Facebook Group
“Groups for Schools” feature today which will allow American colleges to create Group pages accessible only within the school community.
LinkedIn
LinkedIn is a business-oriented social networking service. Founded in December 2002 and launched on May 5, 2003, it is mainly used for professional networking.
K-12 Edmodo
Edmodo is a social networking site for teachers and students where over 46 million teachers, students, and parents are connecting to collaborate on assignments, discover new resources. Edmodo is a web 2.0 social networking tool for educators to use to communicate with students and parents.
Microsoft OneDrive
A file hosting service that allows users to upload and sync files to a cloud storage and then access them from a Web browser or their local device.
12manage.com
A free management education and business education platform for management and organization of business or education.
Yammer
Yammer a private social network collaboration software and business applications that allows the user to connect to the right people, share information across teams and organize around projects.
Celly
Celly is a platform for ad-hoc social networks that is accessible via iPhone, Android, Web, SMS text and even email. Networks connect individuals and communities for instant and easy communication.
Jive
Jive is a communication and collaboration platform solution for business. Jive enables employees, partners and customers to work together.
Twitter
Twitter is a powerhouse for marketing, communication, business, and even education, letting people from around the world work together, share ideas, and gain exposure to concepts.
Google+ Communities
Google+ is a place to connect with friends and family, and explore interests. Google+ allows the user to share photos, send messages, and stay in touch with the people globally.
Hive Social
Hive Social is a specialist Social Media consultancy, that helps businesses and brands find, connect, build and engage with their online audience through Social Media and Digital Marketing.
Enterprise Hive
HiveSocial for higher education is an enterprise social software, communication and collaboration platform with embedded game mechanics
Socialtext
Socialtext applies Web 2.0 technologies such as enterprise microblogging, enterprise social networking and wikis to the critical challenges facing businesses. Socialtext’s platform allows employees to share expertise, speed workflows, and get their jobs done faster.
Elgg
Elgg an open source social networking software that provides individuals and organizations with the components needed to create an online social environment. It offers blogging, microblogging, file sharing, networking, and groups
“Learning is finding out what you already know, Doing is demonstrating that you know it, Teaching is reminding others that they know it as well as you do. We are all learners, doers, and teachers.”
A Facebook group is probably the quickest, easiest, and will give you the best engagement. Data shows that in the under 25 age group, Facebook groups is still popular.
If you were trying to reach mainly current and future, I would shift to LinkedIn.
All of those other social networks and white label networks require people to remember another log in, site, and place to check and update. You might get good engagement up front, but it will deteriorate.
David Kampmann, M.S. in Ed, CFD | Southeast Technical Institute
Can anyone recommend a good social network platform, preferably Cloud-based, that could be used to facilitate substantive organic communication and collaboration among past, present and future students on a handful of online and blended learning programs?
I am familiar with Google+ Communities, Yammer, Jive and Socialtext, but I am wondering if there are other solutions worth investigating. Facebook at Work might be a possibility, but it is too early to tell. Elgg is also a viable option, especially, a hosted Elgg instance, but identifying a fully functional, customizable and super easy to use and administrate Cloud-first solution is most desirable.
In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.
Audience: beginners to advanced
Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine
Outcomes:
By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine
By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L
By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study
By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L
D2L and Twitter
microblogging of 140 characters is often viewed as limiting. However, it can be the ultimate test how well students understand the learning material: making someone sum up in 140 characters what they learned this particular week in their class can take a lot of rewriting.
D2L allows a widget on its main page, where students can view and tweet. Students also can view and tweet from their mobile devices.
Tweeting during class is becoming mainstream in K12, also called “backchanneling.” Harnessing peers help to understand a concept discussed in class can save both time and efforts on the instructors’ side
Twitter is “making your twitter.com timeline more immersive by uncropping photos, so you can experience and present them as they were meant to be viewed.” https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
D2L and Vine
Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation. How to Create Social Videos With Your Smartphonehttps://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site. YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
I can cover this in 5-15 minutes, just let me know what you prefer
Integrating Facebook Groups
I will show a couple of groups that I have used
I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session
Title
Engage your students: gaming and gamification in the learning process.
