ITC eLearning 2017
St. Petersburg, FL: February 18 to 21
Keynote Mizuko “Mimi” Ito
“Mobilizing Digital and Networked Media for the Longstanding Goals of Progressive Education”
Learning in an era of abundant connectivity now.
Many instructors grew up on different environment, scarcity of information and connection.
83 percent of 16 to 29 year old read a book
13 to 18 year olds spend 8 hours 56 minutes on media, not including school work or homework.
57 percent of Teens made a new friend online, 20 percent have met them in real life
New trend. Used to be they just talked to friends they already had.
Our sources. Service that will take your online course for you and guarantee an A.
Kids start school engage and then their enthusiasm and engagement steadily declines. By the time they get to higher education, they are mostly disengaged.
In school out of school divide gap is larger because outside world has changed so much because of technology.
Huge gap of spending on enrichment activities between rich and poor families. There is a decline in formal enrichment in public schools.
We would think technology could help close these gaps. Like MOOCs. However, that is not really happening. MOOCS are mostly helping those who already have education more.
Access is the problem.
Case study on Dave. Young college student who got into web comics. He couldn’t find a major or college that taught it. So he learned on his own and then an online community to support his learning. Now he creates web comics and hosts other people too. This is now his career.
Connected learner. When a learner does something he loves, pursues specialized learner, and is able to turn it into a pathway to career.
Most students struggle to connect their formal education to their other spheres like home, family, hobbies, etc.
We think of education as a linear pathway but most student now , it’s more like a web.
Building connections, helping students to connect to their interests, helping students connect to other communities and resources. We need to shift more toward this as educators.
What excites students? How can we use that to help them succeed?
Book great jobs Great Lives.
Two things in the college experience that mattered. Did they have a project and the other was if they connected to a faculty member.
Connected learning is very powerful.
Sometimes it’s the things we do outside of class. Student clubs, student readings, connecting students to resources outside of school.
Design principles for connected learning, interests peer culture opportunities
Project based
Connecting to people
Connected to resources
Walking dead MOOC to teach math UC Irvine
PHO NAR photography narrative MOOC the class is a hashtag #PHONAR
Having an open online component can help connective learning
Using social networks
Peer support principle
FEm Tech net. Group support of feminists researching technology
Virtual summer camps Minecraft, to teach engineering concepts , design, etc. All summer camp counselors were college kids who had aged out of mine craft, mentors. Cool effect for the high school counselors too. Turning something these kids did for fun into a job, into a learning experience. Match Making.
Need to frame things in a way that show students that they can learn from their interests.
# learninghero
Connected learning takes a lot of people.
@clalliance
@mizuko
Breaking Down Walls: Presence Building Technologies to Improve Student Engagement and Performance in Online Introductory Psychology
Chris Roddenberry! Wake Technical Community College
Tools arms race. So many tools out there. Need to think about purpose first. What do you need to do?
He wanted to find a way to shake hands with online student, feel connected.
Tools to promote presence. Online meeting software, texting software, custom video communication. Not new tools, just using them for a purpose.
Give the students a feeling that they are in a class with real people and a real instructor
Online meeting software
Orientation, class meetings, office hours, review sessions, club events, tutoring
Stream club meetings to online student, stream learning center.
If you can dream it, you can stream it.
He has discussion board and a weekly wed. Night meeting which are optional.
Texting software
Kids think email is too slow, REMIND voxer free texting software
Use it for general reminder or for missing assignments, rapid follow up
Group discussion chains
Custom video
Course information
Weekly introductions
Lessons
Student feedback
Personalize the instructor, bloopers help. They can be bad, real
Project compass
Grant
Randomized control trial
Looking at high enrollment, low success rate classes
Control 598 online introductory psych classes
Control 8 instructors, high tech 4 instructors
Student evaluations were great on high tech classes. 10 to 20 point improvement in comments
67 to 74 completion
GPA stayed the same even with more students completing
Lessons learned
This does not spoil students
It takes time to develop your tool Capability
Find your mix
Texting has to be opt in
Which tool will be the most important in your class?
Need to communicate more intimately with your students
Reach through the computer screen
B2 Having it all: How Open Educational Resources Give Faculty and Student What They Want
Sandra King, Communications professor, Anne Arundel Community College
slideshare is on the app fro Mary,and online over day
Student costs and debt have risen so much college textbooks rose 812 percent since
1978
When they take out loans, textbook costs are multiplied.
