TLTR Agenda, Wednesday, December 12, 3:30 – 4:45 PM, Holy Cross Hall 105

  1. Minutes from last meeting are available here: http://sites.stedwards.edu/tltr/minutes/ 
  2. Spring 2019 Meeting Schedule.  Based on teaching schedules the following times are possible:
    1. MWF at 11 am
    2. TR 2 and 3:30 pm
    3. F 2 and 3:30 pm
  3. Member Updates from Schools and Administrative Divisions/Departments.  For your school or administrative division/department/unit, please briefly describe the following:
      • initiatives relevant to technology coming in the next year for your school, 
      • any challenges or concerns.
    • Arts and Humanities
    • Behavioral and Social Sciences
    • Human Development and Education
    • Munday School of Business
    • Natural Sciences
    • Center for Teaching Excellence
    • Student Academic Support Services
    • Library
    • Registrar
    • OIT
  4. Technology Needs (small group discussion).  One function of the TLTR is prioritizing technology needs on campus. Outcome: first pass at list of technology needs.

TLTR Agenda, Wednesday, October 24, 3:30 – 4:45 PM, Holy Cross Hall 105

  1. Minutes from last meeting are available here: http://sites.stedwards.edu/tltr/minutes/
  2. Call for TLTR Faculty Co-Chair for this academic year, http://sites.stedwards.edu/tltr/2018/10/19/call-for-nominations-for-interim-faculty-co-chair-for-2018-2019/
  3. Upcoming Event: Canvas Faculty Meetup, November 5, 12:30 – 2 pm, HCH 105
  4. Portfolium Demonstration and Call for Pilots (Learning Portfolios)
    1. Information about Pilots: http://sites.stedwards.edu/instructionaltechnology/2018/10/12/learning-portfolio-pilots-2018-2019/
    2. Portfolium FAQ: https://support.stedwards.edu/customer/en/portal/articles/2956430-what-is-portfolium-?b_id=14595
  5. 24 hour help desk support, Tony Chavez
  6. Online and Blended Learning at St. Edward’s University

Slides for this meeting are available here: https://stedwards.box.com/s/iiibz2gng1ban4y0ju56cqzysdol5gyd

Call for Nominations for Interim Faculty Co-Chair for 2018 – 2019

Call for Nominations for Interim Faculty Co-Chair, to serve for the remainder of the academic year (2018-2019). 
TLTR members should nominate candidates by emailing rebeccad@stedwards.edu, after verifying the candidate’s willingness to run, by Friday, October 26.
  • Candidates should be faculty members, but do not have to be current or past members of the TLTR.
  • Candidates will be asked to accept their nomination and submit a brief statement (written or video) of why they want to serve by Friday, November 2
  • These statements will be circulated to voting faculty members of the TLTR.
TLTR members who are faculty** will vote by secret ballot online via a Qualtrics survey, with final votes due by Friday, November 9, 2018.

 

**Please note that since this is the faculty co-chair position, only faculty members of the current TLTR are eligible to vote.

TLTR Agenda, Wednesday, October 3, 3:30-4:45 PM, Holy Cross Hall 105

  1. Minutes from last year are available here: http://sites.stedwards.edu/tltr/minutes/
  2. Call for TLTR Faculty Co-Chair for this academic year
  3. Recap of Virtual Discussion on setting course dates in Canvas (passed)
  4. Call for members for Canvas working group
  5. Upcoming Event: Combatting the Mid-Semester Slump, 10/10/18, 1 – 2 PM, HCH 105
    1. Register online here: ttps://goo.gl/forms/T3GT1SM7tqUujwBL2
  6. Portfolium Pilot (Learning Portfolio)
  7. Making, Makerspace, and Potential Pilots
  8. TLTR Faculty Survey Feedback
    1. Google Doc for Feedback: https://docs.google.com/document/d/1hI7Ar2BcGrmO05224oNahfzvjJoxfWUEpu96MMxgKog/edit?usp=sharing (only open to TLTR members)

Proposed New Canvas Start and End Dates

The following proposal is for TLTR virtual discussion in September 2018. Please share your feedback by Thursday, September 27, 2018.

Proposed New Canvas Start and End Dates

The Office of Information Technology (OIT) now has the ability to adjust automatically the “Start” and “End” date on courses in Canvas each semester. (This change would not affect these dates in Banner.) Currently, the “Start” and “End” dates in Canvas are automatically set from Banner to be the first date the class meets in the classroom and the last date the class meets in the classroom, which does not include final exams. Students cannot interact with content in Canvas or be notified of messages or announcements outside of these dates, even if the course is published.  Many faculty manually change the start and end dates, so this change would remove the need to do that for each class each semester, which would save faculty members time.

Why make a change?

  • Faculty who publish their course on Canvas before the Start date in Canvas cannot use Canvas Messages or Announcements to send welcome messages.
  • Students cannot access course content to view the Syllabus or review needed course materials before the start date, even if the course is published.
  • At the end of the semester, students may still need to submit final projects or review course materials after the “End” date but before grades are due.
  • OIT Support receives many calls at the beginning and end of semesters from students who cannot access needed course materials.

