Conferences

EDUCAUSE Highlights the Best Thinking in HigherEd IT

SherThis post is brought to you by Sherry Barricklow, eLearning and Instructional Technology Specialist.

The EDUCAUSE Annual Conference is one of the largest higher education technology events, bringing faculty, staff, instructional designers, technologists, and vendors together to share best practices.  This years themes included sessions in the following tracks:

  • Creating a Culture of Data-Informed Decision-Making
  • Evolving Infrastructure and Enterprise IT
  • Exploring Innovation in Teaching and Learning
  • Leading and Partnering Across the Institution
  • Managing and Reducing Information Technology Risk
  • Transforming the Student Experience

Here are a few of the sessions I attended:

  • Digital storytelling and Education Technology:  The State of the Art
    Bryan Alexander and Mark Corbett Wilson

    This session was excellent in reinforcing the concept of digital storytelling from both the instructor and student perspective.  Alexander was animated in describing the long-tern retention of details in any subject when the faculty member uses a storytelling multi-sensory format vs a lecture style.

    He also discussed the concept of enhanced learning for students to internalize the materials they were to learn about and distill them into digital storytelling. Along with content acquisition, students learned skills/abilities as they assembled their materials to tell the story.

    Fun link   http://newdigitalstorytelling.net/

  • Eavesdropping on America’s Conversation of Race
    Michele Norris
    Michele Norris discussed The Race Card Project and how six-word snapshots paint a vivid picture of America’s attitudes and experiences about race during a fascinating moment in American history. Michele has a project site with more information.
  • Open-Source Tools for Auditing and Inspecting Web Accessibility

    This session focused on a variety of tools that can be used to check for accessibility.

    Open-Source Tools and Session Slides

  • Talking to Our Colleagues About Universal Design for Learning
    Tom Tobin
    Instead of ADA think Re-Framing UDL Focus on Mobile Learners.  Instead of talking about the students with exceptions, Talk about how it is a way to reach out to our students on their mobile devices.

    Most student students have a smartphone 93%

    “Aim for progress not perfection…”

  • Culture eats Strategy for Breakfast Transformation of Culture through IT
    Mojgan Amini, Laura Boehme, Todd Migliaccio, Jen Schwedler

    This session spent time polling the audience.  Here are some of my favorite responses and buzz phrases:

    Failure is also information.

    IT is the sticky-ness of the organization

    What percentage of strategic initiatives fail and what is failure and success?

    Check and double check for the Organizational technology Readiness

    If the administration does not have a willingness to invest in training is hard to convince Faculty and Staff that it is very important.

    Define the culture so you can move forward and get ideas out it a way that makes sense to the end users.

    Look at this as a business process > (not the shiny tools)

    Define what is success?  It is not 100% adoption.

    Resource: https://www.mentimeter.com/

  • Secret Decoder Ring
    Presented by Sarah Miller (U of Wisconsin-Madison) and Cody Connor (Purdue)
    Explore Faculty Roadblocks

    Examine How Faculty Communicate

    Identify Key Challenges in your Community

    Identify Strategies

    Share Institutional Examples

    Distillation of all the conversation:   Faculty must feel supported and that they can get help, when needed, to move forward in adopting technology.

    • What issues might be contributing to each situation?
      • Change is difficult and scary
      • Change takes times
      • Fear of failure and embarrassment
      • Not convinced that active learning will have desired outcomes
      • Belief students like traditional
      • Student evaluation process and the validity of use of active learning
      • Not have the technology support.  Not the active learning tools.
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Humanizing Online Learning at the ETOM Fall Conference

On November 2, 2018, Matt Roberts, Vince St. Germain, Justin Melick, Hunter Bridwell, and Eric Kunnen from eLearning along with faculty member Kerry Mohney attended the ETOM Fall Conference. The conference brought together over 80 faculty, staff, instructional designers, and distance learning administrators to focus on enhancing online learning. In addition to the keynote, there were 3 breakout sessions with 15 presentations on topics such as: OER, using video in learning, badging in professional development, tips for effective online discussions, interactive and engaging learning, critical thinking, and crafting collaborative classrooms.

