Category Archives: Events

Experiential Learning at Wild Basin

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Wild Basin Biodiversity Project

Wild Basin Biodiversity Project

Join Instructional Technology staff and John Abbot, Director of the Wild Basin Creative Research Center on Thursday, March 20 at 11 am in the FRC (Faculty Resource Center, Premont 110) to explore experiential learning at Wild Basin.

How can you encourage student learning outside the classroom? How do you break down research tasks to make them accessible for students? How can you involve students in collaborative research projects? In this Tech Snack John Abbott, Director, Wild Basin Creative Research Center, will discuss how they are using the mobile app iNaturalist to involve students and the public in the documenting the flora and fauna at Wild Basin. Share your own ideas for crowdsourcing, collaborative student research projects, mobile learning, and place-based learning.

Student Researching and Crowdsourcing

The Wild Basin Creative Research Center offers a wealth of learning opportunities for students across the disciplines and encourages a variety of innovative pedagogical approaches.  For example, Wild Basin invites student research and creative works at many different levels.  While the Hook Fellowship offers $1,000 for more developed projects, even the casual visitor can contribute to the work at Wild Basin through the Wild Basin Biodiversity Project on the iNaturalist app.  Just use your phone to snap a photo of flora and/or fauna and upload your observation to the app.

This app allows Wild Basin staff to open up their research to the general public in an approach generally called crowdsourcing and more specifically termed citizen science.  Both phenomena break down tasks into smaller units, or microtasks, so that the labor can be divided between many different people.  Such microtasks often have reduced expertise requirements or represent skills that can be easily taught then repeated.  This approach lowers barriers for the general public to contribute to scientific knowledge.  The same approach offers an easy entry point for students in the sciences, as well as humanities and social sciences to contribute to scholarly knowledge production, as I’ve written elsewhere in Crowdsourcing, Undergraduates, and Digital Humanities Projects.

John Abbot, Director, Wild Basin Creative Research Center, is a veteran of citizen science projects.  Check out some of his other projects:

Mobile and Place-Based Learning

Wild Basin also offers a model for how to integrate mobile and place-based learning approaches into the curriculum.  One of the key advantages of any residential liberal arts colleges is its local environment.  St. Edward’s has a unique location and perspective from our hilltop overlooking Austin.  How can we take advantage of the special opportunities Austin affords us and our students?  One way is to encourage our students to expand their classroom, to learn from places in and around Austin. Mobile devices make that possible by connecting the classroom and the world off-campus.  Students can gather data, e.g., images, videos, sounds, geospatial data, survey responses, etc., with mobile devices, then use that data for project work in class.  Such practices give them both the opportunity for authentic, applied research and insights into local perspectives. Wild Basin is but one location in and around Austin that enables such experiential learning for our students.

Tech Snacks, sponsored by Instructional Technology, is an ongoing series intended to foster dialogue about the pedagogical use of a specific technology, software, or practice. Faculty members are encouraged to share their experience, ideas, curiosity, and questions. All Tech Snacks take place in the Faculty Resource Center (FRC) in Premont 110. Find out more: http://bit.ly/seutechsnacks 

For more posts on tech snacks, see: https://sites.stedwards.edu/instructionaltechnology/tag/tech-snacks/

 

 

Collaborative Student Assignments Outside the Classroom

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On Wednesday, February 12 at noon Instructional Technology hosted a tech snack on collaborative student assignments outside the classroom featuring Kendall Kelly, Assistant Professor of English, Writing, and Rhetoric. Dr. Kelly led a discussion that focused on these questions:

  • How can we get students to interact and collaborate outside of class meetings?
  • What kinds of online assignments engage students and enhance in-class learning?

