Notes from eLearning Summit 2014

July 30-31, 2014

University of Northwestern, St. Paul


Included below are notes from LSC attendees to the eLearning Summit.


Submitted by Amy Jo Swing, Online Faculty Development Coordinator

Gave presentation titled: “A Creative Approach to Online Excellence” on the LSC POETTM project.


Key note Cable Green

Director of Global Learning at Creative Commons


Marginal costs of sharing materials—although creating is costly

Before Creative Commons, the only way to share materials freely was for the author to die and then wait 70 years (even if the author wanted to share them)

OERs need to be shareable and adaptable (permission, editing, and adaptation)

Free plus (legal rights) reuse, revise, remix, redistribute, retain

OERs should not be locked into a certain platform or system

Minnesota Textbook initiative

Lumen: commercial company that works with two year colleges, all their materials are put into CC

Just Comp I classes spend about 10 million a year on textbooks

k-12 learning resources are way out of date, not adaptable, students can’t keep them or write in them or interact with them

Open policy

Many grants and such are requiring the results to be open (not in closed peer reviewed journals)

White House directive that says all federal departments need to work on requiring open resources

Department of Education is going to require open resources

Federal OER repository is coming

Publically funded resources should be open resources



Technology for Engagement of Language Learners

Paula MacDonald and Senenge (Sonny) Andzenge


Knowles and Adult Learning

Adults need to know reason for their learning and be able to use their experience and relate it to their lives

Problem-centered learning

Their motivations are internal not external

Need to keep learners engaged—involving learners in the learning experience and connect learner to each other

2010 Framework: bridge gap between theory about engagement and real activities


Zepke and Leach

  1. Motivation and agency: 1) enhance students’ self-belief 2) enable students to work autonomously, enjoy learning relationships with others and
  2. Students and teacher engage with each other: 1) both are central to engagement
  3. Institutional support:
  4. Active citizenship (develop their social and cultural capital)

Practical application

Putting up weekly videos detailing what is expected each week—video

Being able to access the information independently helped students not to need to ask so much questions too


Knovio video and powerpoint (allows students to make the video and powerpoint bigger)

Flip Grid: 90 second window uploaded into a grid (students can do it). Can use for getting students’ response. Like an audio visual discussion board. Has a iphone app or they can use any computer. Not ADA compliant.

Weebly: free website/resources, had templates and can add videos, etc. Can link to this site from your LMS, this site still lives after the course is over. They can access it longer and still use resources and respond to each other.

Efolio: can use it as an additional resource, embed video etc.

GoREACT: audio video and text feedback (is a paid service), can be used for video presentations, teacher observations, sign language interpreters, etc.

Sage Guide or Ghost: article about different kinds of instructor interaction in discussions especially. The effect of instructor intervention on student participation in online discussion forums


New Electronic Library for Minnesota

Matt Lee and Carla Pfahl

ELM , Minitex: Reference Outreach & Instruction


Provide instruction to educators, media specialists and students

Access to ELM:

Link forectly from MN school and library website

To set up direct links, see


To personalize ELM, go to librarian tab and it has directions on seeing up personalized page


KMVL: code for Britannica databases—gives all educator resources too.


If you create a free account in EBSCO, (any database), you can save notes, annotate, etc. Points of View reference center.

New Learning Express


Works with public libraries, k-12, and more


Only one pathway in right now, but others will be created soon.

School center, college preparation center, college center, high school equivalency center, adult learning center, career center , Spanish language speaker center




Leslie Kennedy

Search feature

has improved.



Registration is free—then you can bookmark selections and create collections.



