Digital Studio

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.

2eb81178-0ade-bf96-eb463ae78ba269321439321922000

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!

Advertisements

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.

thaasononlinelearning

“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.

dloaag3w0aautag

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

banner-1090830_1920

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

For Faculty @GVSU – A Plethora of Possibilities using #EdTech in Teaching

board-928378_1280In just 17 days, a new semester of teaching and learning will begin with nearly 25,000 students enrolled in traditional and online/hybrid courses.

While students will soon be moving into the dorms and living centers, the eLearning and Emerging Technologies team is busy helping new university faculty get plugged in to a plethora of possibilities in leveraging #edtech in teaching.

elearningfallhandoutWith the Fall 2018 semester, the eLearning team has prepared over 20 sessions on a variety of instructional technology topics. From using the brand new accessibility solution called Blackboard Ally, to taking advantage of the new capabilities such as embedding quizzes into video content with Panopto, there are exciting new ways to engage students.

On Wednesday, August 8, nearly 100 faculty participated in “New Faculty Orientation”, where the eLearning team shared resources and provided how to information for best using technology to enhance student success. Sessions at the faculty orientation included tips for:

  • Using Blackboard to effectively and efficiently share course content, communicate with students, and deliver assignments and grading feedback.
  • Connecting live with students for office hours and guest speakers with Blackboard Collaborate Ultra.
  • Increasing the accessibility of course content while providing Universal Design for Learning with Blackboard Ally.
  • Engaging students with interactive and media-rich video content with Panopto.
  • Building custom multimedia content including lightboard videos through the Digital Studio.
  • Discovering emerging technologies such as 3D printing and virtual reality in the Technology Showcase.
  • and more!

In addition, for faculty teaching online, the eLearning team offers a variety of resources and support. The IDeL team in eLearning specializes in expert instructional design in the design, development, and delivery of distance education.

The use of Blackboard and the design, development, and delivery of online and hybrid courses remain a top priority at GVSU, in fact, flexible learning options that meet students’ needs are part of the 2021 GVSU Strategic Plan.

If you are a new faculty member at GVSU, or if you have been teaching at the university for years, the eLearning team is here to help you support student success!

 

GVSU uses Augmented Reality to help Students Experience Vision Loss in Medical Education

Hunter Bridwell, Digital Media DeveloperThis post by Hunter Bridwell, Digital Media Developer in eLearning and Emerging Technologies at Grand Valley State University.

 

 

Update:  The app developed by Hunter Bridwell will be presented at the American Occupational Therapy Association AOTA Annual Conference in April 2019! Carla Floyd-Slabaugh, will present the left visual field cut app in a session entitled: “Augmented Reality to Simulate and Instruct on the Topic of Left Visual Field Cut and Left Neglect in Context” on April 6, 2019 at the conference from 1:30 – 3:00 in New Orleans, LA. 

Photo of a sample augmented reality app showing a “left field cut”.As Virtual and Augmented Reality technologies develop, the market for apps and their various uses has begun to broaden, particularly in education. Even two years ago, the selection of applicable programs was slim and considered by most to be very gimmicky. Faculty often have very specific needs from lesson to lesson and while the platforms are currently picking up steam, a prepackaged app often doesn’t have everything that faculty may need and can have a lot of things they don’t need. Instead of waiting for someone to make an app and bring it to market, I worked in Unity to create it myself.

First, I was presented with a problem. Students in Carla Slabaugh’s Occupational Therapy courses have no effective way to experience what a “Left Field Cut” is without putting tape over glasses. It’s a simple solution but it doesn’t really meet the needs of the lesson. A Left Field Cut occurs after someone has a stroke: a large, left part of their vision is essentially cut out, but the brain doesn’t register this as blackness like the tape on the glasses would. Instead, it realigns the vision altogether. This affects patients’ motor skills. It often causes people to run into walls and door frames when they thought they were walking through the door. By programing a camera with a visual field cut in the Unity software, I used augmented reality to help students bridge the gap of understanding from what is being described to them to what a patient is actually experiencing.

“It worked great to simulate the field cut,” said Carla Slabaugh, Assistant Professor of Occupational Therapy. “With the fuzzy edge you made it let the student better understand how information on the left side can be missed. It is a huge improvement over the tape on glasses method.”

Learn more about the plethora of possibilities available through the Digital Studio at GVSU by visiting our Digital Studio Projects page.

Teaching with the Lightboard @GVSU

 

This slideshow requires JavaScript.

Video is becoming an important tool in teaching. The value of video to support traditional classes, online/hybrid courses, and “flipped classrooms” has rapidly increased at GVSU.

With over 100 videos being created in the past year, the Digital Studio, along with digital media developers, Justin Melick and Hunter Bridwell have been busy!

Lightboard videos are engaging and an innovative approach to a standard “screen recording”

In a nutshell, Lightboard videos are created when an instructor writes on a glass panel with flourescent markers that are lit by LEDs. This creates a unique display as compared to the typical whiteboard recording that is common in many instructional videos such as those from Khan Academy.

The benefit of the Lightboard is that students can also view the instructor which increases teaching presence and the inclusion of the non-verbal instructor cues that are so important.

Here are a few example videos of professors at GVSU who have used the Lightboard:

Ready to start creating you own Lightboard videos? Here is how to get started:

  1. Meet with one of our Digital Media Developers, Justin Melick (melicjus@gvsu.edu) or Hunter Bridwell (bridwehu@gvsu.edu) to get a tour of a ligthboard studio and set a date to record your first video!
  2. Use our planning document to lay out what you want to present during your lightboard video. This document helps you plan what you will write on the board and how to space that content in a way that is more meaningful and easy to understand.
  3. Come and record your first video! Usually faculty will take a half hour to forty five minutes to record their first five to seven minute lightboard video. After a few presentations most people get used to the format and can create five to six videos in an hour.

Learn more about Lightboards at GVSU on our eLearning Web Site!