Humanizing Online Learning Experiences

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The conference was kicked off by Michelle Pacansky-Brock who delivered a session entitled: “Humanizing Online Learning”.  Dr. Michelle Pacansky-Brock is a noted leader in higher education with expertise in online teaching, course design, and faculty development. Michelle’s work has helped online instructors across the nation and beyond understand how to craft relevant, humanized online learning experiences that support the diverse needs of college students.

Michelle is the author of Best Practices for Teaching with Emerging Technologies (2nd edition, Routledge), has received national recognition for her excellence in teaching, and has held various leadership roles with the Online Learning Consortium (OLC) and the EDUCAUSE Learning Initiative (ELI).

Currently, Michelle is Faculty Mentor, Digital Innovation with the California Community College system. She coordinates professional development efforts related to emerging technologies in online teaching and learning for @ONE (Online Network of Educators) and the CCC Online Education Initiative. The California Community College system includes 114 colleges in 72 districts, serves 2.1 million students per year, and has roughly 60,000  faculty members. Learn more about Michelle at brocansky.com and connect with her on Twitter @brocansky.

  • When trying a new #edtech, tell students – so they lean in and become part of the feedback – that vulnerability is part of the core of meaningful human experience.
  • Brene Brown TED Talk – Dare to Lead

When teaching online, there can be a boundary in getting to know students and inviting them into the learning experience. When there is limited teaching presence, students can feel isolated. Students strive for a sense of connection, a safe place, an environment where relationships matter.

  • Clips Apple Video App – Clips help faculty record videos and easily share on Twitter and instagram posts. Denise Maduli-Williams, San Diego Miramar College, uses Clips to engage with students and to be very present, very in the moment…

You can’t get to empathy without vulnerability…

  • TIP: As a faculty member start a week with a video engagement technique, as a way to increase instructor presence.
  • Presentation Slides: brocansky.com/ETOM

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At the conference, the eLearning staff presented at the conference in 2 sessions:

Digital Badges for Faculty: A Primer

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Matthew Roberts, Instructional Designer, and Eric Kunnen, Associate Director or eLearning and Emerging Technologies

GVSU In this session we will detail the history of Grand Valley State University’s Faculty Badges Initiative (gvsu.edu/facultybadges), an effort to improve the recognition of faculty professional development. The discussion will include how GVSU came to develop a campus badging initiative, the considerations involved in establishing a badging curriculum, and the personnel and technical questions that need to be answered to create a functional badging process.

 

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Promoting the creation of efficient and effective instructional media

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Justin Melick, Digital Media Developer, GVSU

GVSU This session will explore the ways in which Grand Valley State University has created a positive culture around the production of educational media by their faculty members. By providing faculty with the resources to create their own content GVSU has been able to expand the use of asynchronous media to help meet the needs of it’s students. Specifically, this session will cover how GVSU has promoted the creation of screencasts, more highly produced lightboard videos and other more complex educational resources as well as an overview of the training that is available to faculty members in regards to the various forms of media they could produce for their courses.

 

 


Session Notes by Vince St. Germain

Vince St. Germain, eLearning and Instructional Technology Specialist, captured the following notes from the conference:

Keynote: Humanizing Online Learning Experience

Dr. Michelle Pacansky-Brock
@brocanksy
brocansky.com/etom

  • Relationships matter…face-to-face and online
  • Be vulnerable
  • Be present
  • Humanize your course and its contents
  • 96% of undergraduates own a smartphone
  • More 18-24 year olds have smartphones than computers
  • What if educators designed mobile environments that embraced phones as a learning tool?
  • Relevant Connections – deeper learning
  • Untethered Learning – learning woven into life
  • Multisensory learning – supports unique needs of all learners
  • Take learners from passive consumers to active creators of content
  • Storytelling builds empathy
  • Most importantly:
    • Be Human
    • Tell Stories
    • Reduce Disposable Assignments

Creating Accessible, Mobile Videos

Dr. Michelle Pacansky-Brock
@brocanksy
brocansky.com/etom-videos

Tips for creating mobile content:

  • Turn your phone. You want to record in landscape mode (rather than portrait mode) so your video fills the video/YouTube player.
  • Keep it short. The longer your video, the larger the file size. Uploading large files can be a problem if you are using a purely mobile workflow.  For videos longer than a few minutes, it is best to transfer them to your computer and then upload them to YouTube.
  • Light your face. That’s right, we won’t be able to see you if you are backlit. Be mindful of where your light source is before you record.
  • Look at the camera. I know it feels weird, but it feels even more weird to watch a video of a person who isn’t looking at you.
  • Find a quiet spot. Background noise can be especially problematic in mobile recordings. If you are recording somewhere noisy, do a quick recording test and play it back. Use a simple pair of earbuds with a built-in mic to improve your audio quality.

