by Dr. Ellen McDonough and Dr. Kathleen Sullivan
The plan is to discuss how to create a comfortable and nurturing environment for new online learners.
Important to establish a connection between you and the student:
- Send a welcome email that introduces you and set the course expectations both academic and technical — send this out early, before the class starts.
- Must be very clear up front about everything! Example, if you are going to take points off for late assignments then they need to know. What are you assignment submission expectations (.rtf, naming scheme, etc.)?
- Tell them everything they will need re: technology (internet connection, word processor, etc.)
- Send them contact information in the email and set expectations for when they can contact you and how long it will take you to respond to email. Set online office hours.
- Conduct a short survey to learn more about the students’ learning styles and technological expertise as it pertains to the class (maybe something the college could create that can be used by all). For example they may be able to use the tar out of Facebook but can’t format a document in Word or create a footnote.
- Find out what they already know about what you’re teaching to help meet more students’ needs.
- Find out their course expectations.
- May want to find out some location information, for example time zone, in case you are accepting phone calls or are conducting chats or synchronous activities.
- Know their internet availability, are they on dialup.
- Know their platform (mac/win).
Implementation Best Practices
- Always have CLEAR, CONCISE directions up front! You need to be really organized at the onset of the course so the student knows up front.
- What are your procedures for posting general questions? discussion board, email, chat, etc.
- Have an introduction so they know about you.
- Have clear expectations for their conduct in the class or use of the class. For example if you don’t want bullets in a discussion posting make sure the students understand that. Maybe have a practice discussion where they can practice and you can identify problems up front.
- Set expectations of contact. How best to reach you and how quickly you will respond.
- Use Rubrics. This sets the expectations for the assignment and the outcomes.
- Identify writing requirements (APA vs Chicago, do you need a cover sheet, how important is the writing).
- Prompt feedback! Felt this was very important to let them know they are on the right track before they proceed farther down the path. This contact is very important to the student. Also encourage them to question your feedback to avoid making mistakes and to make them more a part of the process. Also can help them to better understand the mistake they made.
- Keep tabs on students. If one is missing in action contact them. If they aren’t keeping up or participating contact them to let them know their input is important.
Ice Breakers
- Should open the lines of communication to get them a little familiar with one another.
- They are non-content related, non-graded but required, fun, non-threatening.
- Want to build community so the students feel part of an entity and not all alone. This helps so that they can ask questions of one another.
- Post netiquette. Not all students understand the rules of the web and digital communication.
- Can use email, discussion board, chat,
- Tips:
- Intro Yourself – keep them short, hit the highlights
- You favorite things – fav book, movie, place, etc.
- If you were on a deserted island what three things would you bring?
- Scavenger hunt – sends out a questionnaire that covers the tutorial, her intro and syllabus to make sure that they have read everything you needed them to read up front.
- Have students at least reply to the person above and below them if in a discussion.
- Give a classmate quiz based on the short intros. Make it matching with student name to things like “has 3 kids and is a 6th grade teacher.” for example.
Group Activities
- Start with small groups (pairs or threes). Online is harder than face-to-face for group work and for grading.
- Group selection process — when making the groups be mindful of the time zones or, in education, be mindful of grade level.
- Instructor should be a facilitator in this process. You should monitor their chats, discussions or file sharing space to make sure they are on track. You need to let them know this up front. Guide them if they are off track.
- Have the groups outline their group responsibilities at the beginning of the project. Have the group create a communication plan so everyone in the group is on the same page.
- Be specific about your expectation regarding group activities. Is participation as important as content, etc.?
Conclusion
- Don’t try to make this your f2f classroom. It’s not the same.
- Define up front if you will use any synchronous activities.
- Give a variety of activities to meet more learning styles
- Include choices if possible on assignments
Posted in Uncategorized June 29, 2010
My last session of the day is a hands-on session about creating mashups using Web 2.0 apps and Google Earth called Earth Mashing: Blending Web 2.0 with Google Earth by Susan Anderson, Arlington ISD (Arlington Texas) with Jim Holland.