Courses open three days ahead for online
What students want:
Reduced costs
Access
Engaging format
ELL students struggle with traditional texts at times
Chapters are often 35 pages or more. 400 pages
Instead of just reading about it, they can do stuff
Geert Hofstede , cultural comparisons website
Penn state site on folklore and mythology have students look up fairy tales, etc.
Use of graphics
Badges for completion of each module
Gaming aspect
Changes their attitude about wanting to do well, rather than just get by
Animations to teach and motivate,
Clapping hands, dance, etc when a certain amount of people get a badge
Baby Goot frozen and won’t dance until one hundred percent of students complete an assignment.
What faculty want
High quality courses, QM standards, curriculum alignment,
Accessibility. Some textbooks even their e books won’t work with screeenreaders
Universal design
Currency, up to date, relevant content
Ethnocentrism
Video of stereotyping African men: https://youtu.be/tFA8J6nllW8
Want to spend time making my course better, not just changes pages numbers, chapter numbers, or terminology
With each new edition, there are small changes. No textbook really fits our courses. When we create our own materials or OERs, we control the information, media, and can change it to fit our needs.
Lessons learned:
- Give yourself time
- What elements need to be implemented first and together?
- Gaming elements didn’t all work well
- Think of using OERs as ongoing project
- Consider allowing students to participate
Your turn assignment. Have them find something to out in the class.
Instead of ask the instructor, use an animation video of someone looking confused
Memes?
Badges are jpg and just attached in the Dropbox
Changing Institutional Culture with Open Educational Resources OER
University of New Hampshire
Daniel Carchidi
Catherine Overson
April Rau
Open education OERs
Open pedagogy
Open access publishing
Pilot 2015
$30,500 investment
1040 students saved $149319
Student outcomes were same or better
Perceptions were promising
OER support teams
Faculty centered
Library support
Academic technology, instructional designer
Faculty development CFI type support
High touch, lots of support
Got a $385,350 grant from the system to expand pilot to other campuses
Outreach
Survey
Presentation to faculty senate
Fall 2016 results
Assessments
Textbook cost savings : took most expensive version of books
$131,492 for 1073 students
Student perceptions of OERs
Student ratings: 7 questions a clear pattern, students enjoy the materials, found them easy to use and helpful. They did not think there were too many materials
Student comments, a lot about costs savings, quality, tech issues, accessibility, clarity , usefulness, and enjoyment
Found it easy to access across platforms and liked how easy it was to transport.
Student learning outcomes, same and actually slightly better
OERS opens doors to examine and reshape course design
Where to begin, lots of great questions and research in PowerPoint presentation
Remember Creative Commons rules: Right to retain, reuse, revise, remix, and redistribute
David Wiley blog. HTTPS:/opencontent.org/blog/archives/…
Some examples. Philip Ramsey, took all lectures and video taped them and put them open source on YouTube, lecture notes are available with google slides
Math teacher, used a free textbook and had students contribute answers, create the answer key, library
Now have Twenty five faculty ambassadors
Planning to grow program through leadership retreat
Promotional videos
Self paced course development, can’t have the whole team support or all faculty
Having Cable Green fromCreative commons come talk to faculty and team
The NROC Project
Plenary session, “can we eliminate ‘remediation? YEs, with EdReady.”
Ahrash Bissell, Director of Strategic Partnerships NROC
They have a remedial math and combined read/write program. NROC Developmental English
Make courses, learning objects, learning platform EdReady
Problem with placement in college courses. Cut scores are a bit arbitrary. Students close to the cut can struggle .
It’s the students in the middle of the testing scores that are problematic.we really PICTURE here from email
don’t know if they are ready, not sure what they know.
Also even if student is ready, they still may have some important gaps in their knowledge, especially in math or English.
More than half of students are not ready for college math. ed Ready does personalized learning paths. If you are a member of NROC! You can have their courses and even personalize them.
You can get really useful institutional data from these classes. So you can see where those gaps are.
Personalized learning approach to college readiness.
Nroc/Hippocampus: nrocnetwork.org/implementation
Jacksonville State U. Alabama
Courtney Peppers-Owen
Used edready for low stakes placement
Many non grads, 50% failure rate in intermediate Algebra
Millions lost in tuition
As part of this, they redesigned their developmental math sequence.
They can do this at home. It’s not proctored.
Started in 2015. Use ACT and SAT scores.
968 students participated
Results in SLIDE
Montana Digital Academy
Ryan Schrenk
Now it’s free for any student in Montana to take
Started in 2013
First state to adopt EdReady
Used both in and out of classrooms to remediate, accelerate, and accompany in class curriculum
Got a big grant , three years of funding
For students from elementary a to college to adult learner centers
Focused. We tell students here is what you need to know, go learn it…
One two year school, their math remediation was 84 percent. Students are now able to accelerate quickly from lowest level of dev. Math of calculus in one year.