University of Minnesota


David Ernst


Negative academic impact because of text costs


Many students don’t have access to higher education

2.4 million qualified high school students who don’t complete college because of cost

Average student loans $29,400 (2012)

Textbook prices are 4 times the rate of inflation

Average $1200 in textbooks and supplies a year


59% of student wait for financial aid checks to buy books

7/10 students say they didn’t buy a required text due to cost (others didn’t take a class because of the cost of texts or dropped or failed a course because of not having a text)




Need a shared understand of what “open” means

5 R’s: retain, reuse, revise, remix, redistribute


MOOCs are not totally open (can’t copy, reproduce, etc.) Massive Open Online Courses (open only means free access)


Copyright is what keeps most materials from being OPEN

C: all rights reserves, CC: some rights reserved


All MIT opencourseware project is CC open

Ted talks are also CC open (BY, Share-alike, ND)


Flickr can set cc licenses on photos too


Open Textbooks


Can come from faculty, funded by professional and HE institutions, government, etc.

Open Textbook Library


Question: Some schools won’t accept a class for transfer without an approved textbook




University of Minnesota, media specialists


Telestream audio


Having students create digital stories Images, audio and text, 2 to 6 minutes

Educational Benefits

Educational benefits of having students do digital stories: deeper understanding, gift of their “voice,” shared publicly (changes student’s attention to the assignment), gets students out of their seats, more engaged—active, authentic learning

Learning Objectives

Have learning objectives: can include peer review an include understanding images verbal audio music, and more as part of communication/composition process (my ideas)

Let students know why they are doing this and how you will evaluate it especially if it’s a personal story.




Know your genre

4 basic genres: personal narrative, documentary, tutorial, PSA (public service announcement)

Instructor should decide what to have their students do (PSA would be good for argument, for example)



One genre helps with assessment too. For example, you can have a clear Personal narrative rubric: POV, dramatic question, emotional content, gift of your voice, power of soundtrack (emotion), soundtrack originality, economy, pacing


Also helps with technical support–one way of doing it.


Need to give students structure.


Make them short

2-4 minutes ideally


Quality media production takes time

(try it yourself before you assign it to your students)





Scaffolding —have the students do parts and pieces throughout the semester (take picture, do oral interviews, research, tell their stories/voices)


Treatment: short summary and schedule for their project


Can do a short, easy one—find three images, do a voice over, then turn it in… maybe early in the semester about a topic that they will learn about,. Low barrier.


Might need to teach them how to use a microphone, how to select a quality and meaningful image, etc. Bring in images and talk about their meaning, their stories.


Digital Workflow

Plan: storyboard, personal narrative story circles/feedback sandwiches, if groups, roles and schedule

Capture: audio and video interview, screen capture, images/photos, music, etc.

Edit: maybe includes drafts and revisions

Publish: on LMS or blog or youtube


What makes a good story?

Content, voice, pacing, don’t want to be too literal (think about audience), balance between showing and telling

One that uses digital tools and media to create a message (broad definition)

Good stories have hobbits, wizards, and dragons (so need a good story to begin with) Digital part is the wrapper: need beginning, middle and end. Need an obstacle and need to overcome that obstacle. Might need to work with your class on what makes a good story. Purposeful, has a point, has a take-away. Maybe past, present, future (could be used for comp assignments)


Need to know what the point of your project is.


Get PP with all the links to examples and resources at:



This is a journey. The final product isn’t the point—it’s the process.



Emerging Mobile Technology Innovations


Teaching with technology

Dr. Robbie Melton, appoloist

Tennessee Board of Regents


Strategic plan for mobilization


Don’t need student’s eyes, they can learn from osmosis


Kobo—free books


90% of American adults have cell phone

29% say they can’t live without it


Kindle fire has a feature that we all need—that no one else has: nice lady who will take over your Fire and help at all times 24/7 but did not meet ADA compliance


Nook can pass content by touching machines.


New Samsung tablet, 200mb of data a month free $179 at Walmart


New 3D tablet


Peek accessory that lets people check for eye diseases

ELMO accessory,

Android blood pressure app


Pope app including confessional app

Odors (bacon smell) for iphones


APP: HealthMap: outbreaks near me, including bedbugs


Need to use these tools:


Dermo cancer screener

APP:World Lens: translation on the go. Free


There is device on your phone to detect gasses, radon, etc.


