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instructional sessions avaialble on the Adobe Creative Cloud Master Collection

With the announcement of the site license for the Adobe Creative Suite (Acrobat, Photoshop, InDesign, Illustrator, Dreamweaver, After Effects, Premier Pro, Fireworks, Flash, Lightroom, and more) InforMedia Services will be offering instruction, consulting, and support for faculty, staff, and students who want to learn and use these tools. We expect to schedule specific workshops in the next few weeks. Until those are publicized, please email informedia@stcloudstate.edu for assistance. We can work with individuals, groups of faculty, staff, or students, or present opportunities to classes.

Please let us know how we can help you— informedia@stcloudstate.edu.

Plamen Miltenoff and Tom Hergert

InforMedia Services

informedia@stcloudstate.edu

pmiltenoff@stcloudstate.edu

trhergert@stcloudstate.edu

Contact us via social media:

IMS blog: http://blog.stcloudstate.edu/ims/

Twitter: https://twitter.com/SCSUtechinstruc

Facebook: https://www.facebook.com/InforMediaServices?ref=hl

Pinterest: http://www.pinterest.com/scsutechnology/

Instagram: http://instagram.com/scsutechinstruct

YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA

Google +: https://plus.google.com/u/0/115966710162153290760/posts/p/pub

LinkedIn: https://www.linkedin.com/in/scsuinstructionaltechnology

Visit to Mankato CETL

1. Green room at cCETL

podcasts, live streaming

3 is the magic number, having 3 students

mavtube on kaltura as YouTube channel

how does it help faculty? hi end lecture capture. Collaboration for two experts, they can use the green screen. Use the background.

How decisions are made.  Is faculty involved. This center is one time deal, money  spent on production. Innovative technology for $40K. It might be more.  No time to survey people what they want. There are other technologies which people can try out and then expand on them.

Bunch of smart boards, but not sure if people are. Using them.  Software and apps only here at the CETL, not on the. Rest of the campus. People will try but get stuck with that technology Only.

staffing snow students.

#pm #techworkshop #LectureCApture http://ow.ly/i/4ex06 http://ow.ly/i/4ex0v

web page and linkedin are the social media they are using

the CETL is housing people with different bosses. Closes collaboration is technology and CETL, not research yet. D2l specialist and hardware people are coming to CETL. StarID conversion is hosted in CETL. Library had to give up spaceto CEyl and like at Scsu problematic.

Assessment certificate. Sustainability and budget.

 

Summer money for class redesign. Cohort of people who can focus on that. flipped classroom study abroad etc as themes.

New provost wants decisions to be data driven. Is there an office like institutional research. Use only quantitative data but thinking about qualitative interviews.

generation on a tightrope

http://www.amazon.com/Generation-Tightrope-Portrait-College-Student/dp/0470376295

working with the librarians took time also. make aware librarians of the lecture capture for instructional purposes.

Focus is student learning.

Curiculum maPiping speaker and CETL is asking how can follow up.

How BYOD Programs Can Fuel Inquiry Learning | Four Smart Ways to Use Cell Phones in Class. Backchanneling.

How BYOD Programs Can Fuel Inquiry Learning. Backchanneling.

http://blogs.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/

creating a learner profile, a set of criteria the school district wanted students to learn while in school. That profile includes: seek knowledge and understanding; think critically and solve problems; listen, communicate, and interact effectively; exhibit strong personal qualities; and engage and compete in a global environment. The profile helps guide all approaches to learning in the district.

Kids already know how to use their devices, but they don’t know how to learn with their devices,” Clark said in an edWeb webinar. It’s the teacher’s role to help them discover how to connect to content, one another and learning with a device that they may have only used for texting and Facebook previously. “It’s about the kids being empowered in the classroom to make decisions about the ways that they are learning,”

Four Smart Ways to Use Cell Phones in Class

http://blogs.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/

IN-CLASS POLLING/QUIZZING.

IN-CLASS BACK-CHANNELINGBackchanneling refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks.

IN-CLASS READINGS AND HANDOUTS. Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “Dropbox A Multi-Tool for Educators”).