Proposed Change

This automatic adjustment would be implemented each semester when classes are first loaded in Canvas, which occurs shortly before registration for the next semester. Because this date adjustment only occurs once per semester, any courses that are added after that time, will still have the Banner Start and End dates (based on the first and last class meetings), and faculty would need to make any change manually.

OIT proposes to adjust course dates in Canvas as follows:

  • Start Date: One week before the official first class meeting in Banner.
  • End Date: Three weeks after the last class meeting in Banner. Note: The revised End Date allows students access through the final exam and grading period for both 7-week and full-semester courses.

What won’t change

  • Faculty will still need to publish their courses in Canvas before students have access.
  • Faculty can still adjust the Start and Ends dates manually in their Canvas Settings to fit their class.

Input Requested

  1. Does the TLTR approve of this change in general?
  2. Does the TLTR approve of the specific start and end dates that have been proposed? (Dates are based on previous input solicited from faculty.)

TLTR Agenda, Tuesday, May 1, 2 PM, Holy Cross Hall 105

  1. Minutes for the last meeting will be available online: http://sites.stedwards.edu/tltr/minutes/
  2. Reminder: need nominations for co-chair position ASAP
    1. Call for Nominations: http://sites.stedwards.edu/tltr/2018/04/30/call-for-nominations-tltr-faculty-co-chair/
  3. Password Policy fully approved. Look for reminders to change password beginning May 16. 
    1. In accordance with the new university Password Policy, OIT will begin enforcing expiration of passwords in May. Going forward, everyone at the university will be required to change their St. Edward’s passwords at least once a year. Thirty days before your password is set to expire, you’ll begin to receive notifications each time you log in to services or applications using your university account. Allowing your password to expire will mean being locked out of university services until you reset it. We encourage you to get ahead of the game — particularly if you haven’t updated your password within the last year — and change your password at account.stedwards.edu.
    2. Announcement Handout for sharing: https://stedwards.box.com/s/dk3qb70idybluemp3wfd4vadrn18e4a2
  4. GSuite Announcement (It’s coming June 25!)
  5. POW Committee report 
  6. Makerspaces
    1. 2016 Horizon Report excerpt on Makerspaces: https://stedwards.box.com/s/9r41iqpjg27oxdw6ov8hp4yg0lmjvu28
  7. Pilot Presentations (10 minutes each)
    1. Katie Goldey & Raelynn Deaton Haynes (2:35)
    2. Kate Lopez (2:45)
    3. Amy Concilio (2:55)
    4. Bill Quinn (3:05)

Call for Nominations TLTR Faculty Co-Chair

Call for Nominations for Faculty Co-Chair, to serve for two academic years (2018-2019; 2019-2020)

TLTR members should nominate candidates by emailing rebeccad@stedwards.edu, after verifying the candidate’s willingness to run, by MondayApril 30
  • Candidates should be faculty members, but do not have to be current or past members of the TLTR.
  • Candidates will be asked to accept their nomination and submit a brief statement (written or video) of why they want to serve by Monday, May 7
  • These statements will be circulated to voting faculty members of the TLTR.
TLTR members will vote by secret ballot online via a Qualtrics survey, with final votes due by Monday, May 14, 2016.
  • **Please note that since this is the faculty co-chair position, faculty members of the current TLTR are eligible to vote.

Congratulations to 2018 TLTR Pilot Grant Recipients!

Please join the Teaching, Learning, and Technology Roundtable and the Office of Information Technology in congratulating this year’s winners of Technology for Innovative Learning & Teaching Pilot Project Grants.  These grants of up to $5000 fund innovative teaching projects that incorporate new technologies and can be used as a model for other faculty members.  This year’s grants include projects that enhance learning spaces on campus and develop student skills in digital media literacy, fluency, and publication.

Mobile Whiteboards for Design Thinking

Antonio Alvarado, Munday School of Business, Executive in Residence

Design thinking is a human-centered approach to problem solving that relies heavily on the practices of collaborative ideation and prototyping. The Practicum is an experiential learning approach for a hands-on lean experiment methodology that implements design thinking. The Munday School of Business has introduced courses in design thinking and experiential learning to keep up with the emerging presence of design thinking and entrepreneurial practice in the field of entrepreneurship. Traditional classrooms, with static seating and a sole writing surface dedicated to the professor at the front of the room, pose strict limitations on the extent to which small groups can engage in the brainstorming, discussion, and exploration that are fundamental to the design thinking process. The introduction of mobile whiteboards to the classroom would provide small groups of students with a surface to capture their work as they brainstorm around a topic and potential solutions. These whiteboards can also function as dividers to section off the room, giving each group a semi-private space of their own to collaborate.

