Combining screencasting, desktop control, and an interactive whiteboard in one app, you’ll never have to turn your back to the class or audience again. Create a lesson or presentation, insert images, save and edit your project and record a screencast video you can easily save or share. Doceri does it all!
Control your lesson or presentation live with Airplay or through your Mac or PC. Annotate a Keynote or PowerPoint, or present your original Doceri project. Great for student projects, too.
WebRoom is a free service for hosting online meetings
Know Lounge is a free platform that will let you create a live broadcast from your laptop.
Stoodle is a free online collaborative whiteboard tool hosted by CK12.
Draw Chat is a free service that allows anyone to create a video chat over a whiteboard, PDF, image, or map
Scratchwork is an online whiteboard and video conferencing tool designed with math students in mind. The platform works like many similar services as it provides you with a whiteboard on which you can draw, type, and import images to annotate.
The key campus tech issues are no longer about IT (in the past e.g.: MS versus Apple). IT is the “easy part” of technology on campus. The challenges: people, planning policy, programs, priorities, silos, egos, and IT entitlements
How do we make Digital Learning compelling and safe for the faculty? provide evidence of impact, support, recognition and reward for faculty; communicate about effectiveness of and need for IT resources.
technology is not capital cost, it is operational cost. reoccurring.
Visualization:
underlying issues; can i do this? why should i do this? evidence of benefit?
the more things change, the more things stay the same. new equilibrium.
change: from what did you do wrong to how do we do better. Use data as a resources, not as a weapon. there is a fear of trying, because there is no recognition or reward
Machiavelli: 1. concentrate your efforts 2. pick your issues carefully, know when to fight 3. know the history 4. build coalitions 5. set modest goals – and realistic 6. leverage the value of data (use it as resource not weapon) 7. anticipate personnel turnover 8. set deadlines for decisions
Colleagues,
We apologize for the short notice, but wanted to make you aware of the following opportunity: provide
From Ken Graetz at Winona State University:
As part of our Digital Faculty Fellows Program at WSU, Dr. Kenneth C. Green will be speaking this Thursday, March 22nd in Stark 103 Miller Auditorium from 11:30 to 12:30 on “Innovation, Infrastructure, and Digital Learning.” We will be streaming Casey’s talk using Skype Meeting Broadcast and you can join as a guest using the following link: Join the presentation. This will allow you to see and hear his presentation, as well as post moderated questions. By way of a teaser, here is a recent quote from Dr. Green’s blog, DigitalTweed, published by Inside Higher Ed:
“If trustees, presidents, provosts, deans, and department chairs really want to address the fear of trying and foster innovation in instruction, then they have to recognize that infrastructure fosters innovation. And infrastructure, in the context of technology and instruction, involves more than just computer hardware, software, digital projectors in classrooms, learning management systems, and campus web sites. The technology is actually the easy part. The real challenges involve a commitment to research about the impact of innovation in instruction, and recognition and reward for those faculty who would like to pursue innovation in their instructional activities.”
Dr. Green is the founding director of The Campus Computing Project, the largest continuing study of the role of digital learning and information technology in American colleges and universities. Campus Computing is widely cited as a definitive source for data, information, and insight about IT planning and policy issues affecting higher education. Dr. Green also serves as the director, moderator, and co-producer of TO A DEGREE, the postsecondary success podcast of the Bill & Melinda Gates Foundation. He is the author or editor of some 20 books and published research reports and more than 100 articles and commentaries that have appeared in academic journals and professional publications. In 2002, Dr. Green received the first EDUCAUSE Award for Leadership in Public Policy and Practice. The EDUCAUSE award cites his work in creating The Campus Computing Project and recognizes his, “prominence in the arena of national and international technology agendas, and the linking of higher education to those agendas.”
Also, you can design the image to highlight your offer while the actual video demonstrates the value of your products.
Even better, producing a Facebook live stream with a branded image doesn’t take a ton of your time and it can position your company as tech-savvy and cool.
branding your live videos.
#1: Create the Branded Image Overlay
#2: Set Up the Switcher Go App for Live Video
The Switcher Go iOS app is a free tool that’s packed with features and allows you to overlay an image in the lower third of your live video. You can connect the app to Facebook Live and YouTube Live. (Although you can use the Switcher Studio video tools, you only need Switcher Go to add an image to a live video.)
My note: this article is geared toward Apple mobile tools. If you are Android user and/or use both tools, and/or are running your Live feed from laptop/desktop, OBS (Open Broadcast Sofware) – https://obsproject.com/ might be good option.
#3: Prepare Your Facebook Live Post in Switcher Go
#4: Stream Your Live Video With a Branded Image
#5: Boost the Live Video Post to Your Target Audience on Facebook
Definition:
The HyFlex model gives students the choice to attend class in person or via synchronous remote stream and to make that choice on a daily basis. In other words, unlike online and hybrid models which typically have a fixed course structure for the entire semester, the HyFlex model does not require students to make a choice at the beginning of term and then stick with it whether their choice works for them or not; rather students are able to make different choices each day depending on what works best for them on that day (hence the format is “flexible”) (Miller and Baham, 2018, to be published in the Proceedings of the 10th International Conference on Teaching Statistics).
Definition from Horizon Report, HIgher Ed edition, 2014. p. 10 integration of Online Hybrid and Collaborative Learning
Definition from U of Arizona (https://journals.uair.arizona.edu/index.php/itet/article/view/16464/16485)
Beatty (2010) defines HyFlex courses to be those that “enable a flexible participation policy for students whereby students may choose to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class”
Online courses
Definition
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.2.Online classes are a form of distance learning available completely over the Internet with no F2F interaction between an instructor and students (Helms, 2014).
https://www.oswego.edu/human-resources/section-6-instructional-policies-and-procedures
An online class is a class that is offered 100% through the Internet. Asynchronous courses require no time in a classroom. All assignments, exams, and communication are delivered using a learning management system (LMS). At Oswego, the campus is transitioning from ANGEL to Blackboard, which will be completed by the Fall 2015 semester. Fully online courses may also be synchronous. Synchronous online courses require student participation at a specified time using audio/visual software such as Blackboard Collaborate along with the LMS.