Critical Thinking in the Age of Google

Brad Stetson – Schoolcraft College

  • What is critical thinking?
  • Students can typically master the first three levels:
  • Remembering – Find or remember information
  • Understanding – Understanding and making sense out of information
  • Applying – Use information in a new way (but similar) situation
  • …but have difficulty with higher levels of learning
  • Creating – Use information to create something new
  • Evaluating – Critically examine info and make judgements
  • Analyzing – Take info apart and explore relationships
  • Build confidence in critical thinking through your course structure (decrease the discomfort level)
  • Critical Thinking in the Age of Google – continued

Problems to overcome:

  • Discomfort with higher level learning
  • Students – Google
    • Used semester-to-semester (increased exposure)
    • Available online answer resources (Chegg, CourseHero)
    • Publisher resources
  • Student-Student
    • Copying
    • Sharing feedback/correct answers (previous semesters)

What has worked:

  • Pooled questions (prevents student-student)
  • Randomizing questions semester to semester (curbs some Student-Google)
  • Allow audio and video answers
  • Pre-submission feedback (curbs discomfort)
  • Not everybody has to solve the same problem or get the same answer as long as the students are learning the appropriate concepts.

Surprising Impact of Synchronous Sessions in Nonsynchronous OL Classes

Deirdre Hennebury and Lynn Wietecha – Lawrence Technological University

  • The use of synchronous sessions in an online class can increase a student’s perception of faculty presence in the course and a greater sense of learning community.
  • Synchronous sessions can be both connecting and humanizing for students and faculty.
  • Tips for online synchronous sessions:
    • Break class into smaller groups and schedule multiple, shorter live sessions
    • Set expectations for participation in syllabus and make clear in course introduction
    • Make them required and relevant

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GVSU eLearning team with Vince St. Germain, Matt Roberts, Justin Melick, Hunter Bridwell and Faculty Member, Kerry Mohney

Advancing Teaching and Learning in Traverse City

Thanks to a run of good luck with presentation proposals, I’ve had the privilege of attending the Traverse City Lilly Conference for several years now. Even though this time the winds blew harder and the first snowflakes of the season were in the air, Traverse City in October remains a great time to reflect on the art and science of teaching.

My presentation this year was titled “Alone at the Table Together: Hospitality, Community, and Online Education.” In this talk I tried to bring together some very different things. One part of the conversation was about the design choices we make in building online classes as well as the “big picture” pedagogical choices we make about designing our classes themselves. The other part of the conversation was about how we conceptualize what education and teaching really mean. I presented a way to think about teaching that focuses on the idea of hospitality and welcoming students into a shared exploration of the world. From this perspective, many decisions about how to design online courses actually end up communicating that students aren’t really welcome in our virtual educational spaces.

Several of the other sessions I attended focused on helping prepare faculty to do a better job teaching online. Staff from Wayne State University’s Office for Teaching and Learning led a session in which participants discussed how their institutions train faculty to teach hybrid and online classes. Before the session ended, the presenters gathered contact information to help continue the conversation beyond the conference. In a similar session, an instructional designer from Central Michigan University talked about the services his university offers to faculty through a cohort-based model of training faculty.

Founded in 1981 at Miami University, the Lilly Conferences have grown into a series of seven different conferences and events held annually across the world. Each conference offers faculty the opportunity to discuss issues of teaching and learning in a community environment. For more information, please see https://www.lillyconferences.com

Sherry Barricklow delivers Webinar for the Texas Blackboard Users Group

On Friday, September 28, 2018 at 10:00 am CT, Sherry Barricklow, elearning and instructional technology specialist, presented in a Texas Blackboard Users Group webinar. Her topic was: Using Blackboard to support and review faculty promotions

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Grand Valley State University in Allendale, Michigan has been using Blackboard to gather faculty advancement materials for over 10 years.   This process did take a while to catch on but is now appreciated by the candidates and their peer reviewers.  The Dean’s office is very pleased with the one stop location to review upwards of 40 candidates each semester.   This session will discuss the process from faculty application, how the faculty sites are designed, the review process and then on to the Deans office for final approval.

