eLCC 2013 summary by Nicole

I attended the eLCC Conference in Breckenridge April 10-12^thand I would like to share some key take-aways from the sessions.

Regarding Online Teams:

Maxine Christenson from AIMS presented some lessons learned and advice about running online teams. She had an opportunity to teach a 5 week online course devoted to teamwork and team building. Her words of advice:

• Be prepared to address common student concerns about working as a team
• Common concerns include: will individual efforts be acknowledged? If a student does majority of work, will that equal a better grade? Could substandard work from an individual bring a team grade down? Will the instructor protect and intervene when there is a lazy team member? What about technology hurdles?
• Have student create a set of ground rules, behaviors and expectations for how the team will function. Especially address how to deal with conflict.
• Encourage students to discover their hidden strengths before building the teams.

Another session I attended was on the Five E’s of course design. This was presented by Brenda, Vanessa and Jing from CCCOnline.

The 5 E’s are: Engage, Explore, Explain, Elaborate, and Evaluate. Here is a link to their google site that assembled with detailed information https://sites.google.com/site/elccfivees/

• Engage: initiates learning and promotes curiosity
• Explore: a guided journey on the topic, hands on experience
• Explain: the students describe and explain their understanding, redirect as needed
• Elaborate: students take it to a deeper level
• Evaluate: produce a product to be assessed by instructor, peers, a group, or self. Quiz,exam, PBL

The next session I attended also from CCCOnline, was about Online Instructor Evaluation. They provide a week long asynchronous D2L course for faculty that is required. They also hold a 2 week workshop on the topic of managing discussions.

All instructors get evaluated every year. They use a quality assurance rubric that was originally developed by Chico State University: http://www.csuchico.edu/tlp/resources/rubric/rubric.pdf

Another facilitation instrument that they use (http://www.humboldt.edu/aof/AssessingOnlineFacilitationInstrument.pdf) really details particular tasks and skills that the instructors should be doing. The nice thing about this instrument is that the tasks are chunked by “before your class begins, during the first week, during the course, and the last week.”

The rubrics are given to the instructors upfront so they have an idea of how they are being assessed.

Other random tidbits

• Did you know they make a typeface that is specifically designed to help people with dyslexia? It is called Eulexia.
  
• Watch this really fun “Word as Image” video based on the book by Ji Lee http://pleaseenjoy.com/projects/personal/word-as-image/
  
• Did you know thatHeutagogy is the study of self-determined learning? Wikipedia says, “Heutagogy places specific emphasis on learning how to learn, double loop learning, universal learning opportunities, a non-linear process, and true learner self-direction.”
  

Tips for Hybrids

• Alternate courses in a program from week to week. For example, a working person only needs to come to campus one night a week, one week it would be for one course, the following week another course. One college found this to be very successful.
• Try the approach of referring to it as “online with a F2F component” instead of “F2F with online component” and call them sessions instead of classroom or online.
• Make sure that students are informed of not only the unique structure of the course but also the reasoning as to why this will help them learn.

ELCC Conference

I recently attended the ELCC conference and it was a beneficial conference.  The ELCC conference brings together faculty and designers to share their experiences with teaching and technology.  The most important part of the conference was the networking opportunities.  I was able to connect with Kristin Rivedal of Front Range and Nate Wadman from Pikes Peak to discuss their recent upgrade to V10.  The initial upgrade itself took longer than expected, but there were no major issues reported.  They did encourage administrators to work on the branding and for faculty to start using V10 soon as it is quite different.  In Kristin’s session on analytics was informative.  She described that analytics has always been an issue since they have been on D2L.  They have had difficulties in getting all the data they want and D2L has not been able to address those concerns.

In the session Interactive Documents for Mobile Devices, focused on utilizing Adobe InDesign to create fun and interactive documents.  The presenter had created an interactive book with Design.  The book allowed users on mobile devices to swipe to the next page.  The document contained scrollable areas within a page, dropdown menus and media.  Another session Designing and delivering engaging digital content also focused on InDesign.  The presenter was a rep from Adobe and this session was more of a demonstration.  The presenter put together an interactive slideshow.  It was interesting to see the creative and powerful solutions that InDesign offers.   InDesign is a complex program and is not an ideal solution for everyone, but as a developer it is beneficial to look at all the possibilities out there.

