Digital Studio

ETOM Meet Up features GVSU’s Lightboard

The Educational Technology Organization of Michigan (ETOM) conducts monthly “meet ups” when are live webinars focused on a variety of topics centered on distance learning and instructional technology.

On Thursday, January 17, Justin Melick, digital media developer, presented and shared GVSU’s experiences with building and using lightboards to enhance teaching and learning.

Justin brought the idea for a lightboard to GVSU and built the first one back in 2015. Since then over 30 instructors have taken advantage of the lightboard in in their online, hybrid, and in person courses. To date, there have been over 500 videos created by faculty at GVSU!

Here is professor Becky Bergakker talking about the benefits of using lightboards in her courses.

 

Lightboards are available on the Allendale Campus in the Kindschi Hall of Science (KHS), downtown in the College of Health Sciences (CHS) and coming soon to the Seidman College of Business (SCB).

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Top 8 Posts from 2018

At GVSU, the eLearning and Emerging Technologies team is here to support faculty pursuing innovation in teaching and learning. Our team is dedicated to supporting faculty, contributing to teaching excellence, and enhancing student success through:

  • exemplary instructional design
  • effective application and integration of instructional technologies
  • interactive digital media development
  • administration and enhancement of the university’s enterprise learning management system (Blackboard)
  • deployment of innovative emerging technologies

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Reflecting back on 2018, we would like to recognize and celebrate the work of faculty at GVSU in their efforts to advance education through the application of technology in teaching.

Here are the top 8 posts from the eLearning blog in the year 2018:

1 – 7 Things you didn’t know that Blackboard can do!

2 – GVSU selects Blackboard Ally to Support Inclusive Education

3 – First ever hackGVSU ‘Hackathon’ brings Innovative Ideas to Enhance Blackboard at GVSU

4 – Applying the Blackboard LMS to TPACK

5 – Teaching with the Lightboard at GVSU

6 – EDUCAUSE Learning Initiative “2018 Key Issues” meet the Initiatives in eLearning at GVSU

7– eLearning Team celebrates receiving the 2018 Blackboard Catalyst Award for Professional Development

8 – GVSU selects Panopto to Increase Accessibility and Enhance Teaching with Video

Students Benefit from Emerging Technology in the Showcase at GVSU

Recently, an article entitled: “Students Benefit from Exposure to Emerging Tech” in EdTEch magazine featured a report by the EDUCAUSE Center for Analytics and Research.

In this report, benefits were demonstrated for students who have access to emerging technology for experimentation, encouraging interdisciplinary work, and to remove barriers of access to improve digital fluency.

“Increasing student access to 3D technologies … encourages student experimentation, provokes innovative interdisciplinary applications of these technologies and may support larger institutional XR goals and initiatives,” the report states. “Limited or no access to these expensive emerging technologies, especially based on student major, may exacerbate existing or produce patterns of digital exclusion among students at U.S. institutions.” – EdTech Magazine “Students Benefit from Exposure to Emerging Tech

Most noteworthy is that less than 4% of students have access to virtual reality and 3D printing. Further, the report encourages “…universities to invest in emerging tools for public spaces like libraries, makerspaces, computer labs or active-learning facilities.”

This is precisely where the Atomic Object Technology Showcase comes in at GVSU. Located in the Mary Idema Pew Library Learning and Information Commons, the showcase  provides faculty, staff, and students with an immersive and engaging environment to: interactdiscoverlearn, and share how innovative emerging technologies can enhance teaching and improve student learning at GVSU.

Since August of 2015, the showcase at GVSU has exhibited over 40 different technologies, supported over 700 3D printing submissions, used 11 miles of 3D filament, and has had over 65,000 visitors.

The showcase highlights a variety of technologies including:  wearable computing, augmented reality, virtual reality, 3D printing, and smart speakers, to name a few. Further, the eLearning and Emerging Technologies team is beginning to engaged with faculty around supporting the use of 360 degree video and virtual reality applications. In fact, Hunter Bridwell, digital media developer, has supported students (ART 394 – Interactive Studio) and faculty (Biomedical Sciences) in their use of the Microsoft HoloLens for teaching and learning, including a unique augmented reality vision loss application for medical education.

Learn more about the showcase at GVSU!

eLearning Team Supports Online Learning Growth at GVSU

Online and hybrid learning is growing rapidly at GVSU – and the eLearning team is here to support and equip faculty with instructional design, instructional technology, and digital media development assistance.

See also:

  • “Online Education Ascends” – Number and proportion of college and university students taking classes online grew +6.4% in 2017, as overall enrollments fell by -.4%. A third of all students now take at least one online course. 
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The eLearning and Emerging Technologies team provides support to faculty at GVSU. Pictured left to right: Vince St. Germain, Matt Roberts, Justin Melick, Colleen Cameron, Sherry Barricklow, Kim Kenward, Katie Clark, Glenna Decker, and Eric Kunnen. (Not pictured: Hunter Bridwell)

As part of the Information Technology Department, eLearning and Emerging Technologies provides a wide array of services and resources designed to facilitate the support of faculty teaching hybrid and online classes as well as to assist faculty in delivering innovative classroom based instruction.