Costs is one dollar per FTE per year
Matt Evins notes mevins.info/2lHIQdA
Improving Retention with a SParC
JAmie Ferrazano
St. Petersburg College, director of Academic Technologies
Asked faculty what they wanted in a toolkit
SPArC came from faculty input
They wanted to save time
On course homepage, there is a widget with:
TOOL! Gradecheck, automatically shows students who have below a certain grade percentage
Spark system to send a one way text, they can send an email, they can send instant messenger, all right from the widget
There is a place to leave notes, and other faculty who have that student will also see the notes!!!!
Students don’t see the notes section but it goes on students permanent record, and students can request to see their record.
Will have option to notify advisor at the same time.
TOOL! Last log in on widget too
Will tell you who has not logged in for a certain number of days, also links to user progress so you can see what the student did last
They can go back and look at all the notes for that student from previous instructors.
Text messages are limited to 110 characters. Also included faculty name and class,
TOOL: student persona
Get information from when students register, their perceptions of their readiness, etc. they give all a students their own survey.
Find out if the student has taken or attempted the course before,
Can also look at the student’s whole schedule
Faculty and students get a report, dashboard on this. Will also include advisor Information to help students build relationships with advisors too.
TOOL, register next semester
Can remind students to register, to stay on track
They are willing to share their code. Pretty easy if you use D2L. You would need developers to help a make it work with your systems.
Not mandatory right now. But lots of users.
Twilio is texting software. link to video Will be in the notes section in the app.
“Is the 2016 HS Graduate Truly a Digital Native? Understanding the Technology Skills of Today’s College Student.”
Edith Monroe
Spanish instructor at Oakton Community College, Illinois
Not all students have abundant technology in their schools.
Who is a digital native?
Marc Prensky 2001 coined the term
Question 1
Who are your students in your community?
We do not that by college, many students have technology, use it, etc,
But not all, low income, immigrants, ELL
When you survey students who know the terminology, they will answer positively. What about the students who don’t even know the terms?
Question 2
Ask educators what resources they need, including professional development.
Professional development for online teaching, create certification professional develop credits for high school teachers, POET?
Question 3
What are technology challenges for you and your students?
Students who aren’t prepared technologically might be hesitant to admit it, then fail because of their lack of tech skills
Still internet access gaps too
Gaps in professional development too, more expectations for teachers but lack of PD
- Collaboration between schools and colleges
- Professional development for best practices and technology tools training
Education technology day, festival?
- Articulation for curriculum, assessments, and technology skills
- Sharing data and collecting evidence of student growth
Sharing resources like learning center to k-12 students or teachers?
Badges for teachers….
Surveyed students about usage of educational technologies. Found students In Advanced classes, AP classes have more technology resources available than students in lower level classes.
IN high school, some students don’t have internet at home, parents are not tech savvy.
When she surveyed her students about whether they would take an online class when in college, they mostly said no. They were nervous about not interacting with teacher, about staying on track, etc,
Idea: maybe go into high schools to show students how online classes work
Assessing and Supporting ICT Literacy Skills in Blended and Online Courses
Kristin Heathcock, Librarian, Hillsborough CC
Richard Senker, Assistant Professor and Program Manager
smarter measure, third party tool that assesses student skills in ITC literacy
Looks at computer competency and internet competency
When students assess their own skills, they tend to overestimate their own skills
What ITC Skills help students succeed in an online class?
Where do students acquire their ICT literacy skills?
What are we doing to help students learn these ICT literacy skills?
Using D2L shells in F2F classes helps
Common issues students
Technical problems (outdated technology or internet issues, thinking they can use their phone)
Technical skills
Critical thinking
Time management
Life factors
Strategies
Embedded librarian added a co instructor in the class
Provide instructional materials at point of need
Communicate with students during research periods in the courses
Added an link to library in all classes, looked at clicks
Found a correlation with accessing library resources and their final grade on the research paper. A 4.8 average views per student.
Recommendations
Provide resources at the time they need them
Provide training in courses in technology and information literacy
Faculty, librarian, and staff support
Online training tools (Atomic learning, readiness assessments, Smarter Measure)
ASkMe Online! Ask a Librarian
Campus resources outlined in syllabus
Communicate where students can find support and help
Multimedia Mayer, learning from words and visuals. A cognitive theory of multi media
Multimedia presentation goes into sensory memory, then in working memory where it integrates with prior knowledge then into long, term, deeper memory.
