Searching for "lecture capture"

apps for tutorials

Tools and Apps for Creating Educational Tutorials

http://www.educatorstechnology.com/2016/04/a-handy-chart-featuring-some-of-best.html

Categories
Apps
iPad apps for creating tutorials
Android apps for creating tutorials
Chrome apps for creating tutorials and screencasts
Web apps for creating tutorials and screencasts

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more on lecture capture in this IMS blog
https://blog.stcloudstate.edu/ims?s=capture

teaching with technology

Boulder Faculty Teaching with Technology Report
Sarah Wise, Education Researcher ,  Megan Meyer, Research Assistant, March 8,2016

http://www.colorado.edu/assett/sites/default/files/attached-files/final-fac-survey-full-report.pdf

Faculty perceive undergraduates to be less proficient with digital literacy skills. One-third think
their students do not find or organize digital information very well. The majority (52%) think
they lack skill in validating digital information.
My note: for the SCSU librarians, digital literacy is fancy word for information literacy. Digital literacy, as used in this report is much greater area, which encompasses much broader set of skills
Faculty do not prefer to teach online (57%) or in a hybrid format (where some sessions occur
online, 32%). One-third of faculty reported no experience with these least popular course types
my note: pay attention to the questions asked; questions I am asking Mike Penrod to let me work with faculty for years. Questions, which are snubbed by CETL and a dominance of D2L and MnSCU mandated tools is established.

Table 5. Do you use these in-class technologies for teaching undergraduates? Which are the Top 3 in-class technologies you would like to learn or use more? (n = 442)

Top 3 use in most of my classes have used in some classes tried, but do not use  

N/A: no experience

in-class activities, problems (via worksheets, tablets, laptops, simulations, beSocratic, etc.)  

52%

 

33%

 

30%

 

6%

 

30%

in-class question, discussion tools (e.g. Twitter, TodaysMeet, aka “backchannel communication”)  

 

47%

 

 

8%

 

 

13%

 

 

11%

 

 

68%

using online resources to find high quality curricular materials  

37%

 

48%

 

31%

 

3%

 

18%

iClickers 24% 23% 16% 9% 52%
other presentation tool (Prezi, Google presentation, Slide Carnival, etc.)  

23%

 

14%

 

21%

 

15%

 

51%

whiteboard / blackboard 20% 58% 23% 6% 14%
Powerpoint or Keynote 20% 74% 16% 4% 5%
document camera / overhead projector 15% 28% 20% 14% 38%

 

Table 6. Do you have undergraduates use these assignment technology tools? Which are your Top 3 assignment technology tools to learn about or use more? (n = 432)

Top 3 use in most of my classes have used in some classes tried, but do not use N/A: no experience using
collaborative reading and discussion tools (e.g. VoiceThread, NB, NotaBene, Highlighter, beSocratic) 43% 3% 10% 10% 77%
collaborative project, writing, editing tools (wikis, PBWorks, Weebly, Google Drive, Dropbox, Zotero)  

38%

 

16%

 

29%

 

12%

 

43%

online practice problems / quizzes with instant feedback 36% 22% 22% 8% 47%
online discussions (D2L, Today’s Meet, etc) 31% 33% 21% 15% 30%
individual written assignment, presentation and project tools (blogs, assignment submission, Powerpoint, Prezi, Adobe Creative Suite, etc.)  

31%

 

43%

 

28%

 

7%

 

22%

research tools (Chinook, pubMed, Google Scholar, Mendeley, Zotero, Evernote) 30% 33% 32% 8% 27%
online practice (problems, quizzes, simulations, games, CAPA, Pearson Mastering, etc.) 27% 20% 21% 7% 52%
data analysis tools (SPSS, R, Latex, Excel, NVivo, MATLAB, etc.) 24% 9% 23% 6% 62%
readings (online textbooks, articles, e-books) 21% 68% 23% 1% 8%

Table 7. Do you use any of these online tools in your teaching? Which are the Top 3 online tools you would like to learn about or use more? (n = 437)

 

 

 

Top 3

 

use in most of my classes

 

have used in some classes

 

tried, but do not use

N/A: no experience using
videos/animations produced for my course (online lectures, Lecture Capture, Camtasia, Vimeo)  

38%

 

14%

 

21%

 

11%

 

54%

chat-based office hours or meetings (D2L chat, Google Hangouts, texting, tutoring portals, etc.)  

