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
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2. Demonstrate knowledge and the use of related technologies appropriate to the instructional program of a school #
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3. Demonstrate knowledge and the use of various types of related technologies for supporting the instructional program of the school #
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4. Demonstrate knowledge of planning and management procedures and policies for the appropriate use of technological resources to serve the mission of the school #
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5. Demonstrate knowledge of common computer and related technological applications #
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6. Identify gender & diversity issues related to technology in education
o
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7. Demonstrate knowledge of adaptive technology devices for individuals with special needs
o
o
o
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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
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9. Demonstrate an understanding of legal issues, including copyright issues, related to educational technology
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10. Demonstrate an understanding of the importance of ethical practice in the use of technology
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11. Demonstrate knowledge and understanding of administrative policies and procedures that promote appropriate utilization of technology by school personnel
o
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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
EASI Webinar part 1: Making Media Accessible by Adding Captions and Audio
Presenter: Susanne Van Dorpe Mistric, Instructor/Coordinator Distance Learning – Individualized Learning Center Wade Technical Community College
Monday Feb. 1 at 11 Pacific, noon Mountain, 1 Central and 2 PM Eastern
Susanne provides beginner-level training for WTCC staff on adding captions and audio description to Media. The goal is to take people with little technical skill in how to create descriptions of audio content and then synchronize it with the media. Students also need to be aware of how ane when to add audio descriptions as well
EASI Webinar part 2: Making Media Accessible by Adding Captions and Audio
Presenter: Susanne Van Dorpe Mistric, Instructor/Coordinator Distance Learning – Individualized Learning Center Wade Technical Community College
Monday Feb. 8 at 11 Pacific, noon Mountain, 1 Central and 2 PM Eastern
Susanne provides more advanced-level training for WTCC staff who already have the basic awareness of accessibility and familiarity with the tools to provide this. This will enhance their awareness of how and when to add accessible features especially to meet the requirements of content in more advanced courses.
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
Here is a preliminary plan. We will not follow it strictly; it is just an idea about the topics we would like to cover. Shall there be points of interest, please feel free to contribute prior and during the session.
Keeping in mind the ED 610 Learning Goals and Objectives, namely:
Understand and demonstrate how to write literature review in the field of the C&I research
Understand the related research methods in both quantitative and qualitative perspectives from the explored research articles
Understand how to use searching engine to find meaningful articles
Interpret and do critical thinking in C&I research articles
lets review our search and research skills:
How do we search?
Google and Google Scholar (more focused, peer reviewed, academic content)
SCSU Library search, Google, Professional organization, (NASSP), Stacks of magazines, csu library info, but need to know what all of the options mean on that page
+++++++++++++
PICO framework to structure a question:
Population, Patient, Problem
Intervention
Comparison
Outcome
Subject Guides
Please locate theEducation (Elementary) Education (Secondary) Educational Administration and Leadership (Doctoral) Educational Administration and Leadership (Masters)
at the LRS web page: http://lrts.stcloudstate.edu/library/default.asp
Look for “Research Assistance” and scroll to
Educational Administration and Leadership or any of the four links related to education http://research.stcloudstate.edu/rqs.phtml?subject_id=122
Electronic Journals & the DOI System
What is a DOI? A Digital Object Identifier (DOI) is assigned to electronic journal articles (and selected other online content) to specifically and permanently identify and access that article. Most of the standard academic citation formats now require the inclusion of DOIs within a citation when available.
How to find a DOI: Most current academic journal articles include a DOI (usually listed on the first page of the article). Most library databases list a DOI with the record for recent academic journal articles. Most non-academic articles (including magazine and newspaper articles) as well as many older academic journal articles do not have a DOI. Crossref.org provides a DOI Lookup service that will search for a DOI based on citation information (author’s last name, journal name, article title, etc.).
How to access an article via a DOI: Use the CSU Stanislaus Library DOI Look-up for options provided by the library, including access to the full-text via the publisher’s site or a library database service when available. Other, general DOI look-up systems (CrossRef & DOI.org) usually link to the article’s “homepage” on the publisher’s site (which usually include a free abstract but full-text access is restricted to subscribers).
Ways to find research specific to doctoral student needs (ie: Ways to find dissertations, peer reviewed research sources, research-related information, etc.)