The session recording is posted on the T-BUG website.

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eLearning attends Panopto’s 2018 North American User Conference

panopto user conference 2018

eLearning Digital Media Developers, Justin Melick and Hunter Bridwell attended Panopto’s 2018 North American User Conference on October 2, 2018 in Chicago, IL. This event brought together colleges, universities and Panopto staff from across the nation together to connect, share, and learn how video can enhance teaching.

Panopto conference keynote session.

See also: 

There were keynote sessions, product roadmap discussions, and breakouts on a variety of topics such as: accessible video, best practices in training, panels with experts and more!

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Hunter Bridwell captured some notes from a variety of sessions with the following highlights being most noteworthy:

  • Closed Captioning at Brown University
    • Goal to ensure compliance with ADA
    • Accessibility reflects the university’s core values
    • Move toward a spirit of ADA and not just meet letter of law
    • Pushed for funding using the central mission to the university
    • Buy-in and commitment from community
    • Demonstrate need for captions and funding amount
    • Prioritize content to be caption
      • Academic and public facing video first
      • Videos likely to be reused
      • Materials for online courses
      • Materials for individuals you need it
    • Where do we want to land? Caption everything? Huge challenge!
    • End of 2018 around 1200 hours of captions
    • Events 41.8% and Academic 58.2% have been captioned
    • Impact on learning
      • 98.6 of students who use captions
      • 75 of student who use captions say they help as learning aid
      • 71% of students without hearing difficulties use captions
  • Panopto Environments and Accessibility Solutions – The Science and Art of Video Accessibility and Case studies in Accessible Video

“All of the great advances in our society have come when we’ve made investments in other people’s children.” – Robert Putnam

    • What’s the future and why it’s up to us?
    • University of Science and Arts of Oklahoma
      • Since 2017 average student population includes: 77% economic disadvantage, 65% female, 47% first gen, minority all 28%, native american 16%.
      • The challenge – while recognized as one of the most affordable liberal arts colleges, fell behind in leveraging technology.
      • Felt better use of EdTech would improve student achievement through technology enhanced instruction.
      • Wanted to ensure USAO courses were designed with accessibility in mind.
      • 2016 Department of Education grant for NASNTI program $1.7 million Title 3 grant to use Panopto to capture and deliver a 4 year interdisciplinary studies curriculum with AST standards.
        • Baseline data and Panopto
        • GPA rose 12.7%, Retention 3.2%
        • Hidden Benefits – Preserves the Kiowa language

Justin Melick captured some notes from a variety of sessions with the following highlights being most noteworthy:

“Show us your Ecosystem”

Virginia Commonwealth CC
  • Deliver synchronous/asynchronous courses
  • Use Panopto, Bb Collaborate and Zoom
  • Panopto since 2010
    • Started with pure lecture capture
    • Moving towards asynchronous “mini-lectures”
    • 90% used by academic departments
    • Used for online orientations
    • Streaming live events
    • Capture device in each classroom
      • Webcam, ceiling mics, doc cam
  • Bb Collaborate
    • Web-conferences, office hours
    • 100% used by academic departments
  • Zoom
    • Replacing Cisco ITV
      • Significantly cheaper
    • Integrated into Panopto
      • Stores Zoom recordings
Wharton School – University of Pennsylvania
  • Mainly use Panopto for classroom lecture capture
    • Use with Canvas
    • Capturing rear camera and then screen sources
    • Force systems to reboot overnight to avoid sync issues
  • Student speech capture
    • iPad minis on tripods
    • Using Panopto app
Yale
  • 40 remote recorders
    • Not doing a ton of lecture capture
  • 42k video assets
  • Use for live web casting
  • No video retention policy because of Panopto
  • Using student assignment folders
University of Washington
  • Built a custom room scheduler integration that talks between the universities room reservation system and Panopto
  • Crestron integration
  • 55 remote recorders

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Learn more about Panopto at GVSU on our eLearning website.

eLearning team attends 2018 MI OER Summit #MIOERSummit

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Vince St. Germain, Hunter Bridwell, and Eric Kunnen from the eLearning team attended the 2018 MI OER Summit that was held at St. Clair County Community College in Port Huron, MI on September 21. In attendance at this event also was Annie Belanger, Jeffrey Daniels, and Matt Ruen from University Libraries, and Genevieve Elrod, Karyn Butler and Susan Strouse faculty Kirkhof College of Nursing.