36%

 

4%

 

9%

 

10%

 

76%

simulations, PhET, educational games 27% 7% 17% 6% 70%
videoconferencing-based office hours or meetings (Zoom, Skype, Continuing Education’s Composition hub, etc.)  

26%

 

4%

 

13%

 

11%

 

72%

alternative to D2L (moodle, Google Site, wordpress course website) 23% 11% 10% 13% 66%
D2L course platform 23% 81% 7% 4% 8%
online tutorials and trainings (OIT tutorials, Lynda.com videos) 21% 4% 16% 13% 68%
D2L as a portal to other learning tools (homework websites, videos, simulations, Nota Bene/NB, Voice Thread, etc.)  

21%

 

28%

 

18%

 

11%

 

42%

videos/animations produced elsewhere 19% 40% 36% 2% 22%

In both large and small classes, the most common responses faculty make to digital distraction are to discuss why it is a problem and to limit or ban phones in class.
my note: which completely defies the BYOD and turns into empty talk / lip service.

Quite a number of other faculty (n = 18) reported putting the onus on themselves to plan engaging and busy class sessions to preclude distraction, for example:

“If my students are more interested in their laptops than my course material, I need to make my curriculum more interesting.”

I have not found this to be a problem. When the teaching and learning are both engaged/engaging, device problems tend to disappear.”

The most common complaint related to students and technology was their lack of common technological skills, including D2L and Google, and needing to take time to teach these skills in class (n = 14). Two commented that digital skills in today’s students were lower than in their students 10 years ago.

Table 9. Which of the following are the most effective types of learning opportunities about teaching, for you? Chose your Top 2-3. (n = 473)

Count           Percentage

meeting 1:1 with an expert 296 63%
hour-long workshop 240 51%
contact an expert on-call (phone, email, etc) 155 33%
faculty learning community (meeting across asemester,

e.g. ASSETT’s Hybrid/Online Course Design Seminar)

116 25%
expert hands-on support for course redesign (e.g. OIT’s Academic Design Team) 114 24%
opportunity to apply for grant funding with expert support, for a project I design (e.g. ASSETT’s Development Awards)  

97

 

21%

half-day or day-long workshop 98 21%
other 40 8%
multi-day retreats / institutes 30 6%

Faculty indicated that the best times for them to attend teaching professional developments across the year are before and early semester, and summer. They were split among all options for meeting across one week, but preferred afternoon sessions to mornings. Only 8% of respondents (n = 40) indicated they would not likely attend any professional development session (Table 10).

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Teaching Through Technology
http://www.maine.edu/pdf/T4FinalYear1ReportCRE.pdf

Table T1: Faculty beliefs about using digital technologies in teaching

Count Column N%
Technology is a significant barrier to teaching and learning. 1 0.2%
Technology can have a place in teaching, but often detracts from teaching and learning. 76 18.3%
Technology has a place in teaching, and usually enhances the teaching learning process. 233 56.0%
Technology greatly enhances the teaching learning process. 106 25.5%

Table T2: Faculty beliefs about the impact of technology on courses

Count Column N%
Makes a more effective course 302 72.6%
Makes no difference in the effectiveness of a course 42 10.1%
Makes a less effective course 7 1.7%
Has an unknown impact 65 15.6%

Table T3: Faculty use of common technologies (most frequently selected categories shaded)