Web-enhanced courses
Web enhanced learning occurs in a traditional face-to-face (f2f) course when the instructor incorporates web resources into the design and delivery of the course to support student learning. The key difference between Web Enhanced Learning versus other forms of e-learning (online or hybrid courses) is that the internet is used to supplement and support the instruction occurring in the classroom rather than replace it. Web Enhanced Learning may include activities such as: accessing course materials, submitting assignments, participating in discussions, taking quizzes and exams, and/or accessing grades and feedback.”
Blended/Hybrid Learning
Definition
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.3.
Helms (2014) described blended education as incorporating both online and F2F character- istics into a single course. This definition captures an important confound to comparing course administration formats because otherwise traditional F2F courses may also incorp- orate aspects of online curriculum. Blended learning may thus encompass F2F classes in which any course content is available online (e.g., recorded lectures or PowerPoints) as well as more traditionally blended courses. Helms recommended the use of ‘‘blended’’ over ‘‘hybrid’’ because these courses combine different but complementary approaches rather than layer opposing methods and formats.
Blended learning can merge the relative strengths of F2F and online education within a flexible course delivery format. As such, this delivery form has a similar potential of online courses to reduce the cost of administration (Bowen et al., 2014) while addressing concerns of quality and achievement gaps that may come from online education. Advantages of blended courses include: convenience and efficiency for the student; promotion of active learning; more effective use of classroom space; and increased class time to spend on higher- level learning activities such as cooperative learning, working with case studies, and discuss- ing big picture concepts and ideas (Ahmed, 2010; Al-Qahtani & Higgins, 2013; Lewis & Harrison, 2012).
Although many definitions of hybrid and blended learning exist, there is a convergence upon three key points: (1) Web-based learning activities are introduced to complement face-to-face work; (2) “seat time” is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
The amount of in class time varies in hybrids from school to school. Some require more than 50% must be in class, others say more than 50% must be online. Others indicate that 20% – 80% must be in class (or online). There is consensus that generally the time is split 50-50, but it depends on the best pedagogy for what the instructor wants to achieve.
definition
“Backchannel” is a mode of communication created by audience members to connect with other observers both inside and outside of the presentation space, with or without the speaker’s awareness (Atkinson, 2009).
ARS (or CRS) are[audience] response systems are instructional technologies that allow instructors to rapidly collect and analyze student responses to questions posed during class” (Bruff, 2009, p. 1)
Distance learning courses are indicated in the schedule of classes on BU Brain with an Instructional Method of Online Asynchronous (OA), Online Synchronous (OS), Online Combined (OC), or Online Hybrid (OH). Online Asynchronous courses are those in which the instruction is recorded/stored and then accessed by the students at another time. Online Synchronous courses are those in which students are at locations remote from the instructor and viewing the instruction as it occurs. Online Combined courses are those in which there is a combination of asynchronous and synchronous instruction that occurs over the length of the course. Online Hybrid courses are those in which there is both in-person and online (asynchronous and/or synchronous) instruction that occurs over the length of the course.
Howard, H. A. (2018). Academic Libraries on Social Media: Finding the Students and the Information They Want. Information Technology and Libraries, 37(1), 8–18. https://doi.org/10.6017/ital.v37i1.10160
In his book Tell Everyone: Why We Share and Why It Matters, Alfred Hermida states, “People are not hooked on YouTube, Twitter or Facebook but on each other. Tools and services come and go; what is constant is our human urge to share.”1 Libraries are places of connection, where people connect with information, technologies, ideas, and each other. As such, libraries look for ways to increase this connection through communication.
Academic libraries have been slow to accept social media as a venue for either promoting their services or academic purposes. A 2007 study of 126 academic librarians found that only 12 percent of those surveyed “identified academic potential or possible benefits” of Facebook while 54 percent saw absolutely no value in social media.2 However, the mission of academic libraries has shifted in the last decade from being a repository of knowledge to being a conduit for information literacy; new roles include being a catalyst for on-campus collaboration and a facilitator for scholarly publication within contemporary academic librarianship.3 Academic librarians have responded to this change, with many now believing that “social media, which empowers libraries to connect with and engage its diverse stakeholder groups, has a vital role to play in moving academic libraries beyond their traditional borders and helping them engage new stakeholder groups.”4
The project focused on three research questions: 1. What social media platforms are students using? 2. What social media platforms do students want the library to use? 3. What kind of content do students want from the library on each of these platforms?
survey using the web-based Qualtrics
The social media platforms included were Facebook, Flickr, G+, Instagram, LinkedIn, Pinterest, Qzone, Renren, Snapchat, Tumblr, Twitter, YouTube, and Yik Yak
The second survey also lasted for three weeks starting in mid-April of the spring 2017 semester. As a participation incentive, students who completed the initial survey and the second survey had an opportunity to enter a drawing for a $25 Visa gift card.
we intend to develop better communication channels, a clear social media presence, and a more cohesive message across the Purdue libraries. Under the direction of our new director of strategic communication, a social media committee was formed with representatives from each of the libraries to contribute content for social media. The committee will consider expanding the Purdue Libraries’ social media presence to communication channels where students have said they are and would like us to be.
In 2015, the weekly wages of public school teachers in the United States were 17 percent lower than comparable college-educated professionals — and those most hurt are veteran teachers and male teachers.