U of Hartford, Richard Mayer
People learn better when words are close to the images
Modality principle says to explain with audio if the image is complex. Sensory overload.
Like the drawing the states whiteboard video, audio and drawing. Add link here to states video
Redundancy pick two and stick with two mediums
Multimedia should tie to course outcomes, learning objectives
Leverage your LMS
Experiment with HTML
Iframe embedding
Video, music, presentations like slideshare and prezi , Vimeo, Spotify
Google maps
Soft chalk lesson repository
HTML based games and activities
RSS feeds, WordPress, bloggers, etc.
Poem of the day, people’s blog, etc.
What you can’t find, you can create
Video capture and streaming
Creating a personal connection through video is effective
Have students use video too, give feedback through video
Reconsider lecture capture
Get creative , go out to the web, show pictures of travels, show resources, don’t just narrate a PowerPoint
Don’t be afraid to make mistakes in your lecture capture. Be real.
Finding and using OER
Free teaching and learning materials
In the public domain or licensed for free use and reuse
Accessible online for free or very low costs, like textbooks
Creative Commons
Khan academy
Merlot
Soft chalk share
Use advanced search to filter by media type
Search merlot, simulations, etc. include reviews to help with evaluating whether or not they are useful.
Content from the cloud
Soft chalk
Adobe presenter 11
CourseArc
TechSmith Relay
Google sites
Rise by Articulate 360
Can do labeled graphics
Timelines
Podcasts
Idea: create a new lesson on poetry sounds, using a poem with places to click and learn….and even hear the sounds
Make presentations pop
Sway, etc.
Accessibility and Universal Design for learning
Multiple means of representation what
Multiple means of expression how
Multiple means of Engagement why
Closed captioning helps students with ADHD?
Think UDL while designing
, CC to YouTube searches to find only captioned videos
Audio transcripts, look for them before you create one
Podcasts, etc. NPR has transcripts created
Alt text needs to be 130 characters or less. If your image goes away, the alt text will take its place. Screen readers can’t read text on images, so include your explanation right next to your image.
Center for accessible distance learning
National center on Universal design for learning
The Ups and Downs of Virtual Teams
Charla Farley and Lydia Gilmore
Columbus State CC
Businesses really want students who can work well in virtual teams, to lead them, to interact in webinars, etc.
Have students do synchronous case studies, discussion and make decisions.
Using web ex. Can make groups, mini chat sessions in WebEx.
Tips
Scheduling meetings
Structure of project
Team structure and roles
Team interdependence
Meeting preparation
Technology access and capabilities
Netiquette
Peer review
Decide if they have the opportunity to fire a team member.
Use remind app
Include in the syllabus or course description that virtual groups are required
Last keynote
Critical Intersections: Pedagogy, Technology, and Student Learning
Gladys Palma de Schrynemakers
Associate Provost
Medgar Evers College, The City
Of University of New York
Started with story of five year old boy hearing the ocean in a shell
He listens for five minutes and says ” turn it off.”
What is your technological age?
21st Century Technological Age
Must have digital presence
Publishes in digital texts
Multiple screens at once
Disruptive technology ?
It’s a judgmental term.
Digital experiential learning
Most disciplines are taught in isolation, not connected to their other subject
Need to help them connect their learning
They are reading science books like Jane Eyre… they don’t know how to read science texts….
Harvard outline
Students don’t understand that. Can’t select information and connect learning,
Create a digital learning community for these at risk students, QUEST grant
Use of digital media to introduce topics
Book My STroke of Insight by Jill Bolte Taylor
TED talk by her too
Taught students that scientists tell their stories in different ways, that students can learn science in different ways
The learning happened in the discussion
Then they had to read historical scientific articles
The Galileo Affair
Science and politics connected
Plato’s Cave
They read text and they don’t really get it
Then post clay animation of PC
Then add The Matrix, do you take the blue pill or?
Which pill would you take and based on Plato, why would you choose it?
The retention rate for these 50 students was 90%
They graduated on time, in their scientific field.
Many went on to medical school, graduate school, etc.
People aged 40 to 50 are the most uncomfortable with technology use. Yet most professors fall into this age range right now.
We are living in a networked age but our systems, our institutions, are not set up to network.
We need to set up our students for the world of networking through technology.
Reading the world, not the technology. Paola Frere
Technology is no longer a tool. It’s a way to understand the world and to change the world.
Ideas : include surveys or cell phone interaction in student orientation or even faculty orientation
Text them problems in class, first one to answer gets something
Use their technology. Don’t tell them to put their phones away.
Instead of saying, you can’t, say how can we?
