eLearning

Technology Showcase On-The-Road at GRTeacherCon

The GVSU Atomic Object Technology Showcase went on-the-road to join in on the GRTeacherCon Code.org event that was held at the JW Marriott in Grand Rapids on Monday, July 9.

GRTeacherCon brought together 200 K-12 educators in Michigan to zero in on STEM education with computer science and coding as a focus. The showcase would also like to recognize the GVSU Regional Math and Science Center for inviting us to join in on this event!

Here are a few photo highlights from GRTeacherCon:

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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.

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.

Learn, Prepare, and Teach an Online/Hybrid Course at GVSU!

At GVSU, the eLearning team is on mission to support faculty in their work to create high quality online and hybrid courses. Through the work of the instructional designers on IDeL team, as well as the support from the entire eLearning team, faculty have access to a wealth of resources including the required “Foundations of Online and Hybrid Course Design Development” course, Faculty Learning Communities, digital media development, and more.

Visit the IDeL web site to learn more about teaching online and to connect with an instructional designer.

Students at the university take a blend of face to face and online/hybrid classes with some students residing in other states and even overseas. Learning online is growing nationally as well, with over 5.8 million students taking at least 1 online course (which amounts to more than 1 in 4 students) according to the Babson Survey Research Group.

Here are a few stats about online learning at GVSU:

  • Online and hybrid enrollment expanded this year by 17% (from 2016) to include over 5,318 enrollments in online and hybrid classes at GVSU.
  • Enrollment in online and hybrid courses has grown by 78% since 2013.
  • In addition, 17% of all students at the university are enrolled in at least 1 online or hybrid class.
  • The online/hybrid courses were taught by 173 faculty in 177 unique courses, representing 12% of the classes at the university.

Learn, Prepare, and Teach an Online/Hybrid Course at GVSU!

If you are new to online learning, we recommend the following course development timeline.

Best practice for developing an online or hybrid course is to allow at least 6 months from start to finish. Although even more time is better, especially if you want to be able to add learning objects or other media that you will create, we also recognize how difficult it is to carve out that much time. Therefore, IDeL recommends a minimum of one full semester for course design. IDeL recommends the same, one full semester of course prep if you are teaching an online course that someone else developed.

For an online / hybrid course offered Spring/Summer, faculty should take Foundations in the previous Fall semester.

  • For example, you are scheduled to teach an online course Spring/Summer 2019; take Foundations no later than Fall 2018

For an online / hybrid course offered Fall semester, faculty should take Foundations the previous Winter semester.

  • For example, you are scheduled to teach an online course Fall 2019 take Foundations no later than Winter 2019

Course Development Sequence

To teach a hybrid or online course at Grand Valley, faculty must complete a two-part certification process. In part one, faculty demonstrate that they can successfully use the Blackboard learning management system. In part two (the Foundations workshop), faculty learn eLearning pedagogy and learn strategies for delivering courses online.

2018-19 Foundations of Online and Hybrid Course Development Offerings

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Ready to Start YOUR Online Teaching Journey?

Register for Foundations of Online & Hybrid Course Development in Sprout.

Here is a list of upcoming sessions:

Early Fall – Hybrid (3 week format with 2 required meetings)

*Blackboard competencies need to be met by 9/21/18
9/28/18 face to face 1pm – 4pm (DEV classroom TBA)
10/5/18 (online, optional drop-in appts available) 1pm – 4pm EC513
10/12/18 face to face 1pm – 4pm (DEV classroom TBA)

Mid Fall – Online (4 week format)

*Blackboard competencies need to be met by 10/17/18
Week One 10/22/18
Week Two 10/29/18
Week Three 11/5/18
Week Four 11/12/18

Early Winter – Online (4 week format)

*Blackboard competencies need to be met by 1/16/19
Week One 1/21/19
Week Two 1/28/19
Week Three 2/4/2019
Week Four 2/11/2019

Late Winter – Hybrid (3 week format with 2 required meetings)

*Blackboard competencies need to be met by 3/8/19
3/15/19 face to face 1pm – 4pm (DEV classroom TBA)
3/22/19 (online, optional drop-in appts available) 1pm – 4pm EC513
3/29/19 face to face 1pm – 4pm (DEV classroom TBA)

Spring – Hybrid (3 week format)

*Blackboard competencies need to be met by 5/1/19
5/6/19 face to face 9-12 (EC513)
5/13/19 (online, optional drop-in appts available) 9am – 12pm EC513
5/20/19 face to face 9-12 (EC513)

Visit the IDeL Foundations web page for more information about Foundations and Blackboard Competencies.