Harmonica app

iDoctor on phone, stethoscope and BP on phone

ultrasound that works with phone


Eye doctor app

APP: Sign4Me


iHealth mobile products

Biostamp: will have sensors that will monitor your health


They are making ear cartilage out of 3D printers with living cell ink

Roll top computer


Power flower—can diagnose soil and plants


Google glass medical application s and fire fighting


Google contact lenses for diabetics, can monitor blood sugar through tears

smart pjs with storytime and songs


eye tribe tracking $99 can track with your EYES!


iEgg carton what if it could detect how old your eggs are—how old your food is.


Smartshoes, smart basketballs, smart toothbrushes, smartfork


To come: iHelmet, iRobot, fish finder,


There is a repository for all these apps (look at her PP) Tennessee B of Regents


Submitted by Jody Ondich


Open course library


Trends: demand for higher education continues to increase

Student debt is rising enormously

Affordances of digital things

Cost of material almost nothing

Share all resources with open access

Leasing resources for low cost coming at us

Open education resources have to have the ability to change things

Get images from Flicker

Free and able to reuse revise remix redistribute and retain

Open texts

Texts up 800% in 30 years

65% do not buy the required text

$1200 per year cost in texts

Openstax college texts available

U of M open textbook Initiative t

Lumen Learning.

School of Open

Publicly funded resources should be open

Look at resources for the courses for spring semester


Prior learning knowledge and skills required for first time online learners

More online student are adults, not young people

Not full time

Need access to internet. Cannot assume this is the case

May not have a computer in their home. May try to take a course using a phone.

May not have Microsoft materials available

Getting students access to free resources

Students may not know the terms for very basic things, list offered May be helpful

Self discipline, ability to write, self motivated, time management

Willing to ask questions

Willing to spend the time needed.

Make sure that they know the minimum requirements

Ability to use the internet or a computer

Understand what college level writing is

Have a conversation at the beginning of the course to discuss what you will do if you cannot get on line or have other problems. Make it an introduction conversation. Also explain to them what the course will allow you to check on their actions.


Accessibility issues, techniques


Color issues, mobility, cognitive, dyslexia, low vision, hearing issues,


Webcag2 is place to find guidelines for web accessibility. ARIA. Markup guidelines to tell a screen reader about various issues. Want to protect against litigation, but even more reputation of the college is at stake. If they cannot register, get books, etc–then they badmouth the college. Welcome to employees and students.


U of M accessibility site will have modules available in about 3 weeks. Docs on how to do all sorts of tasks.


Image is an issue. To make it accessible, thee must be a speech recognizable alternative text/attribute There gets to be a long string of letters and numbers instead of an alt tag for an image, such as a header. Too much info is a bad thing, too! Longdesc =URL for the page and a long description. Labeling something as ad decorative image is basically hidden from the screen reader. A graphic May be used as an opportunity to provide additional information, such as a way to indicate navigation or something of this sort.


Alt=”” Makes the image hidden.


Headings tags are a little tricky. Some of us think of just changing a font sizes,it they don’t actually call it a heading, no programmatic information to indicate to the screen reader that this is a heading. On the other hand, they’d heading tag is not the way to control font size and weight. The first heading should be a level 1. If you use heading tags to change font size, the heading tags repeat every line. It is how to create an outline for the non seeing reader. Put the tags in logical order. Get the heading tags in in proper order, and then go in and edit for font and size, etc.


Don’t use the word image in an image tag


Could load both an audio and visual version of a lecture just as links, and not embedded.


The support needs to be up to date on college computers.


People have varied reactions to Mac and PC text readers.


Click on the Show Accessible Alternative box for clicks. Use the image title as an alt tag.repetitive links are not helpful, especially if they go to the same place.


Some links are device dependent and cannot be read by a screen reader.


Name your documents well. Title the links well, too. No”here” or “more” or”now”


Headings are applied using Styles



Relationships and community in the online classroom


Eye jot video

Google hangouts



Voice thread we can require them to put written into it, too–requires a contract instead of a reflection paper, do a video presentation Smart phone voice memo and then attach to an email There wail be a video feedback function available in the fall through D2L Active learning tasks real vs. hypothetical plans, actions, etc

Discussion: describe, interpret, now what? “What, so what, now what?”