The session titled “Generational Differences in the Use of Touch Screen Devices” presented findings on their research study.  This was a great session to attend after our initial mobile evaluation.  The study consisted of participants from K-12 (11 to 13), Young Adult (18 to 40) and older adults (over 70).  The data collection was conducted by semi- structured interviews and observations.  The participants owned iPads instead of android devices.  Regardless of age, accessibility and mobility were the primary reasons for owning touch screen devices.  All participants used their devices for entertainment, but varied between the age groups.  Children preferred to play games and young adults seemed to use various media and social media.  Older adults focused on reading or listening to music.  Children and young adults downloaded more apps than older adults.  Older adults were not active in sharing information about new applications.  Older adults expressed discomfort with the touch screen.  Often times they required a stylus and had difficulty using the virtual keyboard.  Older adults view apps as device specific.  They were unaware most apps were also available on an iPad and not just the iPhone.  The information in this session is helpful when utilizing mobile devices in courses, taking into the account the knowledge each generation has about mobile devices.

I attended another session on universal design and this was an informative session and was very engaging with the participants.  Universal design is the design of products and environments usable by all people to the greatest extent possible.  This is important as all students learn differently some are visual learners and some learn best by reading information.  They provided 3 principles for universal Design.  1) Provide multiple means of representation.  Students with language barriers may not understand all the words.  Provide text with images or symbols to assist with instruction.  2)  Provide multiple means of action and expression.  This is the how of learning.  Try to provide different options for action, expression and communication.  3) Provide multiple means of engagement, the why of learning.  Students need to be able to see the relevance of the material.  Take an assignment for example.  Instead of providing students all the required criteria provide guidelines and allow them to choose the subject.

Great ideas coming from the Sloan-C Emerging Technology Conference

 

Thumbs up to an excellent Sloan-C Emerging Technology conference held this past week in mid-April. The conference was notable primarily for the number of sessions dealing with the application of cloud-based tools within existing learning management systems. A number of options were presented in various sessions that offered possible solutions for the enhancement of course activities using free or low-cost learning technology alternatives.

A common buzz phrase heard in multiple sessions was content curation, a technique for gathering, filtering and presenting information relating to a topic or theme. Content curation as a learning tool is notable for two reasons: first, it makes students responsible for discovering knowledge resources; and second, forces students to sift through and validate information resources before presentation to a group.

Content curation isn’t just about the content but also about the content format. The presenter emphasized the importance of displaying content in mobile-friendly formats. PDF format is recognized by virtually all devices. Students might also use Google Drive which is supported by all browsers. Video can be uploaded to YouTube or Vimeo and linked within LMS systems.

But what conference review would be complete without a rundown of the latest featured apps.

A number of tools were discussed including:

·         Screenchomp: a free iPad whiteboard app for creation and annotation of images. Available from iTunes

·         Show Me: a free iPad whiteboard similar to Screenchomp

·         Explain Everything: a free iPad screencast and whiteboard app.

·         Other apps for curation include

o   Diigo: bookmarking site

o   Netvibes: dashboard for social media monitoring

o   Feedly: RSS reader (replaces the former Google Reader)

o   Evernote: organizes random notes and ideas

In the session Go Mobile or Go Home, the emphasis was on the integration of mobile-friendly course content. Here, the presenter had created an online course within iTunes U. iTunes U provides up to 20 gb of space, sufficient for even the most media-intensive course. Within the course, the presenter had integrated video, text and other media types. The course main page featured an index of topics including links to the syllabus, weekly content, and supplemental materials. The presenter used GoClass to push content to the mobile devices of students. GoClass is available for both iOS and Android.

The session titled BYOD and Integrating Mobile Learning on Campus emphasized the ease by which mobile-friendly content can be developed and used. The session was presented by a representative of MERLOT, the highly regarded repository for open educational resources (OER). The presenter offered suggestions to institutions interested in adopting OER on a large scale including creation of a business and development plans as well as faculty stakeholder commitment. MERLOT offers assistance for institutional adoption of OER to partner institutions. Individual membership is free. The presenter also provided several resources for OER materials:

•          Mobile Learning at MERLOT
•          Emerging Technologies & Mobilization: Tennessee Board of Regents
•          iTunes
•          Google Play 

A separate session offered by another MERLOT rep focused on the MERLOT web page/website builder. Pages can be made public and is highly recommended since MERLOT is based on open resources. Each page has a unique URL and can be linked to from anywhere on the web.