Once a month or less A few hours a month A few hours a week An hour a day Several hours a day
Count % Count % Count % Count % Count %
Computer 19 4.8% 15 3.8% 46 11.5% 37 9.3% 282 70.7%
Smart Phone 220 60.6% 42 11.6% 32 8.8% 45 12.4% 24 6.6%
Office Software 31 7.8% 19 4.8% 41 10.3% 82 20.6% 226 56.6%
Email 1 0.2% 19 4.6% 53 12.8% 98 23.7% 243 58.7%
Social Networking 243 68.8% 40 11.3% 40 11.3% 23 6.5% 7 2.0%
Video/Sound Media 105 27.6% 96 25.2% 95 24.9% 53 13.9% 32 8.4%

Table T9: One sample t-test for influence of technology on approaches to grading and assessment

Test Value = 50
t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference
Lower Upper
In class tests and quizzes -4.369 78 .000 -9.74684 -14.1886 -5.3051
Online tests and quizzes 5.624 69 .000 14.77143 9.5313 20.0115
Ungraded  assessments 1.176 66 .244 2.17910 -1.5208 5.8790
Formative assessment 5.534 70 .000 9.56338 6.1169 13.0099
Short essays, papers, lab reports, etc. 2.876 70 .005 5.45070 1.6702 9.2312
Extended essays and major projects or performances 1.931 69 .058 3.67143 -.1219 7.4648
Collaborative learning projects .000 73 1.000 .00000 -4.9819 4.9819

Table T10: Rate the degree to which your role as a faculty member and teacher has changed as a result of increased as a result of increased use of technology

Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree
Count % Count % Count % Count % Count % Count %
shifting from the role of content expert to one of learning facilitator  

12

 

9.2%

 

22

 

16.9%

 

14

 

10.8%

 

37

 

28.5%

 

29

 

22.3%

 

16

 

12.3%

your primary role is to provide content for students  

14

 

10.9%

 

13

 

10.1%

 

28

 

21.7%

 

29

 

22.5%

 

25

 

19.4%

 

20

 

15.5%

your identification with your University is increased  

23

 

18.3%

 

26

 

20.6%

 

42

 

33.3%

 

20

 

15.9%

 

12

 

9.5%

 

3

 

2.4%

you have less ownership of your course content  

26

 

20.2%

 

39

 

30.2%

 

24

 

18.6%

 

21

 

16.3%

 

14

 

10.9%

 

5

 

3.9%

your role as a teacher is strengthened 13 10.1% 12 9.3% 26 20.2% 37 28.7% 29 22.5% 12 9.3%
your overall control over your course(s) is diminished  

23

 

17.7%

 

44

 

33.8%

 

30

 

23.1%

 

20

 

15.4%

 

7

 

5.4%

 

6

 

4.6%

Table T14: One sample t-test for influence of technology on faculty time spent on specific teaching activities

Test Value = 50
t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference
Lower Upper
Lecturing -7.381 88 .000 -12.04494 -15.2879 -8.8020
Preparing course materials 9.246 96 .000 16.85567 13.2370 20.4744
Identifying course materials 8.111 85 .000 13.80233 10.4191 17.1856
Grading / assessing 5.221 87 .000 10.48864 6.4959 14.4813
Course design 12.962 94 .000 21.55789 18.2558 24.8600
Increasing access to materials for all types of learners 8.632 86 .000 16.12644 12.4126 19.8403
Reading student discussion posts 10.102 79 .000 21.98750 17.6553 26.3197
Email to/with students 15.809 93 .000 26.62766 23.2830 29.9724

