How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education: via @cgreen #fsi2011 http://bit.ly/lGsrDg
Tuesday, May 17, 2011
Monday, May 16, 2011
Universal Design for Learning and Tech Tools
Blogging this as I am attending a workshop lead by Susan Manning and Kevin Johnson.
Our definitions:
Communication that can be understood by anyone.
Accommodate learning styles
Accommodating special needs (blind, motor control)
Susan's:
Making learning accessible to any learner - so they have the ability to understand - based on what needs to be achieved.
Give examples in real life:
Getting at the same topic from different directions.
ADA / 508 access and assistive needs for disabilities (which are not geared towards learning) should be viewed on only a subset of UDL.
UDL benefits everyone!
Closed captioning decoder chips used by couples in bed, sports bars - #10 is deaf or hard of hearing).
Regular door (intended for disabled) next to a revolving door.
UDL framework
-For instruction
-Refers to curriculum
(Goals - Objectives, Methods - Pedagogy, Materials - Content, Assessments - Assessments)
3 Principles
Multiple means to
1. information
2. Expression
3. Engagement (what draws us into a learning task)
Could we put this together?
Useful links:
http://cast.org/index.html
Disability Resources and Educational Services at University of Illinois
Our definitions:
Communication that can be understood by anyone.
Accommodate learning styles
Accommodating special needs (blind, motor control)
Susan's:
Making learning accessible to any learner - so they have the ability to understand - based on what needs to be achieved.
Give examples in real life:
Getting at the same topic from different directions.
ADA / 508 access and assistive needs for disabilities (which are not geared towards learning) should be viewed on only a subset of UDL.
UDL benefits everyone!
Closed captioning decoder chips used by couples in bed, sports bars - #10 is deaf or hard of hearing).
Regular door (intended for disabled) next to a revolving door.
UDL framework
-For instruction
-Refers to curriculum
(Goals - Objectives, Methods - Pedagogy, Materials - Content, Assessments - Assessments)
3 Principles
Multiple means to
1. information
2. Expression
3. Engagement (what draws us into a learning task)
Could we put this together?
Goals | Methods | Materials | Assessment | |
Information | Case studies Websites, videos | In text and graphic | ||
Expression | Write the reasons or express the reasons? | Discussion in text and voice | Presentation (webconferencing) | |
Engagement | Social Media | Paper or project |
(green = the class members came up with these).
Scenario = Alicia needs to give learners an end of chapter test. What should be some considerations regarding UDL?
Goals/what | Methods/why | Materials | Assessment | |
Information (instructor to student) | Read the chapters | Study Guide Text/video/audio | In text or graphic | |
Expression (student to instructor, sometimes student to student) | Demonstrate | |||
Engagement (student to content and to student) | Summarize content and record audio version (5min) | Social Media |
You can also plug in tools - but only use tools if it serves a purpose - do not use it because you think it is really cool. What are the technical requirements? How easy is it to use and how reliable?
Then we tried it ourselves (we did not have time to fill out every box).
How do we get students to use a biology website and how do we assess learning.
Goals/What | Methods/How | Materials | Assessment | |
Information | Objective is for student to use NCBI | Demonstrate what they did – video or audio file | Access to web. | |
Expression | Student should be proof that they went to website | Do this as a group. Enter blog entries. | Website access | Write a journal entry or do a blog |
Engagement |
Organize | Communicate | Deliver Content | Assess | Identify |
Calendar Social Bookmarking | Discussion forums, Blogs, wiki, voip synchronous | Audio Video Screen cast | Online quizzing Rubrics Portfolio | Social media Avatars |
Useful links:
http://cast.org/index.html
3 principles:
Lots of examples and tools:
Additional ADA/508 concerns
- Accommodations (usually faculty works with units)
- Content Creations (faculty)
- Access to Content Considerations (
- Who's Responsible? (student has to disclose it - and work with the institute to make the plan)
Disability Resources and Educational Services at University of Illinois
Wednesday, April 13, 2011
Technology in Online Learning Faculty Retreat- Beyond PowerPoint
Thanks to all the members of the SIB Online Learning Team for a great retreat. It was a pleasure to be in the company of such fine educators.