ORGANIZING RESEARCH. 

Using Google Docs for backchanneling with students:

http://www.educatorstechnology.com/2014/04/this-is-how-to-use-google-docs-to.html

10 ways to employ backchanneling in  classroom instruction.

  1. Poll students on a particular classroom event or on a decision regarding their learning
  2. Crowdsource feedback on learning activities and use this input to inform your future instructional strategies.
  3. Backchanneling empowers students voice and make them feel they are real participants in the knowledge building taking place in the class.
  4. Conduct informat assessments .
  5. Assess students prior knowledge about a given topic.
  6. Brainstorm ideas for a writing project.
  7. Encourage students to ask questions about anything they did not understand.
  8. Hold synchronous discussions of video content shared in class
  9. Organize real time discussions in class.
  10. Backchanneling is a good way to engage introverts and shy students in classroom conversations.

10 Fundamental Apps for Your New iPad

10 Fundamental Apps for Your New iPad

http://www.educatorstechnology.com/2014/01/10-fundamental-apps-for-your-new-ipad.html?m=1

1- Dropbox

Besides  Google Drive App, Dropbox is a great cloud storage platform that you can use for free. When you sign up you get 2GB of space for free and you can upgrade for more. Dropbox lets you save all your pictures, files, and documents into easily arranged folders and access them anywhere you are with internet connection and across different devices. its syncing capabilities are also great.

2- Evernote

This list would  not be complete without Evernote. This app is definitely a must have. It allows you to take notes on the go and sync them across different devices and platforms. Evernote is also a wonderful bookmarking tool that you can use to save and  curate web content.

3- Gmail

This is the official Gmail app for iPad. The new update brought to Gmail app some new useful functionalities including: multiple account support, real time notification, and search across the entire inbox.

4- Penultimate

This is a wonderful app for digital handwriting. It allows you to handwrite on your iPad, take notes, write on pictures, zoom in on a spot and illustrate it. When you are done you can store your note into your Evernote account and access it from anywhere with internet connection.

5- Paper

Wanna unleash your creativity on iPad, give Paper a try. This is an app that enables you to create drawings, illustrations, notes, sketches, diagrams and share them with your students and colleagues.

6- Chrome

Chrome is my favourite browser for iPad. Safari is also a good option but I like Chrome the most because  I find it to be fast, loads quicker and is user friendly.

7- Flipboard

Flipboard is a great personal magazine. You can use it to catch up on the news you care abut. You can add popular publications like New York Times or add the feeds of your favourite websites and blogs. Flipboard also enables you to stay updated about the news and feeds coming from your social media networks like Facebook, Twitter, Thumblr, and Instagram and all in a beautiful magazine style experience.

8- Skitch

This is the app I use to illustrate pictures I take with my iPad camera. Skitch  allows you to capture a picture or use  the ones you have in your camera roll and write or draw on them before sharing them with others.

9- Twitter

This is the official iPad app for Twitter. It is pretty basic because it’s free but if you want a sophisticated Twitter app then go for Tweetbot ($2,99). I personally use the free one.

10- Kindle

 

A PARADIGM SHIFT IN THE 21ST CENTURY ACADEMIC LIBRARIES AND LIBRARIANS: PROSPECTUS AND OPPORTUNITIES

http://www.journalsgate.com/paper/ps2.pdf

A PARADIGM SHIFT IN THE 21ST CENTURY ACADEMIC LIBRARIES AND LIBRARIANS: PROSPECTUS AND OPPORTUNITIES

How InforMedia Services fits in this new structure of LRS

The old concept of book-oriented librarianship has long been taken over by user-centred librarianship (p. 133)

Academic libraries are therefore, to support the three main institutional activities teaching, learning and research of their academic community staff, students and researchers.

Table 1:

  • liaisons (IMS did do it, can do it)
  • 24/7 online and virtual reference services (IMS did do it, can do it)
  • To support education (IMS did do it, can do it)
outreach programming (p. 135). IMS needs to transform poorly visited workshops into outreach programming.