Faculty Panel highlights best practices in Teaching Online and Hybrid Classes @GVSU

IMG_8634Moderated by instructional designer, Kim Kenward, a panel of online and hybrid faculty talk about best practices in teaching at GVSU. Panelists (pictured from left to right) include: Jeffrey Rothstein, Lissa Brunan, Raymond Higbea, Maureen Wolverton, and Kerry Mohney.


Question 1:   What are three things you wish you had known before you began teaching online or in hybrid format? What do you wish you could change about your online or hybrid teaching, and why?

  • Jeffrey Rothstein – Seek out support from eLearning! 20% of students seem to enroll online because they think it may be easier? Many drop and many simply stop doing anything. Now he includes a video with course expectations in first week. Students can be ‘scared’ at their faculty. If the students don’t know you, haven’t heard you joking around, or don’t really ‘see’ you, they may take your assignment feedback incorrectly or not fully engage in the course. One strategy is to include more personal video content to connect with your students. You need to humanize your course! Students can carry on discussions that are complex by themselves. Teaching online has transformed my teaching and I would lean more toward flipped classroom experiences in my face to face classes.
  • Kerry Mohney – Be a little cautious about too many resources to include in your course. While it’s easy to link students to resources don’t “muck up your course” and keep it clear and easy to navigate.
  • Raymond Higbea – Don’t me too enamored by the tool, but focus on the “end” and begin with the end in mind. What are the students going to need to learn.
  • Lissa Brunan – The eLearning team is here and is amazing, they have great events too that you can attend to learn from other colleagues. Attend them! Expand your resources.
  • Maureen Wolverton – Building your support network is helpful. Reach out to those that can help you. I believe being an online instructor is a better approach vs dipping in as a hybrid. Also, it’s important to prepare and build as much course as possible at the beginning.

Question 2:  Best practice indicates that the instructor’s presence and participation create a more lively class — one that greatly increases student engagement and completion of the course. What are some techniques, tools and/or advice you can share with our audience on how you create instructor presence in your hybrid/online courses.

  • Lissa Brunan – Humanize your course to start with, such as “Flipgrid“. This makes it really easy and you can also model your video responses. I know my students more through these videos, it puts a “face” on the students because of the heavy nature of text. I really like Remind, a text based system to announce to students what is coming up this week. Remind was a good way to “remind” students and keep them notified. A much quicker way to share information and allow student to connect with the instructor.
  • Jeffrey Rothstein – I’m starting to use Monday morning videos to review last week and introduce the upcoming week. Rubrics are also helpful and attaching audio files into my grading has increase my instructor presence. I am also cutting down the email and setting up Blackboard Collaborate Ultra for 1 to 1 virtual office hours.
  • Kerry Mohney – Collaborate was also helpful for midterm reviews. For classes that use textbook content in their course, it is valuable for students to know where to look for feedback. External content resources can create confusion for where the feedback is available.
  • Maureen Wolverton – Important for students to receive meaningful feedback. Clear, timely, and positive feedback goes a long way. I also share student handouts as reminders for where to find feedback.

Question 3:  Building community among students is equally important to the success of a hybrid/online course.  What suggestions do you have for building community with your online students?