Blog imageDr. Kelly began by describing how she gets her students to collaborate online using blogs, wikis, and group spaces in Blackboard and shared a handout, “Tips for Using Blogs to Improve Student Outcomes.” These tips underline the importance of structuring the use of blogging assignments so that there are clear expectations for students and that they are rewarded for their effort.  Blackboard allows Dr. Kelly to give private feedback and easily track student blogs and responses, so that this assignment does not impose an inordinate amount of work on the instructor. She says she is able to read 20 student blogs in about 30 minutes before class starts. Dr. Kelly motivates students by noting good blogs in front of the class.

Dr. Kelly uses this blogging assignment to help students read challenging theoretical texts for her freshman level course on technical communication. Her writing prompts guide their reading, and, by reviewing the blogs before class, she can see what students are thinking and where they aren’t understanding the text. These insights in turn lead to a richer in-class discussion.

Blogs offer an alternative to discussion boards, which are a common and long-established mainstay of online learning.  In contrast to the discussion board, blogs seem to inspire greater investment from students. They are more like mini-papers than the conversational interchange of the discussion board, and by being identified with one particular student, blogs allow for more development of a student’s voice.  The focus is on the student rather than the topic, as it might be in a discussion board.  In Dr. Kelly’s class, students compete to be recognized for their unique perspective in class.  For example, a recent class has been vying to see who can come up with the best food analogy to explain the reading.

By using the Blackboard tool for blogs rather than a public blog, Dr. Kelly offers a safe space for student discussion while still applying the pressure of a public class audience.  When asked about whether students resisted sharing their works with others, Dr. Kelly pointed out that collaborating with other students is a listed course objective on the syllabus, so students begin the course with this clear expectation. Overall, blogs allow Dr. Kelly’s students to improve their reading and writing outside of class in such a way that it raises the level of in class interaction.  This instructional design is a good example of effectively linking in- and out-of-class work in a hybrid or blended learning format.

Visit the Innovation Creation Lounge (LIBR 248)

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Do your students need help using Photoshop, InDesign, HTML or Excel to complete course projects?  Students can get help at the Innovation Creation Lounge with these applications and many more. A dedicated trainer will be available to answer questions and offer assistance in Library room 248 on Mondays from 10am-Noon and Fridays from 1pm-3pm.

Please let your students know about this opportunity to receive help outside of class. Students can bring their own device (BYOD) or use the dedicated iMac available with all the Adobe and Microsoft software installed. Students don’t need an appointment and can just drop by any time during those hours for help. For questions about the Innovation Creation Lounge or any training support questions, please emailtraining@stedwards.edu.

Enhancing Your Presentations with the ‘Substitution’ Method

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Substitution is a technique that addresses the phenomenon sometimes referred to as ‘Death By PowerPoint’. DBP occurs when a speaker reads his slides to the audience (very often word-for-word). While we’ve all endured DBP as audience members or students, it’s still difficult to avoid as a presenter. Particularly when the bulk of what we want to say is already on the slide, we end up in the position of either reading the slide to the audience or attempting to vary what we say to avoid reading. Either way, it can be very difficult to avoid DBP.

In an effort to address the issue of DBP, the “Substitution” method can be very helpful. Neuroscientists (and advertisers) have long known that our brains can associate complicated ideas with images and that images are often easier to remember. The Substitution method capitalizes on the same idea. What begins as a dense, text-based PowerPoint deck can be transformed into an engaging presentation that combines auditory and visual learning modalities to enhance learning and engagement.

Essentially, the steps are very simple. First, we copy the text of each slide and paste it into a word document. Next, we gather content that will allow us to replace the text of each slide with images, charts or infographics. Finally, we replace the text on each slide with relevant content. The net result is that we are able to read from the text of our earlier slides while simultaneously providing the audience with compelling imagery to maintain interest and aid in later recall.  You can see this technique demonstrated in the example below.