ITC eLearning 2017
St. Petersburg, FL: February 18 to 21
Keynote Mizuko “Mimi” Ito
“Mobilizing Digital and Networked Media for the Longstanding Goals of Progressive Education”
Learning in an era of abundant connectivity now.
Many instructors grew up on different environment, scarcity of information and connection.
83 percent of 16 to 29 year old read a book
13 to 18 year olds spend 8 hours 56 minutes on media, not including school work or homework.
57 percent of Teens made a new friend online, 20 percent have met them in real life
New trend. Used to be they just talked to friends they already had.
Our sources. Service that will take your online course for you and guarantee an A.
Kids start school engage and then their enthusiasm and engagement steadily declines. By the time they get to higher education, they are mostly disengaged.
In school out of school divide gap is larger because outside world has changed so much because of technology.
Huge gap of spending on enrichment activities between rich and poor families. There is a decline in formal enrichment in public schools.
We would think technology could help close these gaps. Like MOOCs. However, that is not really happening. MOOCS are mostly helping those who already have education more.
Access is the problem.
Case study on Dave. Young college student who got into web comics. He couldn’t find a major or college that taught it. So he learned on his own and then an online community to support his learning. Now he creates web comics and hosts other people too. This is now his career.
Connected learner. When a learner does something he loves, pursues specialized learner, and is able to turn it into a pathway to career.
Most students struggle to connect their formal education to their other spheres like home, family, hobbies, etc.
We think of education as a linear pathway but most student now , it’s more like a web.
Building connections, helping students to connect to their interests, helping students connect to other communities and resources. We need to shift more toward this as educators.
What excites students? How can we use that to help them succeed?
Book great jobs Great Lives.
Two things in the college experience that mattered. Did they have a project and the other was if they connected to a faculty member.
Connected learning is very powerful.
Sometimes it’s the things we do outside of class. Student clubs, student readings, connecting students to resources outside of school.
Design principles for connected learning, interests peer culture opportunities
Project based
Connecting to people
Connected to resources
Walking dead MOOC to teach math UC Irvine
PHO NAR photography narrative MOOC the class is a hashtag #PHONAR
Having an open online component can help connective learning
Using social networks
Peer support principle
FEm Tech net. Group support of feminists researching technology
Virtual summer camps mine craft, to teach engineering concepts , design, etc. All summer camp counselors were college kids who had aged out of mine craft, mentors. Cool effect for the high school counselors too. Turning something these kids did for fun into a job, into a learning experience. Match Making.
Need to frame things in a way that show students that they can learn from their interests.
# learninghero
Connected learning takes a lot of people.
@clalliance
@mizuko
Breaking Down Walls: Presence Building Technologies to Improve Student Engagement and Performance in Online Introductory Psychology
Chris Roddenberry! Wake Technical Community College
Tools arms race. So many tools out there. Need to think about purpose first. What do you need to do?
He wanted to find a way to shake hands with online student, feel connected.
Tools to promote presence. Online meeting software, texting software, custom video communication. Not new tools, just using them for a purpose.
Give the students a feeling that they are in a class with real people and a real instructor
Online meeting software
Orientation, class meetings, office hours, review sessions, club events, tutoring
Stream club meetings to online student, stream learning center.
If you can dream it, you can stream it.
He has discussion board and a weekly wed. Night meeting which are optional.
Texting software
Kids think email is too slow, REMIND voxer free texting software
Use it for general reminder or for missing assignments, rapid follow up
Group discussion chains
Custom video
Course information
Weekly introductions
Lessons
Student feedback
Personalize the instructor, bloopers help. They can be bad, real
Project compass
Grant
Randomized control trial
Looking at high enrollment, low success rate classes
Control 598 online introductory psych classes
Control 8 instructors, high tech 4 instructors
Student evaluations were great on high tech classes. 10 to 20 point improvement in comments
67 to 74 completion
GPA stayed the same even with more students completing
Lessons learned
This does not spoil students
It takes time to develop your tool Capability
Find your mix
Texting has to be opt in
Which tool will be the most important in your class?
Need to communicate more intimately with your students
Reach through the computer screen
B2 Having it all: How Open Educational Resources Give Faculty and Student What They Want
Sandra King, Communications professor, Anne Arundel Community College
slideshare is on the app fro Mary,and online over day
Student costs and debt have risen so much college textbooks rose 812 percent since
1978
When they take out loans, textbook costs are multiplied.