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Study of Faculty and Information Technology, 2014

http://net.educause.edu/ir/library/pdf/ers1407/ers1407.pdf

Although the LMS is pervasive in higher education, 15% of faculty said that they
do not use the LMS at all. Survey demographics suggest these nonusers are part of
the more mature faculty ranks, with a tenure status, more than 10 years of teaching
experience, and a full-professor standing.
18
The vast majority of faculty use the LMS
to conduct or support their teaching activities, but only three in five LMS users (60%)
said it is critical to their teaching. The ways in which faculty typically use the LMS are
presented in figure 8.
19
Pushing out information such as a syllabus or other handout
is the most common use of the LMS (58%), which is a basic functionality of the
first-generation systems that emerged in the late 1990s, and it remains one of the core
features of any LMS.
20
Many institutions preload the LMS with basic course content
(58%), up about 12% since 2011, and this base gives instructors a prepopulated plat
form from which to build their courses.
21
Preloading basic content does not appear to
preclude faculty from making the LMS part of their daily digital habit; a small majority
of faculty (56%) reported using the LMS daily, and another 37% use it weekly.

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Digital Literacy, Engagement, and Digital Identity Development

https://www.insidehighered.com/blogs/student-affairs-and-technology/digital-literacy-engagement-and-digital-identity-development

igital Literacy, Engagement, and Digital Identity Development

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more on digital literacy in this IMS blog

https://blog.stcloudstate.edu/ims?s=digital+literacy

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tech ideas

Top 7 Campus Technology Stories in August

By Rhea Kelly 09/01/16

https://campustechnology.com/articles/2016/09/01/top-7-campus-technology-stories-in-august.aspx

1) Making Virtual Classrooms More Interactive

2) Taking Student Orientation Online

3) 7 Best Practices for Deploying Lecture Capture Campuswide

4) An LMS to Support ‘Gameful’ Learning

5) Why Today’s MOOCs Are Not Innovative

6) Kentucky State U Offers Free E-Textbooks for All Students

7) Cal State LA Launches Pokémon Go Health Walk

Free Tech Instruction (About Us)

>>>Fall 2019 workshops IMS instruction technology sessions<<<

Student’s relationship with technology is complex. They recognize its value but still need guidance when it comes to better using it for academics. Educause’s ECAR Study, 2013

InforMedia Services

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

How you can reach us:

Services we provide:

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

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Desire2Learn (D2L), Digital literacy, digital photography, e-learning, educational technology, gamification, gaming, image editing, interactive apps, learning, lecture capture, Millennials, mobile apps, mobile apps, mobile devices, mobile learning, MOOC, online learning, Photoshop, podcasting, programming languages, smartboard, social media, teaching, technology, technology literacy, video editing, virtualization, web conferencing platform, web development, web editing

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video tools for social media

14 Video Tools for Social Media

use to create screencasts, montages and slideshows.

December 7, 2015

http://www.socialmediaexaminer.com/14-video-tools-for-social-media-marketers

Facebook gives priority to native videos (as opposed to video links to external sources) to encourage this type of content. Videos that are directly uploaded to Facebook perform better and provide a better experience. They receive 30% more video views than videos posted from other websites, and have images up to 11 times larger in the news feed.

Screencasts / Lecture Capture

  • Camtasia Studio
  • ScreenFlow (Apple/Mac)
  • Snagit
  • TechSmith Fuse works with Camtasia Studio and Snagit. Capture the images and videos on your mobile device and send them to your desktop to use in your videos.
  • Reflector by Squirrels allows you to do wireless mirroring, so you can display your smartphone screen (Android or iOS) on your desktop.

Slideshows

Video Montages on Desktop and Mobile Apps

  • Animoto
  • Magisto is a free app that automatically turns your everyday videos and photos into movies
  • Adobe Voice. The app is available only for iPad

Mobile video capture

  • Flipagram. You can record voice narration, choose from Flipagram’s music or upload 15 seconds of music you already have on your mobile device.
  • Diptic app is another video tool for making collages that has a newly added animation feature, which works with transitions
  • Boomerang is a new app from Instagram that takes a burst of photographs and stitches them together into a 1-second video and loops it forward and backward. It’s not an animated GIF, but it’s designed to look like one.

