1. 9:00-9:30am: Snacks, networking and welcome.
2. 9:30-10:00am: D2L Version 10 update.
3. 10:00-10:30am: Overview of D2L basics and share best practices. Dr. Plamen Miltenoff, LRS

• please enter ideas and suggestions
  who is helping students with the new D2L interface?
  PPT about the changes to the new version at:http://web.stcloudstate.edu/informedia/d2l10.pptx
  the new version does not discrimante the teacher, versus T2 and GA unless you
  change of Navbar. BE AWARE that you cannot add tools (you need to request via d2L@stcloudstate.edu) but you can take off tools from the new navbar. To take off a tool, go to “Edit Course” in the new version, click on “Tools” and find “Set Inactive”
  Dropbox addition. Feedback left for students can be kept as a draft

1. 10:30-11:00am: Automation of lab reports using D2L.  Dr. Zengqiang “John” Liu, Physics

• please enter ideas and suggestions
  – D2L dropbox:
  1. when papers are a big stack of paper, versus electronic format in dropbox, is it a bigger psychological burden?
  2. Navbar CANNOT be changed by faculty. Need to request the change from D2L@stcloudstate.edu
  3. BWhen assignng bonus points work, they fine, but do not apply to the final grade
  4. Naming the file deposited in the dropbox is crucial to navigating later on
  5. “Properties: One file per sumbission | overwrite submissions” is probably the best way to streamline the dropbox flow
  6. “Restrictions: Display in Calendar” helps student as a reminder, even if the D2L calendar is not populated and used regularly
  7. “Restrictions: Additional Release and Conditions” is the overarching idea of successful teaching. Conditioning Dropbox with Content, Discussions and Quizzes can bring uniformity and structure in students’ learning
  8. Restrictions: Special Access” is poorly phrased and can confuse faculty.
  9. Downloading all files at once via zipped file attaches Last Name First name of the student to its paper’s file name

1. 11:00-11:30am: Organization of D2L Content delivery and student learning. Dr. Lakshmaiah Sreerama, Chemistry
   please have a link to Ram’s presentation: http://web.stcloudstate.edu/informedia/d2l/Organization_D2L_Content_Student_Learning.pptx  

• please enter ideas and suggestions
  1. what is optimal when using CMS.
  2. the switch from WebCT to D2L was very consuming. Is it gonna be again when we switch to a different one?
  3. How to deliver content is challange. write versus speak. Student takes notes or listens? Also engage, becomes to much. Classes become “flipped classroom”
  4. Modular | recorded lectures | lectures notes in several formats | study guides
  5. develop best practices for my discipline
  6. modular guide: goals | outcomes | objectives | readings | activities | quizzes
  7. recorded lexture: in sciences is easIER to organize, how it will be in humanities? This is where we can be creative
  8. providing all this content in all thes[e] format[s] made me a better teacher. It also made students better prepared for class.  student learning success
  9. Best Practices used by Ram: check his PPT. -) choose simler presenation format -) listen to student feedback -) privacy issues (release form about taping students), intellectual property rights
  10. Flipped classroom: -) capture
  11. discussion – Camtasia versus Adobe Connect how do we manage this. Camtasia has larger file size. Kaltura is still tested. The MediaSite server as carrying the heavy duty files. Authentication not needed if the files are made public.

1. 11:30-12:00pm: New tools in D2L. Greg Jorgensen and Karin Duncan, ITS

• please enter ideas and suggestions
  1. search option in minibar only if faculty has ten or more classes
  2. instant notifications: new features. ellect to receive emails
  3. discussions managed in two spots: -) via subscription  on the top as general, or -) subscribe for each topic.  There is an option: include in my summary of activity
  4. D2L now keeps “sent” email.  Comibne an email to all six classes I teach; how do I do that?
  5. Classlist has inconsistency, be aware, ask D2L@stcloudstate.edu about it
  6. Assesst discussions has a sqaure ot check “must post first.” It is off by default. Edit topic, under Options: “A user must comopse a message before participating in the topic.”
  7. reset dates by Manage Dates: instead of going to separate modules one by one and changing dates. Notice the checkbox on the right for Calendar.  The offset option makes the dates relevant to this semester.
  8. App for iPAD, free, Assignment Grader. leave feedback, asses using rubrics and review on PDF and feeds D2L.
  9. SCORM user, can be reported into D2L. If Polleverywhere is SCORM complient it can be reported via SCORM like poll in Adobe Connect.
  10. Grates, Discussions, and other areas, which are wide, the header image goes away