  • Raymond Higbea – Team-based learning helps students build a community of learning as each student has a role to play. They receive participation score. An online quiz is used for the facts and discussion is used for exploring topics which allows the students to connect with each other. Some groups in fact, created a team name and bought matching t-shirts! I usually create random groups, but I do try to mix up the genders and also a mix of student experience/expertise.
  • Lissa Brunan – Start with a social contract. What are the expectations of behaviors. Mentimeter is used to create a list of 10 key words collectively. A poster is made and the students “signed” it to set the stage of what is expected. Google docs is used for ease of collaborating and having discussions on documents and spreadsheets. Students are expected to comment on each other’s posts. Google Sites is also used to easily build a website and they can keep this after the class. Groups can create a site together.
  • Kerry Mohney – Students in my program are cohort based and because of this the students have a “family” for 2 years!
  • Maureen Wolverton – Students have concerns about schedules, so when forming groups I pay attention to who is submitting their assignments first and group these students together as they tend to have similar work schedules.

Question 4:  Workload and time management issues are extremely important factors for both the instructor and the student.  What suggestions and tips can you share in regards to workload and time management while developing and teaching an online/hybrid course?

  • Maureen Wolverton – Communicating on the front end is important and also setting healthy boundaries for you and the students. Let students know your availability and be responsive to students as they may have a question that stops them in their tracks before they can complete an assignment. Have your students complete the online readiness quiz and have them share their results with you. Ask the students how they are using time management to overcome challenges with learning online. Mid-semester checkins too are helpful.
  • Raymond Higbea – Share an estimated time for completing assignments, this helps students manage their workload. Quizzes are used for readings, pre-class, so that material is mastered before content discussion.
  • Lissa Brunan – Communication can be like a “husband and wife” 🙂 so using Flipgrid, existing students created tips for other incoming students. This helps for “peers” to inform students of what the expectations are, it’s not just the instructor telling you to do it. Students have found a lot of benefit by listening to suggestions from other students.
  • Kerry Mohney – It is helpful for students to know their instructor is there. Take the time during the day to respond to students.
  • Jeffrey Rothstein – One tip is to schedule the assignments and due dates so that students are online working when the professor is available. For example, I shifted due dates from Sunday to Friday, so that students would be working during the week and not so much on the weekend, because I am not available as much on weekends. Be responsive to your email and answer students questions as promptly as you can. If your assignments are due on the weekend, that’s when they will need help. Vocaroo is a helpful tool that can give voice feedback and also with Panopto you can pull up visuals for feedback for students. Panopto can give you information about who is watching and how long they are viewing the video. I have emailed students too if I noticed they were not watching the video. Prep time for online courses takes more initial work (compared to traditional courses) but what is beneficial as it allows me to spend more time with responding to students.
  • Maureen Wolverton – Be as crystal clear as possible with course notifications, when thing are due, and assignment instructions!

Question 5:  What are some common technical issues or concerns your online/hybrid students have struggled with?  How do you handle those technical issues?

  • Kerry Mohney – It is important for students to know how to get technical help. Suggest to students what browsers are used, especially if there is external content from textbook publishers. Check over your gradebook to be sure your grading columns are correct and the total is correct or students will have a lot of questions. Make sure students know where to find their assignment feedback. Medical imaging can take up a lot of space, so you may need to adjust file sizes as needed. Another tip, maybe not technical, is to ensure your navigation is clear for students. Be sure to check your links to resources also.
  • Raymond Higbea – Clearing browser cache can help resolve a large number of problems. Blackboard Collaborate Ultra worked well with students overseas but a student from India had a problem connecting, as it depends on the students’ connection. A strong signal and a good microphone are key.
  • Maureen Wolverton – Suggest to have students learn about where to get help and make sure the students are using the “correct” browsers.
  • Lissa Brunan – Instructions are key. Suggest to use video when possible instead of typing everything out for instructions instead. It helps speed them along and helps them to visualization. Recommend with videos, don’t put dates in there or other things that may change… so you can reuse it!!! For students that turn it an assignments early, I will check on the assignment and allow them to resubmit it. For students to know you are on their side is super helpful in helping to contribute to student success.

Question 6:  What questions does the audience have for our panelists?