See also: Nursing faculty publish OER book

This event is all about bringing together open education advocates and supporters for a day of networking, sharing and learning about the uses of open educational resources (OER) at their institutions.

Here is the conference program [pdf].

The keynote address was:

3b496b2d547be3677623693624656284Interrogating Access: Privacy, Equity & Open Education

by Dr. Chris Gilliard, Professor of English and Rhetoric, Macomb Community College, Faculty, 2018 Digital Pedagogy Lab, University of Mary Washington

The advantages of Open Educational Resources often conceal risks, particularly highly consequential risks to the privacy of working class students, students of color, and others from the margins of the student population. Exposing the vulnerabilities of OER to misuse in the contemporary world of surveillance capitalism not only reshapes our understanding of the movement itself, but also serves as a case study of the larger dangers of of “Edtech.”

In addition to a keynote, there were also 18 breakout sessions, including a session by GVSU faculty and staff entitled: “Standing on the Threshold with Faculty-focused OER”.

mioersummit

Pictured left to right: Genevieve Elrod, Susan Strouse, Hunter Bridwell, and Matt Ruen

In the session by GVSU, presenters discussed their process of recently entering the OER world. Rather than a textbook, they compiled a handbook of lesson plans for faculty teaching introductory research. The presenters discussed the creation, collaboration, and dissemination involved in this project as well as their future plans. Genevieve Elrod, Susan Strouse, and Karyn Butler also presented their work at a Kirkhof College of Nursing faculty meeting.

Vince St. Germain, eLearning and Instructional Technology Specialist, captured the following notes from a variety of couple of sessions:

Takeaways from Running an OER Workshop for Faculty

Stephen Finlay – Indiana University-South Bend

Key Take-Aways from the session.

  1. Don’t just talk about the cost benefits.
  2. Use existing Library subscriptions and databases.
  3. The use of multiple OER sources in a course move beyond the confines of a single textbook. Create a suite of resources (there is no one perfect text).
  4. Find a faculty champion. Counter the naysayers with faculty to faculty groups and discussions.
  5. Use more technology. Flip the classroom.

Just DOER it: Designing Renewable Assessments with Open Educational Resources

Marisa Enos – Mid Michigan College

Are your assessments Renewable or landfill? Landfill or disposable assignments are those that a student throws away at the end of the semester.

Use the 5R Open Course Design Framework when thinking about and creating assessments.

  • Reuse
  • Revise
  • Remix
  • Redistribute
  • Retain

Open permits students to learn in new ways. Engage students in their work by making it more meaningful and useful (purposeful).

Hunter Bridwell, Digital Media Developer, captured the following notes during the conference:

Lessons from an OER Faculty Learning Community (305)

Northwestern Michigan College: Sarah Wangler, Mella McCormick

“In this presentation, open to all audiences, the facilitator and faculty learning community members discuss lessons learned about searching for, adopting, and implementing OERs in writing classes as both text and experiential learning as part of a FLC at Northwestern Michigan College.”

Who runs the course, you or the textbook?

  • Teaching philosophy online with OER. “Rethink the values of my discipline” what does that mean in Philosophy? Rethink discourse!
  • Asynchronistic discourse or “intellectual discourse”
  • Get rid of the textbook meant you had more resources.

FROM SESSION HANDOUT

Description: I practically tore my hair out in trying to find a way to genuinely honor the practice of the Socratic method in my online philosophy class. I soon discovered that the solution lies in viewing the values that are fundamental to your academic discipline in non-traditional ways. This presentation will share with you concrete examples and ideas for doing this in your own discipline including the non-traditional approach of teaching a course without a text hook.