1. 1:00-1:30pm: Case study and sharing best practices. Dr. David Switzer, Economics

• please enter ideas and suggestions
  1. creating groups in class and each person in a group and locking up. but that before subscribing for discussions.
  2. gradebooks exporting and importing. Problem. D2L graidng is not very flexible. First export to CSV file. Sort in excel by last name and have it in order.
  3. bonus items in grades: to curve grades, instead exporting importing, go to grades, createa bonus item called “exam 1 curve” and thus not only automating the grading but seeing the curve next semester
  4. switch in quiz from the default “users” to tab “questions” it saves time when grading
  5. take home exam is in quiz, not in dropbox, because dropbox cannot be taimed
  tip for students
  6. tip for students: discussion forums. Subsribe to topics by students. It helps students a lot, since they don’t have to go and login into D2L, the get it via email. Quesion: how many of them are using now mobile devices to get this notifications?
  7. New section shows only the most recent announcments. This can be changed via settings
  8. Video, mp4 format, 7 min, intro screencapture walking students through D2L.  A MnSCU video might exist.
  9. Narrated PPTs does not act well when hand writting. Presenter for PPT. Or Camtasia
  10. Surveys.  Show in class that “anonymous” is real.
  11. practice quizzes. also similar in Content. also the gamification: can go to the next quiz after 75% of the previous one is resolved

1. 1:30-2:00pm: Creating and assigning online quizzes. Dr. Eugmin Kang, SOB

• please enter ideas and suggestions
  1. quiz structure. the option for randomly assigning questions. So every time the student takes the trainng quiz again, new questions are assigned.
  using different types: multiple choice, true/false, images as part of the quiz question. To ensure that equal questions from each section are chosen, one need to create separate sections in the library. To do it, create a new “random’ section, with name “random1” and import the quiz q/s from the book section 1 etc.
  accumulative final.  Pull questions for the final quiz from training quizzes randomly.

1. 2:00-3:00pm: Open time for individual projects and problem solving.

please enter ideas and requests

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 to organize similar event sometimes in January. Please share with us your preference for day/time in January 2013, as well as topics of interest.

Follow us on Twitter: @SCSUtechinstruc   #techworkshop

Quizzes are considered mostly an assessment tool. The reward is in the end of the game. The player cannot “lose life.”

Students who are used to the logic of a game, expect rewards throughout the game.

Therefore, instead of a final assessment quiz, the class can be phased out with several training quizzes. Each of the training quizzes can allow students to have several attempts (equals lifes). In addition, students can be stimulated  format wise in playing the quizzes=gaming activity by some reward systems. E.g., for each training quiz being scored above B, students can collect badges/tockens, which they can redeem at the end of class. Content-wise, students can be stimulated in playing the quizzes=gaming activity by stepping on the next level and switching from text-based quizzes to quizzes including more multimedia: audio, video and interactivity

#techworkshop #pm great tool to combine with training D2L quizzes: http://quizlet.com
Here is a practical guide on games and quizzes with D2L
http://www.uww.edu/icit/instructional/teachingonline/games_quizzes.html

Those are the students we expect on campus: http://www.edweek.org/dd/articles/2012/06/13/03games.h05.html

Clickers, IPADs and stylus; http://www.as.ua.edu/ipad/drs-hong-min-park-emily-hencken-ritter-and-greg-vonnahme-ipads-in-political-science-pt-1/

Games and gamification

References

Frossard, F., Barajas, M., & Trifonova, A. (2012). A learner-centered game-design approach: Impacts on teachers’ creativity. Digital Education Review, (21), 13-22.

Fu-Hsing Tsai, Kuang-Chao Yu, & Hsien-Sheng Hsiao. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Journal of Educational Technology & Society, 15(3), 240-250.

• D2L grading and rubrics
• D2L and blended learning
• Quizzes and fun games (gamification)