More about lecture capture in this blog: https://blog.stcloudstate.edu/ims/?s=capture&submit=Search
More about video in this blog: https://blog.stcloudstate.edu/ims/?s=video&submit=Search
More about effective presentations and slideshows in this blog: https://blog.stcloudstate.edu/ims/?s=presentations&submit=Search

 

 

 

 

Midwest AV Summit

Midwest AV Summit

av summit 2015  2
 av summit  7
 3  4

5

 

Matthew Clay : Active Learning Spaces

partners across campus for IT/AV: CETL
What is the most important key for creating active learning spaces (ALS).

Mathew shared his work with CETL and his understanding of the importance of faculty being brought to the table. Faculty as equal stakeholder in the process.

In a conversation with him after the presentation, he agreed that faculty must be the leading force in in generating ideas what new technology and how to implement technology in the classroom. He agreed that at the present IT/AV staff is the leading force and this is a corrupt statuquo

 

key partnerships:
faculty and academic affairs, students, facilities, architects, engineers, contractors, furniture vendors, IT (networking, support instructional design)

challanges: ITS mindset (conservative), Administration must be on board (money), Funding.

MnSCU is not Google friendly. 60% of the staff is not doing the same tasks as 3 years ago.

Open about challenges, sharing more with faculty. Nice to hear this, but the communication must be much larger, to the point when faculty are equal partners in a relationship, which is not far from equal decision making. 

If faculty is not considered a REAL stakeholder (versus intimated body in a meeting which is controlled by IT people), the entire technology use goes down the drain. Faculty is much stronger relationship with students then IT is with students. The presentation put weight on IT staff and its connection with students’ needs. It is questionable how IT staff can make stronger connection then faculty, who are in a daily contact with students.
The issue is how to assist faculty to catch up with the technology, not how IT staff to rival faculty in their connection with students. What faculty lacks in understanding of technology cannot be replaced by IT staff increasing interaction with students, but rather assisting faculty with coming to terms with technology.

maintaining innovation: fail fast and fail forward; keep up to date with technology (blank statement); always look for new furniture; focus on space design instead of just A/V; Challenge yourself with new ideas; always learn from your mistakes; always get feedback from students and faculty (again, the PERIPHERAL role of faculty. Is feedback all expected from faculty? It faculty and IT staff must be equal partners at the decision table. not faculty being consulted at decision made by IT staff)

Google Glass mentioned, Pebble watches. supposedly to understand students habits. Big data used to profiling students is very fashionable, but is it the egg in the basket?

they have 3d printer, Inoculus. Makerspace mentioned

examples how to use 3d printing for education (LRS archive collections, MN digital library).

the presenter kept asking if there are questions. it makes me wonder how far back (pedagogically or androgogically) IT staff must be to NOT consider backchanneling. Social media is not a novelty and harvesting opinions and questions using social media should not be neglected

 

digital classroom breakdown session

digital classroom breakdown session

Break down session: Digital Classroom

technical, very IT. I am not versed enough to draw impression on how it projects over real faculty work. HDMI cables.
relating to the previous presentation: I really appreciate the IT / AV staff handling all this information, which is complex and important; but during my 15 years tenure at SCSU I learned to be suspicious of when the complexity and the importance of the techy matter starts asserting itself as leading when the pedagogy in the classroom is determined.

HD flow and other hardware and software solutions

VLAN 3. lecture capture.

BYOD support in the classroom: about half of the room raised their hands.

Technology Week: April 7-11: Integrating other technologies in D2L

Integrating other technologies in D2L

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.