  • On student lectures, do you record them live? Panel responds with pre-recorded. Most “lecture” videos are not longer than 12 minutes and there are other resources that go into direct instruction. A good strategy is to: read, watch, and discuss to synthesize ideas. Good discussion board prompts are important for building a good conversations and to build community.
  • Suggestion for office hours. These are super important for students. These are when great communications can occur. Consider making it an obligation for students to meet online. Use Blackboard Collaborate Utlra for joining with students online. Strategically use virtual office hours, and remind students, as an option for those times when students are busy working on projects or there is an expectation of need.
  • Feedback? How can this be done with electronic assignments? Vocaroo and Panopto provide audio and video feedback, it helps with building instructor presence also. “Feedback banks” are helpful too for providing common feedback for students and then personalize it. Rubrics are also important so that students know what is expected on the assignments.

 

‘Spring Fling Seminars’ Encourage Innovative Ideas for Teaching

Join us for FREE learning and FREE lunch this May!
The eLearning and Emerging Technologies team has prepared 26 sessions focused on innovative technologies that can be leveraged in teaching to support student success and retention.

 

 

Join us and your colleagues to reimagine education through the application of #edtech in teaching and learning!

Spring Fling Seminar Calendar

Celebrating Faculty Innovation at the Teaching and Learning with Technology Symposium

In partnership with the Pew Faculty Teaching and Learning Center and University LibrarieseLearning and Emerging Technologies hosted the 17th Annual Teaching and Learning with Technology Symposium. 

Held on Wednesday, May 2, 2018, this event brought together more than 120 faculty, staff, and students from GVSU, including guests from Cornerstone University, Davenport University, Western Michigan University, and Grand Rapids Community College.

Put simply, this event was all about celebrating faculty innovation at the intersection of teaching, learning, and technology!

For 17 years, the Teaching & Learning with Technology Symposium has provided an  outstanding opportunity for faculty to showcase how they’re putting technology to use in their teaching to support student success and retention.

technology_test_kitchen_logoThis year,  in addition to ePosters, a brand new “Technology Test Kitchen” was offered, full of tasty #edtech recipes.

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TEACHING AND LEARNING WITH TECHNOLOGY AWARD

Always a highlight at this event is the presentation of the Pew Faculty Teaching and Learning Center’s Teaching and Learning with Technology Award. Congratulations to Rosemary Cleveland, senior affiliate faculty of education, and Andrew Korich, associate professor of chemistry, as this year’s award recipients!

pewtltaward

Pictured on the left, Rosemary Cleveland, senior affiliate faculty of education, and the left, Andrew Korich, associate professor of chemistry, 2018 Pew Teaching with Technology Award Recipients.

OER @ GVSU

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IMG_8469At the symposium, Dean Annie Bélanger shared how GVSU University Libraries support the adoption and creation of open educational resources (OER) through advocacy, education, curation, and library publishing services. Further, she provided insight as to the importance of OER as a critical component of liberal education.

THANK YOU

Thank you to all of the presenters and attendees for an awesome afternoon of connectinglearning, and sharing – all focused on enhancing teaching practices and the effective use of technology to support student success.

SYMPOSIUM PHOTO ALBUM

SAVE THE DATE

See you next year for another great symposium to be held on Wednesday, May 1 in the Mary Idema Pew Library Learning and Information Commons!

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

The EDUCAUSE Learning Initiative (ELI) has recently revealed the “Key Issues for 2018” [Infographic]. ELI has been conducting a survey since 2011 to discover and identify common trends and KEY ISSUES in highered.

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In this post, the ELI KEY issues are presented, along with the role of eLearning and Emerging Technologies as it relates to supporting and responding to each issue.

  1. Academic Transformation and Faculty Development

    The eLearning team at GVSU is focused on both of these as we strive to:

    “Support faculty pursuing innovation in teaching and learning…”

    Instructional technology and new pedagogies are the eLearning team’s focus as we provide creative professional development and a enterprise campus technology resources in an effort to create the next generation of teaching and learning. In fact, eLearning aligns with the GVSU 2021 Strategic Plan in the following areas that support academic transformation and innovative faculty development:

    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 3.D.2: At least 30% of undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented.