Courses open three days ahead for online
What students want:
Reduced costs
Access
Engaging format
ELL students struggle with traditional texts at times
Chapters are often 35 pages or more. 400 pages
Instead of just reading about it, they can do stuff
Geert Hofstede , cultural comparisons website
Penn state site on folklore and mythology have students look up fairy tales, etc.
Use of graphics
Badges for completion of each module
Gaming aspect
Changes their attitude about wanting to do well, rather than just get by
Animations to teach and motivate,
Clapping hands, dance, etc when a certain amount of people get a badge
Baby groot frozen and won’t danace until one hundred percent of students complete an assignment.
What faculty want
High quality courses, QM standards, curriculum alignment,
Accessibility. Some textbooks even their e books won’t work with screeenreaders
Universal design
Currency, up to date, relevant content
Enthnocentrism
Find video of stereotyping African men
Want to spend time making my course better, not just changes pages numbers, chapter numbers, or terminology
With each new edition, there are small changes. No textbook really fits our courses. When we create our own materials or OERs, we control the information, media, and can change it to fit our needs.
Lessons learned:
Give yourself time
What elements need to be implemented first and together?
Gaming elements didn’t all work well
Think of using OERs as ongoing project
Consider allowing students to participate
Your turn assignment. Have them find something to out in the class.
Instead of ask the instructor, use an animation video of someone looking confused
Memes?
Badges are jpg and just attached in the Dropbox
Changing Institutional Culture with Open Educational Resources OER
University of New Hampshire
Daniel Carchidi
Catherine Overson
April Rau
Open education
OERs
Open pedagogy
Open access publishing
Pilot 2015
$30,500 investment
1040 students saved $149319
Student outcomes were same or better
Perceptions were promising
OER support teams
Faculty centered
Library support
Academic technology, instructional designer
Faculty development CFI type support
High touch, lots of support
Got a $385,350 grant from the system to expand pilot to other campuses
Outreach
Survey
Presentation to faculty senate
Fall 2016 results
Assessments
Textbook cost savings : took most expensive version of books
$131,492 for 1073 students
Student perceptions of OERs
Student ratings: 7 questions a clear pattern, students enjoy the materials, found them easy to use and helpful. They did not think there were too many materials
Student comments, a lot about costs savings, quality, tech issues, accessibility, clarity , usefulness, and enjoyment
Found it easy to access across platforms and liked how easy it was to transport.
Student learning outcomes, same and actually slightly better
OERS opens doors
To examine and reshape course design
Where to begin, lots of great questions and research in PowerPoint presentation
Remember Creative Commons rules
Right to retain, reuse, revise, remix, and redistribute
David Wiley blog. HTTPS:/opencontent.org/blog/archives/…
Some examples. Philip Ramsey, took all lectures and video taped them and put them open source on YouTube, lecture notes are available with google slides
Math teacher, used a free textbook and had students contribute answers, create the answer key, library
Now have Twenty five faculty ambassadors
Planning to grow program through leadership retreat
Promotional videos
Self paced course development, can’t have the whole team support or all faculty
Having Cable Green fromCreative commons come talk to faculty and team
The NROC Project
Plenary session, “can we eliminate ‘remediation? YEs, with EdReady.”
Ahrash Bissell, Director of Strategic Partnerships NROC
They have a remedial math and combined read/write program. NROC Developmental English
Make courses, learning objects, learning platform EdReady
Problem with placement in college courses. Cut scores are a bit arbitrary. Students close to the cut can struggle .
It’s the students in the middle of the testing scores that are problematic.we really PICTURE here from email
don’t know if they are ready, not sure what they know.
Also even if student is ready, they still may have some important gaps in their knowledge, especially in math or English.
More than half of students are not ready for college math. ed Ready does personalized learning paths. If you are a member of NROC! You can have their courses and even personalize them.
You can get really useful institutional data from these classes. So you can see where those gaps are.
Personalized learning approach to college readiness.
Nroc/Hippocampus: nrocnetwork.org/implementation
Jacksonville State U. Alabama
Courtney Peppers-Owen
Used edready for low stakes placement
Many non grads, 50% failure rate in intermediate Algebra
Millions lost in tuition
As part of this, they redesigned their developmental math sequence.
They can do this at home. It’s not proctored.
Started in 2015. Use ACT and SAT scores.
968 students participated
Results in SLIDE
Montana Digital Academy
Ryan Schrenk
Now it’s free for any student in Montana to take
Started in 2013
First state to adopt EdReady
Used both in and out of classrooms to remediate, accelerate, and accompany in class curriculum
Got a big grant , three years of funding
For students from elementary a to college to adult learner centers
Focused. We tell students here is what you need to know, go learn it…
One two year school, their math remediation was 84 percent. Students are now able to accelerate quickly from lowest level of dev. Math of calculus in one year.