The eLearning and Emerging Technologies team is dedicated to supporting facultycontributing to teaching excellence, and enhancing student success through:

WE’RE HERE TO HELP!


A Growing Demand in Online Learning

In the Fall 2018 semester, student enrollment in online/hybrid courses has risen to 5,318 which represents a 15% growth since Fall 2017.  Looking back to the Fall 2017 semester, GVSU offered over 300 online/hybrid courses, (177 unduplicated), representing a one-year increase of 17%  (from Fall 2016), and significantly, a 78% increase in online enrollment since 2013. In fact, as of the Fall 2018 semester, 17% of all students at GVSU are taking at least 1 online or hybrid course, with 12% of all classes now being offered via distance education.

17% of all students at GVSU (5,318 enrollments) are taking at least 1 online or hybrid course.

Additionally, in the summer 2018 semester, online/hybrid courses contributed to a 4% growth in overall enrollment, with 42% of all enrollment offered as distance education. During the summer, there were nearly 4,000 students in total enrollment, which represented a 10% increase in online/hybrid enrollment since the summer 2017 semester.

High Touch and High Tech

On Friday, August 24, 2018, GVSU President Haas provided the campus with an inspiring lecture for the opening semester faculty/staff address. Focusing on the topics of stewardship, leadership, and innovation, the address also highlighted flexible learning options that meet students’ needs, including online learning while also mentioning the importance of high touch practices through high tech methods.

“We must be responsible to the changing needs of our students… on how we deliver education. Online learning and that becomes more vital to our students… we will not lose our high touch practices as we smartly utilize high tech methods.” – President Haas

GVSU 2021 Strategic Connection

Distance education is connected to the following GVSU strategies with special focus on Objectives 3.D.2 and 3.D.3:

Strategic Priority Area 1: Actively engage learners at all levels.

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 1.D.2: At least 93% of faculty members regularly use electronic course management tools, such as Blackboard, in their teaching. Baseline: 89% of faculty indicated either daily or weekly use of Blackboard in their teaching according to a GVSU faculty survey conducted winter 2016.

Objective 1.D.3: At least 60% of faculty members use state-of-the art instructional methods in their teaching. Baseline: 47% of faculty members use state-of-the-art instructional methods in their teaching according to a GVSU faculty survey conducted winter 2016. Additional Information Source: Education Center for Analysis and Research preliminary data is being collected for 2014-15, available June 2015.

 

  • The eLearning team provides support for innovative teaching methods, including the advancement and use of Blackboard.

 

Strategic Priority Area 2: Further develop exceptional personnel.

Institutional outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.

Objective 2.E.1: At least 75% of faculty and 75% of staff participate in professional development to expand, enhance or extend their competencies and capabilities within the context of the responsibilities of their positions. Baseline for faculty will be determined via Digital Measures in summer 2015. Baseline for Fall 2014 for staff is 50-55%.

 

  • The eLearning Team provides the facilitation and training of faculty through a variety of seminars, including the Foundations of Online and Hybrid Course Development and Delivery course.

 

Strategic Priority 3: Ensure the alignment of institutional structures and functions.

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 3.D.2: At least 30% of undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented. Baseline for undergraduate courses for Fall 2014 is 6%.

Objective 3.D.3: At least 30% of graduate courses are offered in innovative approaches and such as hybrid, online and competency-oriented. Baseline for graduate courses for Fall 2014 is 25%.

 

  • Key to the advancement of online and hybrid courses, instructional designers in eLearning provide the point of contact for faculty in their work to design distance education courses as well as to facilitate a quality learning experience for students.

 

The eLearning Team is Here to Help!

If you are new to online learning or a seasoned veteran, the eLearning team is here to help! We provide consultations, faculty learning communities, coaching, and guidance to faculty. Please reach out and connect with us today!

WE’RE HERE TO HELP!

Online Learning Vital to our Students

On Friday, August 24, GVSU President Haas provided the campus with an inspiring lecture for the opening semester faculty/staff address. Focusing on the topics of stewardship, leadership, and innovation, the address also highlighted flexible learning options that meet students’ needs, including online learning while also mentioning the importance of high touch practices through high tech methods.

The eLearning and Emerging Technologies team at GVSU supports the work of the university in advancing online learning as well as leveraging technology to provide high touch – high tech methods.

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“We must be responsible to the changing needs of our students… online learning becomes more vital to our students… we will not lose our high touch practices as we smartly utilize high tech methods.” – GVSU President Haas

eLearning is on mission and is:

…dedicated to supporting faculty, contributing to teaching excellence, and enhancing student success through:

  • exemplary instructional design
  • effective application and integration of instructional technologies
  • interactive digital media development
  • administration and enhancement of the university’s enterprise learning management system (Blackboard)
  • the deployment of innovative emerging technologies

Online Learning

The eLearning team provides integral support to faculty and the university in the 2021 Strategic Plan around the following areas:

Strategic Priority 3: Ensure the alignment of institutional structures and functions.