Digital Goonies blog is where all the sample files for this presentation are located.
Started with a brief discussion and tour of Google Earth 5.2. Discussed some tools that aren’t used a lot:
- ruler tool to measure as the crow flies
- path tool to measure a path both tools good for teaching estimation
- Google Sky
- Google Moon
- Google Mars
Creating Placemarks:
- Click the pushpin icon
- Move it to where you wish to mark
- Give it a title
- Type in some text about the marker
- Click OK
- To edit right click on the push pin and select “get info”
To create a folder for your placemarks select Folder from the Add menu and name it. Then click OK.
This is the basis on which everything else will be built.
While html is helpful for advanced editing it is not necessary, however an html cheatsheet is available on the Digital Goonies > Presentations website.
Can embed Glogster within GE. Also Fotobabble (picture and voice), One True Media, animoto, mixbook, voicethread, sketchcast, photopeach, Vocaroo, slideroll, magtoo, wix, timetoast, slideboom, myplick, slide.com.
You can save them by clicking on them in the sidebar and right clicking choosing “Save Place As” and it will save as a .kmz file. Can also save folders.
kmz files are actually zipped files. If you change the extension to .zip you can actually see what’s inside.
Posted in Uncategorized June 28, 2010
My next ISTE session is Deeper Learning with Web 2.0: Increase the Power of Online Courses
by Linda Carling and Lauren Neimeyer of Hohns Hopkins Univ. — Center for Technology in Education
Presentation link - http://olms.cte.jhu.edu/25979
The presenters teach Grad and ProDev, Online and Blended for the School of Education.
Deeper Level = allowing the student to choose their own tool to accomplish a goal.
Web 2.0 tools encourage creativity, allow collaboration, promote construction and sharing of knowledge, community building, and more mobile. Also help meet Universal Design for Learning Prinicples.
For online learning you need to hit content delivery (less text, make content come alive), collaboration, demostration of learning and community building (this piece is critical).
They offer a “how to teach online” class, two weeks, that they take to get ready to teach online.
Resources:
Content Delivery
- Jing – 5 min limit for free version
- PhotoPeach – Upload images then do text along the bottom – simliar to photostory but maybe without voice? They did add music.
- Prezi – online PPT delivery but it’s NOT LINEAR. Can embed photos and video.
- SlideShare – online PPT delivery (upload PPT but not create online like with Google Docs). Doesn’t require PPT to view. — NOTE: This could be a way to give the student the PPT without printing it in the labs, great for image-based PPTs.
- Pixston – make your own comic.
- Voki – avatar based voice mail app — interesting way to deliver a case study. The free version is ad-based.
- Blabberize – can use instead of Voki.
- Voice Shark – easily add voiceover to PPTs to easily publish on the web.
Collaboration
- Voicethread – great place for commenting say within a presentation or lecture with prompts
- Blogs – with prompts, for reflections, jhuonline.blogspot.com uses case study type scenarios and the students comment on it.
- Google tools – jhuonline/folders/web
- Wordle – when a student does an educational philosophy they can paste it into Wordle to see if the words that describe them actually show up the most.
- Glogster – poster creater – can be a bit juvenile but great for book reviews or posters.
- Xtranormal – Movie maker by only typing in text. Really interesting concept — may no longer be free
— wondering since you make it by typing does that mean the transcript is already available for ADA compliance?
- Summarize a discussion board to a blog – the student did a voki version of the summary an also a photopeach version. The student goes into the weeks discussions and then creates a summary of everything that went on. Also used Webspirations (mind mapping) as well.
- Jing for teacher feedback to learners – open a paper and begin the capture, then go through and discuss the comments on the papers — this is great for online classes. This way the student gets the benefit of having the assignment “discussed” with them. NOTE: must be sure that these videos are not available to the world, only to the student.