Open and Distance Learning (ODL), learning management systems, M-Learning, online education venture, virtual campus and Flipped Classrooms (p. 136). IMS (as I repeat for years now), must be in charge of the online education, and under its umbrella, D2L and other technologies must be put, not the other way around.

Social Media (p. 137). IMS must be ahead of LRS, who needs to be ahead of the compus in social media.

If we support the second school of thought (p. 138) and the premise : “Google can bring you back 100,000 answers, a librarian can bring you back the right one” (Gaiman, n.d.),” IMS must join LRS, namely changing with the academic librarians from an old-fashioned book worm (librarians) or PowerPoint “expert” (specific IMS member right now0 to digital experts. Which means that D2L MUST BE gradually abandoned as the foremost if not only responsibility of IMS and IMS and its members must move into social media, web design and development and interactivity (versus multimedia only)

 

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

 

Pinterest Is Now The Fastest Growing Content-Sharing Platform

Pinterest Is Now The Fastest Growing Content-Sharing Platform

Read more: http://www.businessinsider.com/pinterest-is-fastest-growing-content-sharing-platform-2013-11#ixzz2jxRe8Hfa

The new data offers a reminder that businesses should look beyond Facebook and Twitter when managing their social media outreach, says ShareThis CEO Kurt Abrahamson in a release.

Small businesses can capitalize on the Pinterest and LinkedIn surge to market their products and grow their consumer base. Pinterest, a highly visual medium, gives businesses a chance to catch the eye of consumers with compelling images and colorful infographics that promote deals and new products. Pinning pictures of employees could also help customers identify with the people who work at the company, putting a face to a name. Meanwhile, LinkedIn can provide a more professional forum for blogging and sharing posts to a targeted audience, as well as collecting positive recommendations and reviews of your company.

LRS can help students, faculty and staff:
– identify objects and services by posting pictures
– identify people who work at the library and how they can help students, faculty and staff 

just few of the analogies drawn from the article…

contemplative computing, contemplative pedagogy and getting “unplugged”

Mark Zuckerberg’s Sister Published A Book About A Child Whose Mom Takes Her iPad Away
http://www.businessinsider.com/randi-zuckerbergs-kids-book-dot-2013-11#ixzz2jmchiAAf

social media etiquette

unplug

http://www.nytimes.com/2013/11/03/books/review/randi-zuckerbergs-dot-complicated-and-dot.html

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

https://docs.google.com/viewer?pid=sites&srcid=cG9kbmV0d29yay5vcmd8d2lraXBvZGlhfGd4OjY4MDVkOTRlNGQyODY0ZjY&docid=9ffbca34d1874ac24b0a339bd01f94cf%7Cbeba8a8cdb041811cbd3136e0fdbd53b&a=bi&pagenumber=45&w=800

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

Topics: Faculty Professional Development, Teaching & Learning

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

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

Topics: Faculty Professional Development, Teaching & Learning

Contemplative Computing and Our Future of Education

Alex Soojung-Kim Pang, Stanford University

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

short-sighted and counterproductive. Contemplative computing argues that even

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

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

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

http://www.edudemic.com/social-media-in-education/

How Social Media Is Being Used In Education

good graph on the bottom of the article (http://www.edudemic.com/wp-content/uploads/2013/10/social-media-for-teaching.jpg)

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

Digital Identity and Digital Citizenship

5 Excellent Videos to Teach Your Students about Digital Citizenship ~ Educational Technology and Mobile Learning

bibliography:

Ramspott’s blog entry best written for my personal taste, but here is a long list of additional and similar opinions:

Bramman, R. (n.d.). Digital Identity Essentials: Understanding Online Etiquette and the Rules Social Media Engagement. Research Personal Branding. Retrieved October 3, 2013, from http://www.reachpersonalbranding.com/digital-identity-essentials-understanding-online-etiquette-and-the-rules-social-media-engagement/