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 3.D.2: At least 30% of undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented. Baseline for undergraduate courses for Fall 2014 is 6%.

Objective 3.D.3: At least 30% of graduate courses are offered in innovative approaches and such as hybrid, online and competency-oriented. Baseline for graduate courses for Fall 2014 is 25%.

Specifically, instructional designers in the IDeL group have a goal to develop confident and competent faculty, prepared to teach in blended and fully online learning environments, who are able to integrate technology in a way that is learner-centered and pedagogically sound.

High Touch – High Tech

In addition, the Atomic Object Technology Showcase provides key resources for high tech emerging technologies, while the Digital Studio supports faculty in the creation of interactive and engaging media. Further, the eLearning team encourages the use of a wide array of instructional technologies to increase instructor presence and support communication and collaboration opportunities for students and faculty.


If you are a faculty member at GVSU, please know that we are here for you. eLearning and Emerging Technologies offers key support and services such as:

 

 

 

 

eLearning and Technology Showcase participates in Fall Teaching Conference

The eLearning and Emerging Technologies team, along with student Emerging Technology Specialists from the Atomic Object Technology Showcase participated in the Pew Faculty Teaching and Learning Center resource fair, which was part of the Fall Teaching Conference.

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Ron and Sam, student Emerging Technology Specialists from the Atomic Object Technology Showcase brought innovative emerging technologies to demo for faculty attending the Fall Teaching Conference at GVSU.

On Wednesday, August 22, around 250-300 faculty arrived at the Eberhard Center to participate in the 24th Annual Fall Conference on Teaching & Learning. This year’s focus was on the importance of storytelling.

How are GVSU faculty, staff and students telling our stories of purpose, transformation, innovation, and accomplishment? This year’s Fall Conference theme was chosen with the intent of shedding light on the powerful stories we all have to tell and providing a space where we can reflect on the ways in which we use narrative in our teaching. Whether analog or digital, oral or written, the crafting of impactful stories requires intentionality, skill, and practice – hence, the focus of this event.

At this event, and throughout the morning and over lunch, faculty attendees had the opportunity to engage with a variety of departments offering services and support to faculty. GVSU’s eLearning and Emerging Technologies team provided demonstrations of emerging technology through the showcase, while highlighting the resources offered through the IDeL, Digital Studio, and support for using #edtech in teaching at the university.

If you missed seeing us at the event, here are some key support and services that are provided by the eLearning team:

Top 10 Questions to Consider before the next Semester Begins

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The eLearning team has assembled a list of the top #edtech 10 questions to consider before the semester begins!

1. Have you posted a welcome announcement to help students get started?

Providing instructor contact information, your standard response times, and preferred communication methods are important to keep the lines of communication open and to set proper expectations for your students. You can also embed welcome videos and course tours using Panopto.

2. Have you discussed with students your preferences on collaborating with each other on assignments, taking a test open-book, or using other resources?

Including academic integrity statements and your policies on collaboration within your syllabus gives students guidance as they work on graded activities in your course. Be sure to address these kinds of things, too, when you describe assignments to students.

3. How are you evaluating students?

As you think through a variety of assessment strategies for your course, it is helpful to review your learning objectives to align assignments and learning activities. Students sometimes complain that assignments are “busy work.” But, if they understand the point of an assignment and how it aligns with objectives, they are less likely to be negative.

4. Have you considered using Respondus to quickly move your paper/pencil exams and quizzes into Blackboard?

5. If you are using Blackboard’s online assessments, are you using question pools and randomization of questions and answer choices?

Using these functions reduces the ability of students to complete a test together.

6. Timely feedback is crucial for student success. Have you tried using Blackboard’s automated grading tools, assignment comments and feedback features, or including video in your comments with students?

7. Looking for ways to improve student engagement, beyond the discussion forum?

Try Flipgrid for student introductions, create a Lightboard mini-lecture, or learn about the new features that are available for digital media with Panopto. More ideas and more tools are available on the TECH BYTES web page.

8. Are you looking for new, free, or low-cost course materials to embed in Blackboard?

The eLearning team and the library provides assistance in locating open educational resources as well as videos, books, articles, and more that can be embedded to your site or added to your electronic course reserves. Your liaison librarian is available to help you locate a variety of course materials.

9. Do you know if your course materials are accessible?

On June 21, 2018, Blackboard Ally was made available at GVSU.  This application provides insight as to the course materials you have uploaded and their level of accessibility. In addition, if you have videos that need closed-captioning, be sure to review the capabilities in Panopto. eLearning has also developed a web page with accessibility tips, including techniques for creating an accessible syllabus.

10. Would you like to learn more and connect with other faculty teaching online and hybrid courses?

Join a Faculty Learning Community and stop by to visit the eLearning team for our Open Office Hours. In addition, log into Sprout to view seminars and hands-on workshops scheduled throughout the year.


Want More Info? Need Help? Try These Resources!

Brought to you by the Online Education Council, eLearning and Emerging Technologies, University Libraries, the Pew Faculty Teaching & Learning Center, and the Office of the Provost