If you would like to learn more about this technique, feel free to contact one of the instructional designers in the FRC for more details.Slide1

Slide2

Digital Reading Practices for the Liberal Arts Classroom

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IAnnotate screenshot

Reading and Annotating on My iPad with iAnnotate PDF

Today I’m leading a Tech Snack at. St. Edward’s University on “Digital Reading Practices for the Liberal Arts Classroom.”  Tech Snacks bring together faculty members, instructional technology staff, and others at St. Edward’s University to discuss the pedagogical uses of various technologies.  This tech snack will look at ways that reading has changed in the digital age.  My title is borrowed from a NITLE Seminar I organized last year in which  Stéfan Sinclair and Geoffrey Rockwell introduced the NITLE community to computer-assisted text analysis via Voyant Tools.  When I first proposed this topic, I imagined that I would discuss how I had tried an assignment built around this methodology for the intermediate Latin class on Vergil’s Aeneid that I taught last Spring.  I still plan on sharing this example as a way of exploring how computers can offer a different way into the close reading that we typically teach in the literature classroom. That is, computer-assisted text analysis is one of the new methodologies championed by the digital humanities community.  But, I also want to spend some time discussing how we might continue traditional reading practices in a digital environment.  How do we translate our analog, print reading practices into a digital world and what other affordances might that environment offer?

Earlier this year at our tech snack on mobile devices we ended up focusing on the challenges of reading digitally and replicating print reading practices like highlighting and annotation.  One key challenge for students is that there is not a magic bullet in terms of platforms for reading nor even an agreed upon standard to allow for interoperability.  I use a variety of tools depending on medium and type of reading (I also documented my reading practices in this earlier post: How Humanists Read and Why We Need a Better (Electronic) Reading Ecosystem):

  • Diigo (http://www.diigo.com) for highlighting and annotating the web and saving bookmarks in the cloud with added tags, so I can find them later on any device.
  • iAnnotatePDF (http://www.branchfire.com/iannotate/): For reading, highlighting, and taking notes on my iPad.
  • Kindle for reading on my iPad and iPhone (I don’t usually use highlights).
  • Zotero for tracking bibliography  in the cloud with added tags, so I can find entries later on any device.  I sometimes export notes from iAnnotate and add them to these records.
  • Evernote (http://evernote.com/) for notes from meetings  in the cloud with added tags, so I can find them later on any device.  I can also clip articles (with annotation) from the web, add tags, and same them to notebooks, but I’m not ready to replace diigo with evernote.  I can also forward emails to a notebook with tags.  Since much of my work is done via email and meetings, this platform comes closest to aggregating all I need.
  • Instapaper (http://www.instapaper.com/) for saving online articles to read later, but I have a bad habit of never getting time to read these.

Most of my reading is done individually and requires ways for me to find things (articles, notes, etc.) later when I need it for some project, talk, workshop, etc.  I hope that today’s discussion will get at some of the reading practices we are trying to inculcate in students.  What should our learning goals be for student reading practices?  I’ll share results from today’s tech snack.

Social Annotation

I also hope we spend some time discussing social annotation because 44% of St. Edward’s faculty who responded to this fall’s survey on Academic Innovation reported that they do not use social annotation but would like to. (Of course, this was also one of the technologies that faculty members also reported they were least familiar with.)  The ability to read  and annotate collaboratively in real time is one of the affordances offered by a digital medium.

Here are some tools I know about for social annotation:

Improve Students’ Ability to Function as a Team

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TeamworkStudents need to know how to work in a team if they want to succeed in any organization. Unfortunately, students are often left to their own devices when it comes to actually working together as a team. Faculty share several important concerns when evaluating team performance. One is how to equitably reward the individual team members when only few students did the work. Another issue is how do students learn to be better team members when they only receive feedback at the end of the course, too late to make any changes in their behavior. Students also need to understand the importance of using a methodology when working on team projects.

Dr. Mark Poulos, Professor of Business Administration, and Dr. Angel Tazzer, Faculty Support Manager, have developed a proven methodology using a wiki to improve students’ ability to function as a team while completing course assignments. The methodology is easy to implement and adapt to your specific classroom needs and can be implemented using the native wiki tool in Blackboard or in any other wiki.