Braunstein, D. (2013, March 20). Digital Identities: Who Are You When You’re Online? Huffington Post. Retrieved from http://www.huffingtonpost.com/danya-braunstein/digital-identities-who-ar_b_2904211.html
Dalton, J. C., & Crosby, P. C. (2013). Digital Identity: How Social Media Are Influencing Student Learning and Development in College. Journal of College and Character, 14(1), 1–4. doi:10.1515/jcc-2013-0001
Death and the Social Network: The Persistence of Digital Identity. (n.d.). Jed Brubaker. Retrieved October 3, 2013, from http://www.jedbrubaker.com/death-and-the-social-network-the-persistence-of-digital-identity/
Digital identity. (2013, October 3). In Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/w/index.php?title=Digital_identity&oldid=575355398
Digital Identity – Social Media and You. (n.d.). Altan Khendup. Retrieved October 3, 2013, from http://altankhendup.com/altankhendupblog/2013/6/6/digital-identity-social-media-and-you
Digital Identity and Social Media CFC. (n.d.). Liquid Learning. Retrieved October 3, 2013, from http://warburton.typepad.com/liquidlearning/2009/09/digital-identity-and-social-media-cfc.html
Digital Identity, Social Media, Privacy, Balance, and Being Radical. (n.d.). Retrieved October 3, 2013, from http://eduniverse.org/digital-identity-social-media-privacy-balance-and-being-radical
fsubeccaramspott. (n.d.). 2013: The Year of Digital Identity Development in Higher Education. CASE Blog. Retrieved October 3, 2013, from http://blog.case.org/2013/01/15/2013-the-year-of-digital-identity-development-in-higher-education/
Higher Ed Live – Digital Identity Development. (n.d.). Higher Ed Live. Retrieved October 3, 2013, from http://higheredlive.com/higher-ed-live-digital-identity-development/
Manage Your Digital Identity | Inside Higher Ed. (n.d.). Retrieved October 3, 2013, from http://www.insidehighered.com/blogs/gradhacker/manage-your-digital-identity
News: Social Media Thought Leader Eric Stoller to Speak About Digital Identity and Higher Education at Kent State, Feb. 14. (n.d.). Kent State University. Retrieved October 3, 2013, from http://www.kent.edu/news/newsdetail.cfm?newsitem=CAB2045F-0159-B0DC-526E15EFB8C5A416
Stewart, B. (n.d.). Digital Identities: Six Key Selves of Networked Publics. The Theoryblog. Retrieved October 3, 2013, from http://www.reachpersonalbranding.com/digital-identity-essentials-understanding-online-etiquette-and-the-rules-social-media-engagement/
Stroller, E. (n.d.). Digital Identity and Social Media // Speaker Deck. Retrieved October 3, 2013, from https://speakerdeck.com/ericstoller/digital-identity-and-social-media
Warburton, S., & Hatzipanagos, S. (Eds.). (2012). Digital Identity and Social Media: IGI Global. Retrieved from http://www.igi-global.com/book/digital-identity-social-media/63892

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Teach Digital Citizenship with … Minecraft

http://askatechteacher.wordpress.com/2013/10/03/teach-digital-citizenship-with-minecraft/

In the summer, there was an article about physics professor using Minecraft, but that’s not new because an MIT physics professor was using rap in the down of podcasting to teach physics and then another one later on was using Second Life. All of them gone by now…

From: Ewing, M Keith
Sent: Monday, September 30, 2013 4:43 PM
Subject: Eric Stoller on Digital Identity

A couple of interesting links to comments by Eric Stoller on “digital identity” – which he defines as “made up of their online interactions and exchanges.”

Character Clearinghouse – Interview with Eric Stoller, 2013 Jon C. Dalton Institute on College Student Values, Keynote Speaker

https://characterclearinghouse.fsu.edu/index.php/jon-c-dalton-institute-on-college-student-values/keynote-speakers/925-stoller

Digital Identity Keynote at Curry College (full video is about 63 minutes; includes transcript of the Twitter stream about his talk)

http://ericstoller.com/blog/2013/06/21/digital-identity-keynote-at-curry-college/

Eric might make a good speaker to students (and faculty) …

my (Plamen) note: Keith’s email and his suggestions for readings, e.g.

http://www.degruyter.com/view/j/jcc.2013.14.issue-1/jcc-2013-0001/jcc-2013-0001.xml

connects with “contemplative computing” and Turkle’s disconnect, so I am entering as tags

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