I also had several great discussions with RHCHP Nursing faculty between sessions. One of particular note dealt with the use of cloud-based learning resources. This got me thinking about a hybrid LMS model combining the LMS with 3^rd party apps. There is certainly no shortage of free or low-cost cloud-based apps available to faculty for the enhancement of student learning. However, the LMS (currently D2L) provides that all-important common classroom look-and-feel. Is it feasible to combine the two? Students would log in to D2L and enter their course. From there, faculty would use their choice of 3^rd party applications for the performance of specific tasks. For example, faculty might use Google Drive for uploading of assignments, Diigo for the web content exploration, ShowMe for student presentations, Google Forms for quizzes, and so forth. This would also give faculty alternative learning tool resources to counter short-term LMS failures.

There would certainly be a number of concerns but it's an idea worth further exploration.

The neuroscience of learning

I recently attended (and co-presented) at the Metro State University Teacher and Scholar Forum in February. The keynote speaker was fabulous so I wanted to share a summary and key take-aways from his presentation.

Professor Terry Doyle is from Ferris State University in Michigan. He has been focused on learner-centered teaching and faculty development for 35 years. The title of his keynote at this conference was "The new science of learning."
You can review the slides from this keynote at his website: http://learnercenteredteaching.wordpress.com

He starts with 3 Vital Questions:

1. What is the best use of our time in helping students master learning outcomes?
2. What would make us happy that our students still knew and could apply from the content and skills from our course one year later?
3. How do we get students to be more responsible for their own learning?

  He goes on to explain the actual neuroscience of learning. What exactly is going on in our brains when learning happens. Memory and retrieval processes are certainly key to not only retaining the information but being able to remember it when you need it in a given situation or application.

What I found really interesting is the list of things that the brain needs in order for learning to occur. Then with each item on the list he explains why and some research that has been done to prove its importance in the learning process. The ironic thing is that most college students DO NOT serve themselves well and often neglect all of these things!

1. exercise/movement
• improves focus, motivation and attention, actually makes learning easier
2. oxygen
• thankfully we breathe to stay alive and there's no getting around that, however, some nice deep breathes of fresh air before class is not a bad idea.
3. food
• a normal, stable, healthy diet is necessary (not beer, cheetos, soda and pizza)
4. water
• the brain must be hydrated in order for learning to occur. Most students are dehydrated. Drink lots and lots of water, especially before an exam
5. sleep
• you must have at least 7.5 hours of sleep for a healthy brain. During sleep your brain replays memories, taking a nap after learning something new will actually help you retain the info

What teaching relevance does brain research affirm to promote learning?

1. Tie personal relevance to the skill or information
2. content should be made to respond to survival needs (attaining career or move up for better paying job)
3. aim for teaching with multi-modal, experiential and multi-sensory activities
4. emphasize PRACTICE and necessary time on task to effectively learn
5. surround factual data around Meaningful context
6. Use various sensory channels at the same time for especially difficult content
7. the brain seeks and detects novelty. mix it up, try new methods for delivery
8. help students see patterns in learning
1. similarity and difference
2. cause and effect
3. compare and contrast
4. in student's own words

Definitely take a look at the full presentation at his website for additional points and explanation.

SlideRocket: an alternative to Adobe Presenter

Recently, I went out on a quest for a viable alternative to Adobe Presenter for narrating slide presentations and discovered SlideRocket.com.

SlideRocket enables students and educators to:

• Create vibrant presentations
• Work on the same presentation together
• Embed videos and YouTube clips on slides
• Post presentations to websites, blogs and social media
• Create and share a library of presentations, slides, images and videos
• Download to thumb drive or run your presentation offline using the SlideRocket Desktop Presenter
• With SlideRocket’s new iPad App you can log into your SlideRocket account and cache your presentations for later viewing, play presentations, view analytics information, send invites, and upload PowerPoint presentations - all from your iPad.
• Choose from creative themes and templates or import a PowerPoint into SlideRocket
• Add Audio to your slides
• Track how many people viewed your presentation and for how long
• Ask a quick poll question- did your viewers like the presentation? Did they find value in it? Did it help their understanding of a topic?