Consider this methodology if you want to:

  • Reflect and share the reasons for using team assignments in the classroom including the benefits, issues, and best practices for their implementation.
  • Learn a methodology that can be used in your classroom to improve the ability of students to function as a team.
  • Establish a feedback and accountability process in which the students may learn and modify their behavior in future assignments.

Feel free to contact Mark Poulos (markp@stedwards.edu) or Angel Tazzer (angelt@stedwards.edu) for more information and wiki templates.

Credits
Working Together Teamwork Puzzle Concept. [Digital Image]. Retrieved from
www.flickr.com/photos/lumaxart/2137737248/

Speed Up Your Grading

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3 Tips For Making the Blackboard Grade Book Easier to Use

In this Tech Snack on October 18, 2014 we demonstrated several easy steps that can help save you time and frustration while grading.

1. See All Your Students with “Edit Rows Displayed”

Blackboard defaults to showing you the first 10 students in your roster. If you want to see your entire roster of students, click on Edit Rows Displayed and select the number of students you have. This makes it much easier to see all of your students at the same time.

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2. Minimize Scrolling through Assignments with “Column Organization”

Blackboard also defaults to displaying the most recent grade book entry to the right of the existing entries. The column organization feature allows you to reorder your grade book display as you see fit. For example, you might want to display the most recent entry first. Managing your columns is a great way to minimize the need for scrolling.

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3. Use Excel to Manage Grades via “Download Roster “

Blackboard allows Instructors to download a current version of their course grade book as an Excel file. Instructors can use this feature to manually enter grades into a spreadsheet and upload it to Blackboard again. Downloading the grade book is also a great way to create attendance charts and sign-in sheets quickly.

2014-02-06_15-01-15          2014-02-06_15-01-56

 

There are also a variety of video tutorials available on the Instructional Technology website.  Here’s a link to our BlackBoard Grade Book overview.

You Too Can Youtube!

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Want a great way to reach your students in and out of the classroom? Create your own video content. Creating your own video content can help stimulate interest in subject material and reinforce what is being taught in the classroom. Instructors are able to share videos with future classes, reuse captured video material with other video projects, and make content available so students can have access to videos even after they have completed the course.

Creating video content has never been easier. With smart phones, tablets, and other mobile devices readily available that have the ability to record HD quality videos, you can quickly create and share video content directly to the web. Youtube offers a free browser-based video editor that allows users to edit video clips with several options that are commonly found in video editing software. The Youtube editor has plenty of features that allow users to create videos and has been updated to allow more precise editing. Some of the key features are:

  • splitting/trimming video clips
  • editing audio
  • adding an audio track
  • adding titles with backgrounds
  • adding annotations

Below is an overview of some of the major features available in the Youtube Editor:

Upload

Once you log in to your Youtube account, click on the “upload” button located next to the search bar. The “upload” page will appear giving you several options to create videos. You can select video files located on your computer, record a video using your webcam, create a photo slideshow, broadcast a Google+ Hangout session or use the video editor. We will be focusing on the video editor features for this article.

Video Editor Interface

The video editor allows users to view the video clips that they have uploaded to Youtube (up to 55 clips) and edit them individually or together on a timeline. The main interface allows users to insert titles, edit clips together, add transitions and an audio track. Users will also be able to publish their edited video from this interface.

Quick Fix

When a video clip is selected, users have the option to apply quick fixes to their video. Users can apply an auto-fix that automatically adjusts color, brightness and contrast. Users can also manually adjust brightness and contrast as well. Another great feature is the ability to stabilize the video clip. This helps remove the “shaky camera” effect when users are recording video without a tripod.

Filters

Users can apply several different filter effects on their video clips to alter the look of their video. These filters adjust color saturation and can give your video a new style or look.

 

Text

Text can be added over video clips or as title bumpers before a video clip. Users can adjust fonts, position, size, style, color and alignment.