Costs is one dollar per FTE per year
Matt Evins notes mevins.info/2lHIQdA
Improving Retention with a SParC
JAmie Ferrazano
St. Petersburg College, director of Academic Technologies
Asked faculty what they wanted in a toolkit
SPArC came from faculty input
They wanted to save time
On course homepage, there is a widget with:
TOOL! Gradecheck, automatically shows students who have below a certain grade percentage
Spark system to send a one way text, they can send an email, they can send instant messenger, all right from the widget
There is a place to leave notes, and other faculty who have that student will also see the notes!!!!
Students don’t see the notes section but it goes on students permanent record, and students can request to see their record.
Will have option to notify advisor at the same time.
TOOL! Last log in on widget too
Will tell you who has not logged in for a certain number of days, also links to user progress so you can see what the student did last
They can go back and look at all the notes for that student from previous instructors.
Text messages are limited to 110 characters. Also included faculty name and class,
TOOL: student persona
Get information from when students register, their perceptions of their readiness, etc. they give all a students their own survey.
Find out if the student has taken or attempted the course before,
Can also look at the student’s whole schedule
Faculty and students get a report, dashboard on this. Will also include advisor Infromation to help students build relationships with advisors too.
TOOL, register next semester
Can remind students to register, to stay on track
They are willing to share their code. Pretty easy if you use D2L. You would need developers to help a make it work with your systems.
Not mandatory right now. But lots of users.
Email him to get the link to the video demo
Twilio is texting software. link to video Will be in the notes section in the app.
“Is the 2016 HS Graduate Truly a Digital Native? Understanding the Technology Skills of Today’s College Student.”
Edith Monroe
Spanish instructor at Oakton Community College, Illinois
Not all students have abundant technology in their schools.
Who is a digital native?
Marc Prensky 2001 coined the term
Question 1
Who are your students in your community?
We do not that by college, many students have technology, use it, etc,
But not all, low income, immigrants, ELL
When you survey students who know the terminology, they will answer positively. What about the students who don’t even know the terms?
question 2
Ask educators what resources they need, including professional development.
Professional development for online teaching, create certification professional develop credits for high school teachers, POET?
Question 3
What are technology challenges for you and your students?
Students who aren’t prepared technologically might be hesitant to admit it, then fail because of their lack of tech skills
Still internet access gaps too
Gaps in professional development too, more expectations for teachers but lack of PD
- Collaboration between schools and colleges
- Professional development for best practices and technology tools training
Education technology day, festival?
- Articulation for curriculum, assessments, and technology skills
- Sharing data and collecting evidence of student growth
Sharing resources like learning center to k-12 students or teachers?
Badges for teachers….
Surveyed students about usage of educational technologies. Found students In Advanced classes, AP classes have more technology resources available than students in lower level classes.
IN high school, some students don’t have internet at home, parents are not tech savvy.
When she surveyed her students about whether they would take an online class when in college, they mostly said no. They were nervous about not interacting with teacher, about staying on track, etc,
Idea: maybe go into high schools to show students how online classes work
Assessing and Supporting ICT Literacy Skills in Blended and Online Courses
Kristin Heathcock, Librarian, Hillsborough CC
Richard Senker, Assistant Professor and Program Manager
smarter measure, third party tool that assesses student skills in ITC literacy
Looks at computer competency and internet competency
When students assess their own skills, they tend to overestimate their own skills
What ITC Skills help students succeed in an online class?
Where do students acquire their ICT literacy skills?
What are we doing to help students learn these ICT literacy skills?
Using D2L shells in F2F classes helps
Common issues students
Technical problems (outdated technology or internet issues, thinking they can use their phone)
Technical skills
Critical thinking
Time management
Life factors
Strategies
Embedded librarian added a co instructor in the class
Provide instructional materials at point of need
Communicate with students during research periods in the courses
Added an link to library in all classes, looked at clicks
Found a correlation with accessing library resources and their final grade on the research paper. A 4.8 average views per student.
Recommendations
Provide resources at the time they need them
Provide training in courses in technology and information literacy
Faculty, librarian, and staff support
Online training tools (Atomic learning, readiness assessments, Smarter Measure)
ASkMe Online! Ask a Librarian
Campus resources outlined in syllabus
Communicate where students can find support and help
Multimedia Mayer, learning from words and visuals. A cognitive theory of multi media
Multimedia presentation goes into sensory memory, then in working memory where it integrates with prior knowledge then into long, term, deeper memory.