Community Building
- Instructors should touch base with the students twice a week via the news feature in the LMS.
- Also use PollDaddy to get feedback throughout the week — also used the Poll to get students to tell others their learning style or to just aggregate info on the class for the students to view.
- Vokaroo – create short audio files like voicemail.
- Animoto – make videos from videos and photos
- Twitter – class announcements – students can subscribe to them so they won’t miss them. They can txt them or email them.
Each week includes all readings, checklists and activities in their online classes. There is consistency among their classes.
When they give an assignment (activity) they make suggestions of possible applications to use but students could use whatever they were comfortable with.
Posted in Uncategorized June 28, 2010
My first session this morning will be on Backchannel: Let Everyone Speak by Michael Baker, South Side Area School District with Chris Champion and Kristin Hokanson.
Backchannel lets the teacher know the thoughts and ideas of the students in their classes during lectures or presentations.
Establish rules for the backchannel (on the wiki it’s listed in “Structure”), otherwise you’ll have chaos. You can use anything to conduct the backchannel (Google Docs, Blogs, Wikis, etc.– could even be notecards passed to the front). Anytime you are letting the audience have a voice you are opening a backchannel. Live links are important for the continued learning later on. — presenters used Cover It Live. — can put the backchannel into standby mode at any time to get the students back to the presenation.
Having questions given in advance that guide the discussion is a great way to eliminate chaos. Impt. to have a moderator and that can’t be you because you’re presenting or lecturing. Could be a student that is the moderator. NOTE: in a large group this can be overwhelming for only one moderator.
This method will not be seamless right away. Be patient and use it for about 6 months before giving up.
Questions:
- Are we encouraging students to not speak up? The group felt like if you begin by allowing students to voice their opinion via backchannel then they, over time, gain the respect of their peers thus encouraging them to speak up later in the session or semester.
- Are we creating more distraction where the student is more concerned with tweeting or chatting that they aren’t listening to the lecture or presentation?
- What if you aren’t in a one to one class? Can interface with Twitter so if they have cell phones they can participate.
Ideas for Use:
Having discussion during a video or movie in class?
Using it for a global, collaborative project.
Resources:
http://mediaeducationlab.com — Temple University Media Education Lab.
http://coveritlive.com — software that creates the backchannel and compiles it. — allows for the presenter to have polls, can embed things like uStream video for remote viewing, add twitter, etc.
http://ustream.com — free video streaming application (recommended closing down the chat window in ustream so others can’t participate).
http://backchannel.sswiki.com/
username backchannel
Posted in Uncategorized June 28, 2010
The much anticipated FTI dates have been confirmed! This year the Faculty Technology Institutes will be different than in the past. As you know, the College is in the process of purchasing a new Learning Management System (LMS). As a result the objectives of the Summer FTI will be to learn the features of the new LMS and to create an online course presence you can launch in the Fall! The faculty selected for the Summer FTIs will be the Beta Test Group for the new LMS for the Fall 2010 semester. Application deadline is April 15, 2010 so don’t delay in applying!
Being in the Beta Group means you get first access to the new LMS and will be expected to use it for at least one of your Fall, 2010 courses. While we are confident that the new LMS installation will go smoothly there is always the potential for something to happen that wasn’t anticipated or expected at the beginning. For this reason there are certain characteristics that will be required of the Beta Group. Beta Group participants must be:
- flexible
- “out-of-the-box” thinkers
- patient
- experimenters
- self-starters
If you have these characteristics and are interested in being part of the Beta Group then we encourage you to apply. You’ll get to be the first to use the new LMS at the College of Charleston and faculty who participate will also receive a $750 stipend.
TLT will be conducting three one-week institutes. The agendas will vary slightly depending upon whether you are an existing WebCT user or are new to learning management systems. You will need to attend only one of the three sessions.