Integrating real-time microscopic imaging into biology lab courses

Daniel A. Gold, Ph.D., Assistant Professor, Department of Biology, School of Natural Sciences

Optical microscopy is essential to analyze and understand the biological world that exists at the scale below our level of visual detection of the naked eye. Many lab courses in biology involve the observation and manipulation of living organisms that exist below this visual threshold. As such, it is critical to maximize the efficiency of students to be able to participate in visualization of these organisms. Moreover, it is especially important that the instructor and students can co-observe and analyze the same images at the same time. In practice, this is difficult if not impossible in a lab course setting where a procession of students wait for a short glimpse through the eyepiece of a microscope.  Besides this process taking valuable lab instructional time, if living organisms are being observed, the movement of that organism usually necessitates a re-configuration of the image by the instructor.  For example, the organism used for the Cell Biology lab course is a microscopic nematode (a worm less than one millimeter long) that is a relatively brisk mover.  Thus, it is rare that a group of students are able to observe and analyze the same phenomena at the same time. A promising solution to this is to use a microscope coupled to a digital camera that can be configured to connect to the digital projector in the classroom and display the microscopic image in real time so that the entire class and the instructor can discuss the same exact phenomena.

Wireless Projection for Mobile Programming

Bilal Shebaro, School of Natural Sciences, Assistant Professor of Computer Science

COSC 3326: Mobile Programming is a Computer Science course in which students learn to develop iOS apps for the iPhone, iPad, and/or Apple Watch. This is a project-based, hands-on course where there are up to 50+ devices in use per class session, as the professor and every student use both a computer for programming and an iPhone or iPad for testing. Sharing the specific screen(s) that would be most useful for instruction at any given moment is nearly impossible. The result is that only the professor’s devices can be easily shared with the class, augmented by verbal cues for coaching and troubleshooting as the students work. The implementation of wireless projection in the classroom would open the possibility to share any of the 50+ screens that would best support instruction in real time – the professor or any student could project any screen at any time to share milestones, collaboratively troubleshoot, or show off a completed app. A classroom with wireless projection could help create a more student-centered learning environment that supports greater levels of engagement, collaboration, and accountability for their work.

Upgraded Projection System and the Implementation of Smart Technology in JBWN 202

Dr. Matt Steffenson, School of Natural Sciences, Assistant Professor of Biology

This project’s goal is to upgrade the projection system in John Brooks Williams North (JBWN) 202 to a smart, short-throw projector.  JBWN 202 is the primary room being used to teach General Biology: Cells, Genetics and Organ Systems (BIOL 1307) and General Biology: Organisms and Populations (BIOL 1308).  Between Fall 2017 and Spring 2018, a total of 342 students were enrolled in all sections of the aforementioned courses held in JBWN 202.  The objective of this proposal will be to upgrade the projection system to enable for more active learning pedagogical approaches in JWBN 202.  Both BIOL 1307 and 1308 are currently in the process of increasing the proportion of active learning activities and approaches as part of the Improving Undergraduate STEM Education (IUSE) program through the National Science Foundation.  However, while many new pedagogical approaches have been integrated into these courses, few technological advancements to better facilitate such methodologies have been made to JBWN 202.  By upgrading the current system to a smart projector, we can enable many additional instructive techniques that can better engage our students.

Developing YouTube Channels as Serialized, Online Composing

Don Unger, Assistant Professor of Writing & Rhetoric, School of Arts & Humanities

Funds for classroom equipment for mobile video production and video production training for the instructor.

“Developing YouTube Channels as Serialized, Online Composing” serves as an eight-week project in WRIT 2311 Writing in the Digital Age. While the course is required of all WRIT majors, it also attracts students from other majors.  In the four sections of the course that I taught over fall 2017 and spring 2018, 35% of students came from other programs and schools. In the first year, student from various School Arts and Humanities programs enrolled in the course, e.g., Graphic Design (6%) and Philosophy (3%). The course also attracted students from the School of Behavioral and Social Sciences, particularly Political Science (8%) and Global Studies (3%) majors; from the School of Education’s English Language Arts & Reading program (3%); and from the School of Business’ Digital Media Management major (3%). Based on informal discussions with non-majors, I believe that students are drawn to the course because it positions them as creators and influencers where other offerings at the university position them as analysts and strategists. Over the course of the project, students develop their own YouTube channel and create weekly vlogs centered on a theme of their choosing. In the project’s first iteration in spring 2018, students have chosen themes related to college life at St. Edward’s, what being an environmentalist means on a day-to-day basis, the representation of people of color and nonbinary people in tabletop gaming, and what it means to live a spiritual life, among other things.  Each week students compose in a different YouTube genre (e.g., channel trailers, rant videos, list videos, let’s play videos, review videos, etc.). As the course progresses, students learn more complex filming and editing techniques as well as different software. We move from one-take videos, to editing in Adobe Premiere Clip, to editing in Premiere Pro. This serialized approach gets students creating immediately and helps them accumulate expertise throughout the project. Finally, students learn how to use the YouTube Creator Studio, and we address how to write effective video descriptions, how to tag videos, and how to create video thumbnails, channel art, and icons in Photoshop.