Outline
As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re
Audience: beginners to advanced
Outcomes:
By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)
By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
Plan:
Introduce each other and share the reason and interest to attend this discussion; what are the expectations from this discussion
Your Brain on Video Game http://www.zaption.com/present/566b26d4cbda6b1c1c482aa6
(use presenter, ask for mobile devices)
Work on the definitions: play, games, serious games, game-based learning, gaming, gamification and badges
Title
Present and be presented: engage your students with modern ways to share information
Outline
Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.
Audience: beginners to advanced
Outcomes:
By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint
By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
By the end of the session, the participants will be able to discriminate between technology integration and blended learning.
Plan:
Introduce each other and share the reason and interest to attend this discussion; what are the expectations from this discussion
EdPuzzle https://edpuzzle.com/ https://blog.stcloudstate.edu/ims/2015/02/19/edpuzzle-flipped-lessons/
crops the video so one can watch only a segment. Does not make much sense, since YouTube gives an URL to the reference point, but it allows instructor’s audio feedback. It is still too much “instructor’s proprietary” and not so much students-engaging as Zaption Presenter and Kahoot.
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.
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
creativity
computer skills
GPA cutoff above 3.0
problem solving skills
teamwork skills
verbal communication
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)
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.
Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
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Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement. Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development
Mozilla Open Badges 101: Digging into Badges (a webinar)
personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags
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Data Visualization: The What, the Who, and the How
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it. OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.
Data Wrapper
Raw
Infogram
Tableau
Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
D3 (For Data Driven Documents)
Fusion Charts
Chart js
Google Charts
slide 11: Two primary design goals supported through Data Visualization:
Discovery and Exploration
–What story is the data telling you
–Identify patterns and exceptions
Decision-making
–Compare, contrast, choose
–Explain, make a point, decide
slide 15:
qTo communicate
qPresent more clearly or more forcefully than would be accomplished with text or tables
qReports, dashboards, infographics, etc.
qTo discover
qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization
qRealm of research but moving into the mainstream
qCan same visualization serve both purposes?
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iPad, You Pad, We All Pad: Transforming Teaching and Learning
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned. Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================
The Avalon Video and Audio Repository for Libraries and Beyond
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases. Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
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Supporting the Discovery and Adoption of Open E-Textbooks
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library. Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
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Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus. OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines. Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines
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Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation. Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions. Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead
Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico
The Association of College and University Policy
Administrators (ACUPA, acupa.org)
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.
[technology] MnSCU Special Interest Group – New October Webinar – Leveraging MnSCU MediaSpace Through Integration With Cloud-based Lecture Capture
Join us next Tuesday, October 27th from 12:00 PM to 1:00 PM, for a special SIG Series webinar: Leveraging MnSCU MediaSpace Through Integration With Cloud-based Lecture Capture
Are you looking for a more affordable and sustainable way to capture classroom lectures? Or perhaps that is not even an option due to the on-going costs. Riverland recently replaced its Echo360 system by paring AV-to-IP encoders/decoders with a centrally located array of capture devices, which are integrated with MnSCU MediaSpace. This eliminates the need for a dedicated capture device in each room, as well as the on-going licensing costs of proprietary lecture capture systems. Join us as J.C. Turner shows us how the system works and how you can add this to your campus.
J.C. Turner, Ph.D., is the Director of Instructional Technology and Intellectual Property at Riverland Community College. He has more than 25 years of experience in higher ed, including 15 years of university teaching experience at the graduate and undergraduate levels in electronic media, information and telecommunications, video production, and multimedia authoring. He oversees the library and Office of Instructional Technology, and serves as Riverland’s intellectual property officer and Quality Matters coordinator.