All ways to connect to students, but also diversify types of feedback



Open book forum U of M

Cost barrier for 2.4 million people in the last decade with college qualification.

Class of 2012 owes $30,000

Texts have gone up 4X the rate of inflation

$1,200 a year in books this year

Put success at risk by buying older editions or no book People can try to get through without, with an older one, with free materials, or just get a lower grade because they chose not to buy the text Open does not mean free to use in many situation, but. It does in this one MIT has open courses available Open and free are not the same thing. Free is a part of it, perhaps, but open allows changing material, arranging it, etc, etc


Copy that /copyright

Publicly available — anything that you can get to.

Open licensed–it is owned by someone but others have access and can change, use, etc Public domain–no long under copyright, government resources, or something that was not ever under copyright Just because something is under copyright does not mean it is unusable in a class. One can get permission, and this sometimes includes payments. There are also times covered by law. Education has some exemptions. One can show a movie in a classroom. Not always on line…

Fair use allows this kind of use, too

Public ally available online resources are fine if you just link to them. Do not need permission to link to something. Embedding is still linking, so embedding is just fine. It is just opening a little window on your website to another site. Still just pointing. One risk is that sometimes our use of something else hits other site bandwidths. Images are fine . If the print icon and save icon are in a site, there is an implied permission to copy and use. So look for tools on the site, not just our browser save as tool. But do click on those to see where they might lead.

If you call something a download is an implied license.

Look for subscribed materials in the college library.

Public Domain. No copyright ever, or copyright is gone. Old. Was there ever such a thing as copyright when it was created. Published in the US before 1923. No new copyright in a simple scan of a public domain item. Copyright is only of original expression. Other countries may have copyright on old things in other countries. No copyright on US gov stuff. If a federal employee took a photo, it is public domain. State governments own some copyrights. Other countries governments do have copyrights.

Open license. Copyright exists, but one use them as they choose. Needs the CC license on the work! If you can link, do it. CC 0 is an attempt to give up all your rights. If you see this, you are able to do anything with it.

There are often open license for software. Open access is scholarly content freely available to the public. Free and available, but not open licensed. Do not change it. OER almost always open licensed.

Flickr:the commons tons and tons of resources vetted by cultural institutions around   The world and available for public domain use. No known copyright restrictions. Use advanced search on Flickr will let you search with CC content. Image search in Google has a search tools link to help filter results. Wikimedia commons useable. It will tell you why they think you can use it. Jamendo has some things, but CC mixter has free use materials here, whether full songs or samples and clips. Project Gutenberg public, libravox, handout will be on summit wiki



Robbie Melton

Kobo–reading app with 2.5 million books for free Healthmap


Working in the cloud

Good use of templates to start instructors off–go back to the one Susan and I designed Detailed Syllabus outline/template exists, too, for instructors Google docs allows multiple people to work on a document in common Google script creates documents and puts them into a folder, ready to go, edit, arrange, etc. Instructors can work on actual content and not design as much.

Use a google presentation template for consistent look and feel Flipgrid. Social presence is much more vivid! Going to have closed captioning in 2015 Only done with closed captioning when there is a request, and student workers proof read and correct the closed captioning in YouTube Google hangout for office hours Homework templates for group project, can see who does what all access it Faculty development in google drive using google apps. Agendas are always in the cloud, minutes are taken in the cloud, so things are all set up ahead of time and can be used on a regular basis. A. Home base for each program or department. Necessary documents all there that relate to these particular people, shared resources, etc.

need space where people can work asynchronously so that work gets done in one place, not using email and attachments for everything.

Need a clear architecture so that everything has it’s own place, the best place for it, and then links in many logical places back to that one good place. Teaching tips 2 minute videos that go to people’s phones. Archived them to future reference. They have a Teaching Support archive with easy access.

Google community

Things live in Google Drive

We can ask for any of hyphens docs from the u of m!!