. June 7-11 9:00am-4:00pm – Existing WebCT users only
. June 21-25 9:00am-4:00pm – Existing WebCT users only
. July 19-23 9:00am-4:00pm – Non-WebCT users only
For more information and the link to the application visit our website at: http://it.cofc.edu/tlt/services/FTI/applications.html
If you can’t participate in the Summer FTIs don’t worry, WebCT will still continue to be available for faculty use through Summer of 2011. TLT will be conducting weekly training sessions throughout the entire Fall 2010 semester to get everyone ready for the public launch of the LMS in January. In addition, we hope to have self-paced online training modules as well so everyone will have an opportunity to learn. Please feel free to contact me if you have any questions at all about this transition.
Posted in Uncategorized April 7, 2010
I’m not sure if I’ve ever professed my love for Kindle iPod before in this forum but I’m going to now. Let me begin by saying I love to read and I love paper books. Something about how they smell and feel that I just love. I never in a million years thought that a digital book would thrill me in the least…BUT IT DOES! I don’t own a Kindle but I downloaded the free Kindle reader for my iPod Touch when I first got it and I’ve love it. I can carry tons of books with me all the time, in my purse. I have read more books since I got this than I have in the past two years. The convenience is wonderful. Also, I can read in the dark, so I can read at night without disturbing anyone. It opens up a new world of authors that I would have never read by offering a large assortment of books for free (granted, some are crap but others are a nice surprise). I can make bookmarks so I can go back to certain points or find where I left off. I can also highlight text and make notes. It’s awesome!
So today I heard that they released the Kindle for Mac (Kindle for PC released in Fall 09) and I was so excited…until I tried it. It’s totally stripped down. I know it’s not meant to do everything a Kindle can do but I thought it would at least do what the Kindle iPod app does. It doesn’t.
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Posted in Uncategorized March 18, 2010
Hey Merissa,
Elena sent me this link but I think it may be good for you! Seems like the way you conducted your DE class with Voicethread would be perfect for this. Whatcha think?
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Lorraine D. Jackson, ljackson@calpoly.edu
CALL FOR PAPERS Academic Exchange Quarterly, Winter 2010
Educational Technologies: Innovations, Experiences and Outcomes
Academic Exchange Quarterly is a peer reviewed journal that publishes articles related to effective teaching and learning. Instruction is now being delivered in a variety of ways, including through online or hybrid “blended” courses. Faculty members are becoming facilitators of online learning environments who use a variety of tools to achieve pedagogical objectives. Some of these tools include Learning Management Systems, internet resources, discussion forums, WIKI’s, blogs, e-Portfolios, pod-casting, tutorials, simulations, and virtual environments, to name a few.
This issue explores research and practice related to educational technologies. How are innovative technologies being used in education, and with what effects? If you are using educational technologies or are conducting research in this area, consider submitting an article. Case studies, experiences, and conclusions based on data are welcome. Submissions are typically 2000-3000 words (approx. 6-7 single spaced pages). Deadline: end of July 2010 to be considered for Editor’s Choice, or August 31, 2010 at the latest.
Please identify your submission with the keyword: ELEARNING.
Submission Procedure:
http://rapidintellect.com/AEQweb/rufen1.htm
The full call for papers may be viewed at:
http://rapidintellect.com/AEQweb/6elearn.htm
Questions can be addressed to:
Dr. Lorraine D. Jackson, Feature Editor at: ljackson@calpoly.edu
Academic Exchange Quarterly print edition has readers in 50 U.S. states and over 60 countries.
——————————————————————–
Special thanks to Elena Strauman in Communication for passing this opportunity on to me. There is a call for papers for those who are doing something interesting with technology in their teaching:
Lorraine D. Jackson, ljackson@calpoly.edu
CALL FOR PAPERS Academic Exchange Quarterly, Winter 2010
Educational Technologies: Innovations, Experiences and Outcomes
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Posted in Uncategorized March 18, 2010
Technology Training for the School of Education, Health & Human Performance and the Departments of English and Philosophy for Spring, 2010. Because seating is limited you must register in advance. Visit the online registration form.