And thank you to the faculty and students who showed up today as well. I sincerely hope that you found some bits of information that will be useful to you in the future.
Here is a link to the popplet created in class with information provided by you.
As to the article I referenced about students retaining the science information better by making videos, (Improving Science Education Using Video Skills) here it is at ScienceDaily.
And here is the link in the original journal. I will check with the library to see if we can obtain a copy of the article for future reference.
My presentation at the retreat was about going "Beyond PowerPoint" for presentations (online or in class) although it might be most remembered for the overabundance of LOLCats!
Oddly, just minutes after my presentation, on my twitter timeline came across a tweet about a video called "LOLCats!!! - Intervention Episode 1" Any resemblance to me is merely coincidental.
These resources are meant to provide ways to share and collaborate on presentations easily as they are web based (most can be embedded into a website). They also can provide a "wow" factor to some of your work and provide options to students who want to go beyond PowerPoint as well.
Below are linked alternate presentations based on my PowerPoint of "I Can Haz Science? LOLCats r science teecherz"
GoogleDocs: a great place to share for collaboration purposes, but the flexibility to create visually rich presentations is just not there.
SlideShare: Turn your presentation into a PDF and upload and share! Upgrades allow you to add audio and more. I have found some great educational information there just by viewing others' presentations!
Prezi: The darling of educators everywhere. A visually appealing "zooming" presentation creator. There is a small learning curve and the potential exists to "overdo" the zooming. Don't anticipate you will have the skills to create presentations like those on the sample page right away. Great if used in small doses, not for an entire lecture.
Dipity: One of several timeline creation resources. Images can be uploaded from your desktop, and videos can be linked, too. Be sure to check out the flipbook, list and map functions too. This would be a useful tool when discussing the history of any science related topic!
Cooliris: Full of "Wow!". Create a "wall" of images (from flickr, Facebook and more) or videos from a YouTube channel. Visually appealing. Would be great embedded in a website or uploaded to an iPad. As a presentation tool, I could see this being useful for those of you who are always jumping around their PowerPoints.
SlideRocket: This takes GoogleDocs up several levels as a way to collaborate on presentations. Intuitive interface and beautiful options help create stunning presentations. Analytics are provided to assist you in knowing which slides your viewers linger on longer or skip past. Upgrade includes polling capabilities and ability to add audio and more. It is worth it to watch the introductory video to see all it has to offer.
Once again, thanks to all and please contact any member of our team to help answer your questions about using technology in your face to face, online, or blended course.
Kindly,
Joanne (joannema@illinois.edu)
And thank you to the faculty and students who showed up today as well. I sincerely hope that you found some bits of information that will be useful to you in the future.
Here is a link to the popplet created in class with information provided by you.
As to the article I referenced about students retaining the science information better by making videos, (Improving Science Education Using Video Skills) here it is at ScienceDaily.
And here is the link in the original journal. I will check with the library to see if we can obtain a copy of the article for future reference.
My presentation at the retreat was about going "Beyond PowerPoint" for presentations (online or in class) although it might be most remembered for the overabundance of LOLCats!
Oddly, just minutes after my presentation, on my twitter timeline came across a tweet about a video called "LOLCats!!! - Intervention Episode 1" Any resemblance to me is merely coincidental.
These resources are meant to provide ways to share and collaborate on presentations easily as they are web based (most can be embedded into a website). They also can provide a "wow" factor to some of your work and provide options to students who want to go beyond PowerPoint as well.
Below are linked alternate presentations based on my PowerPoint of "I Can Haz Science? LOLCats r science teecherz"
GoogleDocs: a great place to share for collaboration purposes, but the flexibility to create visually rich presentations is just not there.