Technology Instruction Week: Integrating Technologies in D2L, April 8-12

MC 205 | 1:00pm – 2:00pm

  •    Monday

Lecture Capture and D2L

  • Tuesday
    Classroom Rresponse Systems (clickers) and D2L
  • Wednesday
    RSS (podcasting) and D2L
  • Thursday
    Grading with Excel and D2L
  • Friday
    Alternatives to D2L

Register for the 1:00pm session at (not required):

http://huskynet.stcloudstate.edu/help/training/

 

Follow us

  • on Twitter: @SCSUtechInstruc | #techworkshop

Suggestions? Ideas? Please email: pmiltenoff@stcloudstate.edu

D2L camp Wednesday January 9, 2013

D2L: SHARING PRACTICES IN LEARNING AND TEACHING

– mostly it is visual changes. D2L is now using a lot of collapsing / scroll down bars to navigate. it is more compact
– changes and improvements in different tools: e.g. discussion, rubrics, grades (e.g.  export straight to Excel), pager etc
– faculty cannot add tools to the default navbar, but can email d2l@stcloudstate.edu and request a tool to be added. Faculty CAN take off tool; don;t forget to save
– must post first in discussion

  • 10:00-10:30am: Make D2L work for you: discussions and grades in D2L . Dr. David Switzer, Economics

– grades, how to streamline them. copying again and again in D2L can be too timeconsuming. exxporting to Excel, calculating and importing back is easier. Remeber to export a blank D2L grading item, so the template can be set. q/n: when final grades will be able to export straight from D2L to R&R
-use subscription on discussion
-show students in class that surveys are anonimous indeed

– who to turn for help and ideas: colleagues, tech support, tech insrtruct people, students
– how to organize lectures’ content and put it online, D2L in particular
– F2F, hybrid and online. how do we choose and discriminate?

– online learning, disruptive technology. touched on MOOC, student-center edlearning
Camtasia. free version of the C Studio 8.0 for Win and Mac. Shareware (30 days). for every min of recorded lecture, will take 5 to 10 min to record it, edit it and prepared it.
Adobe Captivate. use it through the virtual lab. it is not that connvenient. $30 per year for the key server version
-Blue Berry is superior to Camtesia by allowing to draw
Jing. Free
Screencast. bandwidh restriction. means that too many students cannot view simultanously the lecture video.  Flash-based and this is not compatible with Apple products.
– Mediaserver (media4.stcloudstate.edu) upload zipped folder (SCORM compliant). Need an account, request from Greg Jorgenson.
— Mike from the Adobe Connect participants shared ” I’ve used Screenhunter to captures images (jpg), which is a free software”
– multimedia formats: video, audio, images, animations
– differences between raster and vector graphics. Camtasia will accept only JPG, PNG formats, but not vectorgraphics

  • 11:30-12:00pm: Open time for individual projects and problem solving.

Lunch Break

– Steve: rubrics and grading. D2L is not flexible and we need to adapt our assessment to the D2L capabilities.
– homework and papers, holistic and analytic.
Amazon Kindle much better for grading online then iPAD.
– separate criteria did not work for Steve, but Ken has his rubrics in different criteria. KISS rule. Properly defines students’ expecations.  Create a grid of the rubrics and then cut and paste into the D2L rubrics. Also go over with students over the rubrics details.
– Ken: have several levels in rubrics. New Rubric must be “published” and not a “draft” otherwise cannot be linked to grades.

– calibrated peer review.
another way of using rubrics. potential advantage of using this app is to do automated blind peer review. D2L cannot do it that well as this app. handy for large classes and short writing assignments. Contact Joe Melcher (jmmelcher@stcloudstate.edu) for an account to be created.
crowd control versus really learning the content. The software gives a good feedback what students have actually done (student progress tab).
export callibrated results to D2L

  • 2:00-3:00pm: Open time for individual projects and problem solving.

 

You can also join us via virtual synchronous connection through Adobe Connect at:
http://media4.stcloudstate.edu/d2lworkshop/

Limited space; please consider registering at:  https://secure.mnsu.edu/mnscupd/login/default.asp?campusid=0073

We would like similar event during the Spring 2013 semester? Please share with us your preference for day/time, as well as topics of interest.

For any questions, recommendations, suggestions, please use the following contact:

Plamen Miltenoff
320-308-3072
pmiltenoff@stcloudstate.edu

 

 

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