Social Bookmarking with Diigo – March 19th from 1:30-2:30
In this class we will explore the benefits of social bookmarking then will look at Diigo.com in particular. We will look at collecting, categorizing, annotating, and sharing online resources to help your research and instruction. You will need a Diigo account before attending.
Excel for Basic Survey Analysis – March 26th from 1:30-3:30
This session will explore how to do basic survey analysis using Excel. We will look at formula creation, using functions, creating pivot tables and, if time permits, creating graphs.
Creating your Personal or Class Website Using the CofC Blog Server - April 2nd from 1:30-3:30
This session will explore the basics of a blog and the CofC blog server. We will then use the blog to create an easy to maintain website that can be used in your classes or as your personal website. You will need a CofC Blog Account prior to taking this class.
Posted in Uncategorized March 14, 2010
In the fall I had several faculty who decided to allow their students to do a video instead of writing a paper. It’s a nice change of pace and in most cases the students spend more time with the material, as they repeatedly watch the video during editing, than they would on a paper. In addition, for some assignments, creating a video can be a more authentic assignment than writing a paper. For example, Tim Scheett in Health & Human Performance has his students create several video podcasts instead of writing a paper because in the job world video is how they will be expected to deliver information to clients. Creating a video provides a more real-world scenario. While this all sounds great, a video assignment comes with many logistical problems. These problems can make a great assignment a really bad experience if they aren’t addressed early on. Below are SEVEN TIPS that will help you have a more positive and successful experience.
Include a rubric with the assignment
Video assignments are a new medium to most students and possibly to you as well. It helps everyone get their expectations in line if you include a grading rubric with your assignment. This helps the students feel more confident in the creating of the assignment.
Have students turn in storyboards as a Part 1 of the assignment
One way to make sure students are on track and to help them manage a potentially foreign task is to have them create a storyboard. A storyboard is just an outline of how their video will progress, what shots they will need and the basic dialogue. This will help the students be more efficient in their filming and will allow you to see that they are on the right track before they invest too much time.
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Posted in Uncategorized January 25, 2010
I know a lot of faculty members have expressed an interest in using a wiki in their classes but aren’t sure which one to use. There are quite a few options out there and choosing the wrong one can really mess up an assignment. To help you make a decision I have tested several free wiki applications and have made a comparison chart. In my tests I looked at only free apps that can be used online (nothing to download or install on a server). I also looked at things that I would like them to do and how user friendly they are. Since you may be using the wiki with students it’s important that it be usable with only a small amount of instruction or with a text tutorial. You don’t want to have to read a manual in order to create a wiki.
You may be wondering if it’s a good idea to invest time in a wiki since we are about to get a new learning management system. The answer is YES. If a wiki meets your needs then go for it. None of the lms applications we looked at had a decent wiki built in. Even if our new lms has a wiki tool it will not be something you want to use with your students.
Before you choose a wiki app you should:
- Think about the end result desired for your assignment and make sure that the one you choose can allow students to accomplish those goals. For instance, you wouldn’t choose @Wiki if you needed your students to upload documents because that feature isn’t available in @Wiki.
- Once you know your goals go though the chart (ChooseTheRightWiki.pdf) and find one or two that seem to best fit your needs.
- Next TEST, TEST, TEST. Get an account and try to complete the assignment in the app you’ve chosen. If you need help testing or want to talk the process through with someone I’m always available. Just shoot me an email and we’ll find one that works for you.
A wiki can be a powerful collaboration tool for you and/or your students when you choose the right application. And don’t forget, I’m always available to write tutorials or help you out when implementing wikis or any tech in your classes.
You can see the chart at http://benignim.pbworks.com/Choosing-the-Best-Wiki or by downloading the ChooseTheRightWiki.pdf
Posted in Uncategorized January 18, 2010
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