Understand the responsibilities of authorship including copyright, intellectual property, and discipline-based expectations
Please join us for this free webinar and learn fun and effective ways to develop technology skills amongst library staff:
Technology Training for Library Staff: Effective and Engaging Training Programs
Wednesday, January 27, 11:00am-12:00pm PST
Registration Link: https://cc.readytalk.com/r/lpbeog1w500a&eom
How can we get library staff excited about learning new technology skills? How can libraries be better prepared to help the public with technology questions? How can staff go from tech shy to tech savvy? Designing an engaging technology training program can help all library staff get up to speed.
Join us for this free webinar to learn about two fun and engaging staff technology training programs in public libraries. Our guest panelists will share details of their programs, including success stories and lessons learned.
The Estes Valley Library dedicated six months to bringing every staff member up to technical literacy through trainings that were hands-on and fun. Tech Guide Diana Laughlin will share their Technology Competencies, the process they created for staff learning, and the way they approached staff accountability.
The Sunnyvale Public Library designed the True Tech Ninja program. Adult Services Librarian Rachel Schmidt will share how they created a gamified program to teach technology skills through seven stages. Team work was encouraged and rewarded, and library administration played a key role in motivating staff to learn.
This webinar will be recorded and archived on the TechSoup for Libraries website. Please register for this webinar to receive an email notification when the archive is available. Email questions to cschimpf@techsoupglobal.org
tech ninja training. 7 ninja skills. your first mission is to master the library web page. complete these three tasks.
(my note: using gaming and gamification techniques). and this is how this library improved their web site – through gamification and including ALL parties, whereas this SCSU library has a web committee, where a regular LRS employee (heaven forbid a regular student) to gain participation on its web page is very much the same as to gain access to the federal reserve.
@TechSoup4Libs
“Would you like fries like that?” aka the art of up-selling: Tell patrons about services they might not already know about! #ts4libs. like for example the digital literacy instruction and other technology technology sessions, which some of the LRS faculty offer, but for some reason, they fail to be promoted by the LRS librarians.
Technology Skills for Library Staff: Effective and Engaging Training Programs
Dear Plamen Miltenoff,
Thank you for attending our webinar! You can view the archive materials for this webinar by clicking the links on the right. Additional resources can be viewed at the links below. Be sure to sign up to receive the TechSoup for Libraries Newsletter.
GameMaker: Studio Grades: 5–12 Pricing: Free, paid Concepts: Digital creation, programming and coding, game design
GameMaker: Studio is a robust game-making tool that appeals to both entry-level novices and game-development pros alike.
The Orchestra Grades: 6–12 Pricing: $13.99 Concepts: Music theory, memorization, listening, part-whole relationships
The Orchestra is an interactive iPad app for exploring classical music, the orchestra and orchestral instruments.
WonderBox Grades: 2–8 Pricing: Free Concepts: Design, geography, curiosity, imagination, making new creations
As its name suggests, WonderBox is an app that piques kids’ natural curiosity through video, drawing, taking pictures, messaging with family and friends and engaging in multistep challenges.
A.D.A.M. Interactive Anatomy Online is a 3D visualization and curriculum-development tool all about the human body. Teachers can select and create assignments that allow students to manipulate 3D images of the human body.
Construct 2 Grades: 7–12 Pricing: Free, paid Concepts: Digital creation, programming and coding, game design
Construct 2 is a Web-based 2D game-creation tool for students and teachers who want to get into game design without the need to know programming languages.
Set in a tropical jungle full of brightly colored fruit and animated birds, Fruity Fractions teaches fractions concepts to kids in first through third grades.
LITA listsrev has an excellent discussion on password management.
I personally am using LastPass for two years: great free option, paid one can be used on mobiles.
=========================
From:lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Michael J. Paulmeno Sent: Wednesday, January 06, 2016 1:36 PM To:lita-l@lists.ala.org Subject: RE: [lita-l] Question on password management
I second Keepass. Not only is it free, open source, and multi-OS, but it lives on your computer, not in the cloud (although the database can be put on a shared drive or in DropBox for access across devices). Personally that makes me feel much safer. There are clients available for Windows, Mac, Linux, IPhone, Android and even Blackberry.
I use lastpass as well. However, LastPass was just bought by LogMeIn, so lots of people are holding their breath hoping that things stay good. Another open source, multi-os, alternative is keepass (keepass.info)
I would like offer or recommend a password management tool to my library staff that’s reliable and easy to use. Do any of you have one you can recommend?
From:lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of O’English, Lorena Sent: Wednesday, January 06, 2016 12:51 PM To:lita-l@lists.ala.org Subject: RE: [lita-l] Question on password management
I really like Dashlane (dashlane.com) – it has a lot of options, including the ability to give someone else access to your passwords in certain situations (plus, they support Firefox financially via low-impact ads). I think of this sometimes when I think about what would happen if a piano fell on me tomorrow – what a mess it would be for my spouse to cope with my digital life! That said, although I use Dashlane, I still have not quite managed to get myself to use all its functionality.
—–Original Message—–
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Cary Gordon
Sent: Wednesday, January 06, 2016 12:37 PM
To: lita-l@lists.ala.org
Subject: Re: [lita-l] Question on password management
1Password ++
————–
—–Original Message—–
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of COLLINS, MATTHEW
Sent: Wednesday, January 06, 2016 12:35 PM
To: lita-l@lists.ala.org
Subject: RE: [lita-l] Question on password management
I have used Roboform for at least 10 years and never had a problem. It manages passwords for logins and bookmarks on my PCs, my iPhone and iPad. It synchs online so work, home, tablet and phone all have the same info. It also stores personal info (name & multiple addresses) and confidential notes and other info.
Note: CAPS is used here and there to call attention without extra Gmail formatting, not to shout at anyone. Still…I know I look like I yell here. I have flogged myself, I will now bathe in the River Salt.
MWoT
Ok, check it out.
Plugins, macros, group/profile/source/target/timing locks, separate DBs and separate metadata for these if you like, INTERNALLY-ROTATING SUPERKEYS via REGULARKEYTRANSORMATIONS and TWO-CHANNEL AUTO-TYPE OBFUSCATION (for obfuscating your auto-typed passwords or keys, if you select Auto)….!!!…
…and well-reasoned, well-EXPLAINED approaches to certain critical areas of password management in general and to KeePass in particular.
For instance: In the FAQ, read the logic breakdown (thought-by-thought explanation) of why Keepass does NOT lock itself when a SUB-dialogue box is open in Keepass whle the user then LOCKS the workstation. =)
Why doesn’t KeePass lock when Windows locks and a KeePass sub-dialog is open?
My support of Keepass as a primary, then a close alternative, comes from four of my six years in IT being in direct computer and network security roles. Sure, not the most trench years out there, but they are all engineering and tiered-analyst roles for several major US corporations.
I’m proud of that…and in terms of relevance, I worked – and still work – with and around many engineers, analysts, and scientists (data, algorithmic). I look up to these people a great deal, and many of these coworkers come fully assembled having forgotten more than I’ll ever know and still learning faster than I could ever talk about… and even THEY use Keepass and they use it powerfully.
Detection of each site’s contact (HTTP GET, form forcus, etc) or “touch” can be different with each browser it integrates into, and that’s just for starters. One can also script up a different timing to use before the credentials are passed….;)….one can also relegate references to a central database, or one can refer only to the local system or even just a specific profile that can access said .kdbx file (KeePass database), or one can limit the data source to just one .kdbx single-instance database file, or one can use the .kdbx as a secondary for some other central repository failure, if that happens.
One can make several .kdbx files for different uses…no requirement to have just one! Each a diffferent base of unique data keys, each wtih a different direction administered on when it is referenced, how it is run, and where it lives on a system.
Aaaaaand it can integrate with other DBMs, it’s not an island!
Keepass is not the end-all be-all, but it IS FOSS (Free and Open-Source Software, great for investigating its machinery). Also it is:
– Programmable (via the Plugins model, you can write some yourself if you like!)
– Modularizable (again, via the Plugins model)
– Profile lockable, (<— really neat!)
– SMM (Secure Memory Manageable, for Windows Clipboard and the like)
– and more!
Anyway, Keepass is rad for its cost, but, like the others on this thread, I will second LastPass as well. LastPass is a an alternative to Keepass. =)
Bryan Alexander Webinar; Learners and their Learning Process
AAEEBL is very lucky to have Bryan Alexander for our first webinar of 2016. He is a consultant to the world on how to understand technology and its effects on learning and education. One of the creators of the MOOC idea — the interactive, social form of MOOC — he is a strong contributor to innovations in education and also a wonderfully engaging speaker.
His topic is “Learners and Their Learning Process.” He will talk for 20 minutes and then will open the webinar to discussion (audience uses chat; Bryan responds in voice) for the last 30 minutes of the Webinar. Trent Batson will serve as moderator.
The webinar is free but you must register to attend.