SlideShare: Turn your presentation into a PDF and upload and share! Upgrades allow you to add audio and more. I have found some great educational information there just by viewing others' presentations!
Prezi: The darling of educators everywhere. A visually appealing "zooming" presentation creator. There is a small learning curve and the potential exists to "overdo" the zooming. Don't anticipate you will have the skills to create presentations like those on the sample page right away. Great if used in small doses, not for an entire lecture.
Dipity: One of several timeline creation resources. Images can be uploaded from your desktop, and videos can be linked, too. Be sure to check out the flipbook, list and map functions too. This would be a useful tool when discussing the history of any science related topic!
Cooliris: Full of "Wow!". Create a "wall" of images (from flickr, Facebook and more) or videos from a YouTube channel. Visually appealing. Would be great embedded in a website or uploaded to an iPad. As a presentation tool, I could see this being useful for those of you who are always jumping around their PowerPoints.
SlideRocket: This takes GoogleDocs up several levels as a way to collaborate on presentations. Intuitive interface and beautiful options help create stunning presentations. Analytics are provided to assist you in knowing which slides your viewers linger on longer or skip past. Upgrade includes polling capabilities and ability to add audio and more. It is worth it to watch the introductory video to see all it has to offer.
Once again, thanks to all and please contact any member of our team to help answer your questions about using technology in your face to face, online, or blended course.
Kindly,
Joanne (joannema@illinois.edu)
Monday, March 21, 2011
How students view Moodle (Eye tracking Moodle usage)
This is a great write up on some Eye tracking research that was done. It has six easy tips at the bottom, and a link to the paper.
http://www.moodlenews.com/2011/how-students-view-a-moodle-page-research-on-eye-tracking-across-a-course/
http://www.moodlenews.com/2011/how-students-view-a-moodle-page-research-on-eye-tracking-across-a-course/
Monday, March 14, 2011
Popplet
A nifty little tech tool for creating easy mind-maps and even presentations. I see some similarities to Prezi.
Video presentation of such.
http://budurl.com/uek3
The actual site:
http://popplet.com/
Video presentation of such.
http://budurl.com/uek3
The actual site:
http://popplet.com/
Wednesday, February 16, 2011
Simmons College: Blended Learning
Great site that includes check lists for course design, implementation and review.
Blended Course Redesign Schedule
Pre- During- Post- Checklists
Use these checklists to inform each stage of course development. Assessment Instruments
Great site that includes check lists for course design, implementation and review.
Blended Course Redesign Schedule
Pre- During- Post- Checklists
Use these checklists to inform each stage of course development. Assessment Instruments
- Pre- Post- Assumptions and Attitudes Survey
- Adapted CLASSE
Adapted for blended courses from the Class-Level Survey of Student Engagement
Tuesday, February 8, 2011
How to facilitate a discussion in an online course: some quick points
These are some points that shared by Mary Wall, the instructor of the ION practicum course that I am currently enrolled in:
1. Teachers ask questions with one right answer and then are disturbed when there is not much interaction. If you ask: "What is Marketing?" in a marketing class and the first respondent copies from the book then what is the possible response that will be substantive? I realize asking application questions is more difficult in courses with a large quantitative component.
2. Faculty either being absent from the discussion or overwhelming it. I think the materials in this class on "using tones and voices" can help all of us.
3. Not making clear what the expectations are. In the undergrad class I teach (which I was able to design) I give examples of good responses (I have asked a student in my first class to allow me to copy hers) and responses that do not give full credit. I realize that some educational psychologists like Ellen Langer from Harvard feel that giving examples stifles creativity but I find it helps students.
2. Faculty either being absent from the discussion or overwhelming it. I think the materials in this class on "using tones and voices" can help all of us.
3. Not making clear what the expectations are. In the undergrad class I teach (which I was able to design) I give examples of good responses (I have asked a student in my first class to allow me to copy hers) and responses that do not give full credit. I realize that some educational psychologists like Ellen Langer from Harvard feel that giving examples stifles creativity but I find it helps students.
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