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
Opencourselibraries.com
k-12 learning resources are way out of date, not adaptable, students can’t keep them or write in them or interact with them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
Theory
Zepke and Leach
- Motivation and agency: 1) enhance students’ self-belief 2) enable students to work autonomously, enjoy learning relationships with others and
- Students and teacher engage with each other: 1) both are central to engagement
- Institutional support:
- 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
Tools
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: http://elm4you.org
Link forectly from MN school and library website
To set up direct links, see http://minitex.umn.edu/access.aspx
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
MERLOT
Leslie Kennedy
Search feature
has improved. www.merlot.org
Registration is free—then you can bookmark selections and create collections.
OPEN TEXTBOOKS
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)
OPEN
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
open.umn.edu
Question: Some schools won’t accept a class for transfer without an approved textbook
DIGITAL STORYTELLING
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.
Tips
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 www.smartpjs.com
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.
Openwa.org.
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
WebX
Voice thread we can require them to put written into it, too–requires a contract Present.me 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.umn.edu 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
Apps
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!!