My story challenge:

  • Core value in philosophy: Socratic Method
  • Traditional approach: Verbal dialogue
  • Re-thinking the meaning of dialogue for the online environment: I replaced the traditional verbal dialogue with an on-line intellectual dialogue wherein the instructor primes the “conversation by presenting the students with course content that is paired with probing questions that the student needs to think-through on her/his own first. The course content and probing questions are enriched and enhanced by custom-made video lessons that are designed to push the student’s thinking beyond its status quo by presenting alternative viewpoints, diving deeper into the content and challenging the student to ‘stretch’ her/his thinking.

Non-Traditional Teaching Opportunities: Teaching without a textbook. Replace textbooks with digital and/or audio text materials. Replace a chapter from the text book with alternative resources such as: Ted Talks, YouTube videos, case studies, Khan Academy, Problem Based Learning, Service Learning, Cross-disciplinary projects. Identify a particular topic from your course that students traditionally struggle with Create a custom-made video that explores the topic in more depth and interacts with the student on a more personal level.

Your Story/Challenge:

  • What are the core values in your academic discipline?
  • What are the “standard” or “traditional ways that these values are practiced in your discipline?
  • How can you “re-think” or “re-invent” your discipline values, especially in light of changing technology, changing student needs, and a changing environment?”

OER4Sale!

Kenda Lake and Tina Ulrich

  • Openwashing- giving something an appearance of open-source and open licensing for marketing purposes, will continuing proprietary practices
  • Derived from “Greenwashing”
  • “Inclusive Access” – co-opt the idea of a library with a fee. No access for perpetuity.
  • Guiding Principles
  • Common values
    • Adding value
    • Giving more than you take
    • Transparency about what you are using and selling
    • Attribution
    • Developing Trust
    • Not Exploiting
    • Defending the commons

 SEE LINKS  

Lisa Petrides, Toward a Sustainable OER Ecosystem

  •      Clearly shows the source authoring license
  •      Links to the CC license
  •      Proudly displays OpenStax partner status

Release! & Empower!

  • An appropriate stance for OER advocates when reviewing “OPEN” products from publishers.

FROM SESSION HANDOUT

“Questions to ask vendors who claim to be “open.”

  • Is the company or organization just using what others have created or are they somehow contributing back to the content provider? Is the company giving more than they take? Contribute
  • Does the average end-user (students & faculty members) know where the content came from? (Attribute)
  • Could the average end user (students & faculty members) easily download and retain the content? (Release)
  • Is the company or organization making it easy for others to expand upon the work to make it available to more learners? (Empower)

Kendra & Tina’s Questions:

  • Do students know they are paying for it and are they given a choice to opt out?
  • Is their marketing in any way exaggerating or obscuring proprietary practices?
  • What value are they claiming to add to the original material?
  • Is the company participating in good faith with the OER community?

Learn more about OER (open educational resources) and the support offered by the eLearning and Emerging Technologies team at GVSU.


The event was organized and facilitated through Michigan Colleges Online.

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GVSU Faculty and Staff Present at the 34th Annual Distance Teaching and Learning Conference

 

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Pictured left to right: Eric Kunnen, Associate Director of eLearning and Emerging Technologies, Amy Schelling, Associate Professor, Teaching and Learning, and Erica Hamilton, Assistant Professor, Literacy and Technology

On Thursday, August 9, 2018, Eric Kunnen, Amy Schelling, and Erica Hamilton presented at the 34th Distance Teaching and Learning Conference in Madison, WI. The GVSU team shared the work GVSU’s Online Education Council, specifically related to shared governance and the development of our peer observation/evaluation tool for hybrid and online classes. The session topic was entitled: “Supporting University Instructors Through Governance & Peer Evaluation” and focused on the following objectives:

  • Attendees will gain knowledge of how to implement an effective faculty governance advisory committee to provide oversight for online, blended, and distance education programming in higher education.
  • Attendees will gain knowledge of a process used to develop, implement, and solicit faculty feedback on a peer-review tool to ensure that  high quality rigorous and engaged teaching and learning occurs across the online, blended, and distance learning curriculum.  Attendees will be provided with a copy of the tool.
  • Attendees will have knowledge of a variety of resources and best practices to support faculty developing and teaching online, blended, and distance education courses.

The session presentation and conference proceedings paper can be viewed below:

In addition, Eric Kunnen, Associate Director of eLearning and Emerging Technologies, captured highlights from the conference on his blog.

#EdTech with Eric #UWdtl Blog Posts