And here is the best part, get your FREE, full-featured SlideRocket EDU account simply complete the form using your school email address. http://www.sliderocket.com/launch/education.html

Evernote: It is more than just a note taking tool

Mobile App Review

Evernote: http://evernote.com/evernote/

Price: FREE

Devices it may be used on: Android, iPhone, iPad, Windows desktop, Mac, and a web-based version. Browser extensions available for Safari, Chrome, Firefox and IE

Brief summary of purpose and functionality of this app: Evernote is a robust note taking tool but can do so much more!. The best thing about Evernote is its flexibility in that no matter which place you use the app it all syncs up. So you can work on a notebook on your iPad today and then access it via the web-based app tomorrow, and then Thursday use the Windows desktop app in the office. Evernote is more than just text based notes, you can “clip” webpages or web articles, images, or audio. You can use Evernote for any kind of notebook “collection.” (recipes, research on a topic, or plan a trip) You can share and collaborate on notebooks too.

How might an instructor use this app? Aside from using Evernote for personal or productive notebooks they can: ask students to create a notebook to share with peers on particular topics.Instructors can create topic notebooks to share with students.
How might students use this app?Students can use it to take notes. They can keep a notebook for each course. Students can collaborate with other students on notebooks. There is an add-on called "evernote Peek for iPad" that can be used to to create study material, practice quizzes, and flash cards. Evernote could even be used as a journal tool.

Are there tutorials, help or support available? Yes there are tutorials, a knowledgebase and user guides.

Other comments: This app is fairly easy to use and is VERY versatile since it can be accessed via several devices and methods. 

http://www.makeuseof.com/tag/get-creative-with-evernote-10-unique-uses-you-havent-thought-of/

http://www.makeuseof.com/pages/how-to-use-evernote-the-missing-manual

D2L Users Forum Was Good but.....

The first Colorado D2L Regional User Forum was this past Friday. Held at the Denver Downtown Sheraton, it reminded me more of a mini-Fusion than a meeting of D2L peers. The forum was complete with lanyarded name tags, programs, fancy signs, balloons, and full breakfast and lunch menus. There was even a keynote given by Barry Dahl, of late an employee of D2L responsible for communications.

I've been wanting to learn more about the D2L lecture capture solution called simply D2L Capture, and my wish was granted in the first session. Capture can be hardware-based, software-based, or limited functionality when hosted in the cloud. Best of all, it supports both Flash and HTML5 playback. A basic editor is included for removing those embarrassing sneezes or lapses in content. The hardware version allows  for scheduling of sessions. Features being rolled out in the soon-to-be-released new version include chat windows, instant publishing, and more granular access management rather than public availability.

Karen Kaemmerling discussed CCCOnline's venture into digital textbooks. Overall, they have had great success based on student feedback. One of the difficulties is in dealing with publisher support. Issues still abound, from inconsistent electronic resources, to student access codes, to ensuring ADA compliance. Karen recommends that those considering the use of electronic media meet regularly with the course development team, ensure that ADA compliance is maintained throughout, to train faculty on the use of materials, and have a support plan.

Nate Wadman discussed using D2L for administrative tasks. Pikes Peak Community College has created a D2L shell for a repository of documents related to courses. They created a single course and enrolled all instructors. The instructors then upload grade books, syllabi, and other course-specific documents. Administrators can then download the documents as needed. Slick idea. Nate mentioned that instructor training is an issue, as well as the adding of late hires and instructor removals.

Perhaps the most important aspect of the Forum was the networking opportunities. It's always a pleasure talking with Kristin Rivedal of Front Range CC, and this meeting was no different. Regis has been having significant issues with D2L, including the test server housing the new version 10. We were able to share issues and possible solutions. Very beneficial.

Which brings me to my big concern about the User Forum. I'm certainly not complaining about the quality of the show: the food was great; presentations, particularly those provided by my colleagues, were exceptional; and the event was pulled off without a hitch. But there was a glaring omission in that there was little time to interact with fellow users of D2L save for the brief 10 minute breaks between formal sessions. When I think of user forum I envision an informal forum where like-minded people can gather to discuss issues, problems, and ideas for solutions and work-arounds.  This is where round-table discussions are perfect. Yes, the formal sessions are informative and provide a sharing of ideas. But what is more beneficial on a regional level is the ad hoc discussion of specific issues. You might describe this as an in-person listserv, with one person describing a problem or issue and others sharing possible solutions. Hopefully next year's User Forum can include such forum.