U of Hartford, Richard Mayer
People learn better when words are close to the images
Modality principle says to explain with audio if the image is complex. Sensory overload.
Like the drawing the states whiteboard video, audio and drawing. Add link here to states video
Redundancy pick two and stick with two mediums
Multimedia should tie to course outcomes, learning objectives
Leverage your LMS
Experiment with HTML
Iframe embedding
Video, music, presentations like slideshare and prezi , Vimeo, Spotify
Google maps
Soft chalk lesson repository
HTML based games and activities
RSS feeds, WordPress, bloggers, etc.
Poem of the day, Jocelyn’s blog, etc.
What you can’t find, you can create
Video capture and streaming
Creating a personal connection through video is effective
Have students use video too, give feedback through video
Reconsider lecture capture
Get creative , go out to the web, show pictures of travels, show resources, don’t just narrate a PowerPoint
Don’t be afraid to make mistakes in your lecture capture. Be real.
Finding and using OER
Free teaching and learning materials
In the public domain or licensed for free use and reuse
Accessible online for free or very low costs, like textbooks
Creative Commons
Khan academy
Merlot
Soft chalk share
Use advanced search to filter by media type
Search merlot, simulations, etc. include reviews to help with evaluating whether or not they are useful.
Content from the cloud
Soft chalk
Adobe presenter 11
CourseArc
TechSmith Relay
Google sites
Rise by Articulate 360
Can do labeled graphics
Timelines
Podcasts
Idea: create a new lesson on poetry sounds, using a poem with places to click and learn….and even hear the sounds
Make presentations pop
Sway, etc.
Accessibility and Universal Design for learning
Multiple means of representation what
Multiple means of expression how
Multiple means of Engagement why
Closed captioning helps students with ADHD?
Think UDL while designing
, CC to YouTube searches to find only captioned videos
Audio transcripts, look for them before you create one
Podcasts, etc. NPR has transcripts created
Alt text needs to be 130 characters or less. If your image goes away, the alt text will take its place. Screen readers can’t read text on images, so include your explanation right next to your image.
Center for accessible distance learning
National center on Universal design for learning
The Ups and Downs of Virtual Teams
Charla Farley and Lydia Gilmore
Columbus State CC
Businesses really want students who can work well in virtual teams, to lead them, to interact in webinars, etc.
Have students do synchronous case studies, discussion and make decisions.
Using web ex. Can make groups, mini chat sessions in WebEx.
Tips
Scheduling meetings
Structure of project
Team structure and roles
Team interdependence
Meeting preparation
Technology access and capabilities
Netiquette
Peer review
Decide if they have the opportunity to fire a team member.
Use remind app
Include in the syllabus or course description that virtual groups are required
Last keynote
Critical Intersections: Pedagogy, Technology, and Student Learning
Gladys Palma de Schrynemakers
Associate Provost
Medgar Evers College, The City
Of University of New York
Started with story of five year old boy hearing the ocean in a shell
He listens for five minutes and says ” turn it off.”
What is your technological age?
21st Century Technological Age
Must have digital presence
Publishes in digital texts
Multiple screens at once
Disruptive technology ?
It’s a judgmental term.
Digital experiential learning
Most disciplines are taught in isolation, not connected to their other subject
Need to help them connect their learning
They are reading science books like Jane Eyre… they don’t know how to read science texts….
Harvard outline
Students don’t understand that. Can’t select information and connect learning,
Create a digital learning community for these at risk students, QUEST grant
Use of digital media to introduce topics
Book My STroke of Insight by Jill Bolte Taylor
TED talk by her too
Taught students that scientists tell their stories in different ways, that students can learn science in different ways
The learning happened in the discussion
Then they had to read historical scientific articles
The Galileo Affair
Science and politics connected
Plato’s Cave
They read text and they don’t really get it
Then post clay animation of PC
Then add The Matrix, do you take the blue pill or?
Which pill would you take and based on Plato, why would you choose it?
The retention rate for these 50 students was 90%
They graduated on time, in their scientific field.
Many went on to medical school, graduate school, etc.
People aged 40 to 50 are the most uncomfortable with technology use. Yet most professors fall into this age range right now.
We are living in a networked age but our systems, our institutions, are not set up to network.
We need to set up our students for the world of networking through technology.
Reading the world, not the technology. Paola Frere
Technology is no longer a tool. It’s a way to understand the world and to change the world.
Ideas : include surveys or cell phone interaction in student orientation or even faculty orientation
Text them problems in class, first one to answer gets something
Use their technology. Don’t tell them to put their phones away.
Instead of saying, you can’t, say how can we?