Titles

Titles can be applied before clips and transitions. Users can create titles by simply dragging a title style from the title tool directly to the timeline.

 

Transitions

Users can also apply transitions between clips, images or titles. These effects will help transition between titles and clips.

Audio Track

Another great new feature is the audio track tool. YouTube now offers a free audio library that has a collection of music tracks that users can download and feature as background music in their videos.

 

Here is a sample video that was created with an iPad and edited using the Youtube video editor.

Demo: SEU Campus Tour

 

Here are some other helpful resources on ways to use videos in education. Feel free to contact us here at the Faculty Resource Center if you have any questions regarding video production for your classroom. Good luck.

20 Ways to Use Video in the Classroom
http://www.mediacastblog.com/20-ways-use-video-classroom/

6 Simple Ways To Use Video In Education
http://www.edudemic.com/6-simple-ways-to-use-video-in-education/

Different Types of Videos Used for Education
http://56wrtg1150.wikidot.com/youtube-vodcasts-and-skype

Youtube Video Editor Support
https://support.google.com/youtube/answer/183851?hl=en-GB

Free music for your videos in Audio Library

https://support.google.com/youtube/answer/3376882?hl=en-GB&ref_topic=3014750

Faculty Mobile Device Mixer

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On September 20th Instructional Technology welcomed thirteen faculty, Center for Teaching Excellence staff and Library staff to our first Tech Snack for fall — “Mobile Device Mixer”.  We started off by using a mobile app Poll Everywhere to ask faculty to name their favorite app.  Poll Everywhere allows you to conduct a quick poll using any mobile device, including laptops.

Wordle with most popular app displaying as Evernote

Note Taking

No surprise that Evernote tops the list!  Evernote is a great productivity tool.  You can sync notes across multiple devices (Windows, Android, iOS).  You can sort notes into notebooks and tag them for easy searching.  Ann David shared an educational use for Evernote.  She uses Evernote for  Learning Logs for her Educational Technology class. Students make Evernote notebooks and share so she can see live what students are writing.  She can’t edit or make notes on their notebooks but she can give immediate feedback.  Students can include audio, images, and videos to record their experience.

File Management and Sharing

Ryan Hoover discussed the ease of using Google Drive across devices to share documents with students.  DropBox also has an app that lets you access files across devices.

Annotation and Reading

We had a lively discussion on tools to annotate PDFs or ebooks via mobile devices.  Annotation of PDFs and ebooks is still challenging for some students.  Julie Sievers shared her favorite, iAnnotate, which is available for iPads and Android devices.

Other apps we discussed:

  • Quip –  a shared word processor so everyone is editing the same document.  You can add photos to create a collective photo album.
  • TalkBoard – a shared whiteboard, great for creative projects
  • SimpleNote – a note application available on iOS and Androids
  • vBookZ PDF Reader — Reads PDFs to you — great for commuting in Austin!

 

Interactive Video with Avatars

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What is an Avatar and a Voki?

An avatar is a figure or character that you can create and customize for online use. Vokis are speaking avatars that could be used for online interaction.

  • Users can create an account with different services such as Voki.
    • Voki can be used to create speaking avatars and use them as an effective learning tool.

Ideas for Uses of Avatars in the Classroom:

  • Connecting via online learning: Faculty who teach online and blended courses could enhance their personal presence in the class through the use of avatars. Avatars could be used for virtual lectures in place of text course materials.
  • Solving problems and gaining real-world experience through case studies: Faculty could use avatars to demonstrate case studies. Students will benefit from practice in applying the material to real-life situations.
  • Historical Reenactments and Teaching Moments Students can reenact historical events in order to gain new perspectives beyond the mere facts. Avatars can be used to teach various theories which may be hard to understand from an external point of view.

Resources

  1. 8 Great Avatar Creation Tools for Teachers
  2. Creating Avatars
  3. 10 Ways to Use Avatars in Education