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

    Objective 4.D.1: Effective technologies are integrated into every function and structure across the institution.

    For many institutions, training sessions and seminars are often provided to faculty as part of a professional development program. To successfully engage faculty at GVSU, the eLearning team offers a wide array of sessions that focus on best practices in the application of technologies to solve instructional problems. Throughout the 2017 academic year, over 80 training seminars covering a large scope of instructional technology topics were offered to faculty. These seminars are centered on the effective pedagogical integration of technology in teaching.

  2. Accessibility and Universal Design for Learning (UDL)

    Accessibility and UDL continue to be important key issues and the eLearning team supports these initiatives through professional development and shared resources along with collaborative services with the Disability Support Resources department.

    eLearning Web Resource – Universal Design for Learning
    eLearning Web Resource – Accessibility Tips for Online Course Content

  3. Online/Blended Learning and Instructional Design

    Distance education continues to grow at GVSU with a +25% increase in enrollment in online/hybrid classes since 2017.  With nearly 5,000 student enrollments in the Winter 2018 semester, just over 17% of all students are taking at least 1 online or hybrid course.  To support distance education initiatives, eLearning has trained over 250 faculty to teach online/hybrid classes in just 1 year through the Foundations of Online and Hybrid Course Development and Delivery course.

    As one of the most desired professional development opportunities, the “Foundations of Online and Hybrid Course Development and Delivery” workshop  is a required training for all faculty that teach an online or a hybrid class at GVSU. As part of this professional development, Blackboard competencies are also required. Faculty must demonstrate basic competency in using the essentials of Blackboard, whereas the Foundations training focuses on best practices in online/hybrid pedagogies.

    All in all, the required Foundations training has led faculty to develop and teach high quality courses at the university. This professional development experience has been created and is delivered entirely through Blackboard, showcasing and modeling best practices, as well as a variety of technology tools that are available to faculty to use in their own teaching. Applications that integrate with Blackboard, include technologies such as: Ensemble, Echo360, Panopto, TechSmith Relay, and a variety of other web services (Padlet, Flipgrid, Vocaroo, etc.).  

    Finally, in order to successfully complete the Foundations training, faculty must create a week of instruction using Blackboard. The week of instruction is peer reviewed using a quality rubric that is based on the Blackboard Exemplary Course Program and Quality Matters.

  4. Privacy and Security

    The key issue in privacy and security is in maintaining the integrity of our enterprise systems while ensuring student privacy. This is also essential when 3rd party technologies are used as part of a course. The eLearning team has created a few tips for instructors who are using external web services and social media with their students and in their courses.

    eLearning Web Resource – Social Media and Third Party Tools in Teaching

  5. Digital and Information Literacies 

    As a liberal arts educational institution, GVSU’s mission is as follows: “Grand Valley State University educates students to shape their lives, their professions, and their societies. The university contributes to the enrichment of society through excellent teaching, active scholarship, and public service.”

    Part of this work is the role of critical thinking as it relates to the use of everything digital. The eLearning team supports the equipping of students and the campus community in supporting a variety of enterprise applications as well as the advancement of digital literacies through support and infrastructure. Inclusive education and the support for digital media is most notable in the work of the eLearning Digital Studio. The studio maintains a project list that provides great breadth and depth of leveraging to technology that contributes to dialogue around 21st century literacy skills for students. Further, the eLearning team is hoping to host “design thinking-based”conversations around establishing more support for student-based digital media creation at GVSU.

  6. Open Education

    GVSU has been involved in the open education resources (OER) movement for many years, and most recently has seen a growth in the adoption and use of #OER in teaching and learning. For example, there have been several adoptions of OpenStax textbooks in Chemistry and Mathematics and a new interdisciplinary team lead by the university’s library is helping to coordinate resources and raise awareness.

    In fact, GVSU has been participating with the K-12 community through the #GOOPEN initiative as part of the US Department of Education’s goal to encourage states, school districts and educators to use openly licensed educational materials to transform teaching and learning. GVSU joined the #GOOPEN initiative in January last year.

    Further, there has been activity across the state for several years, and one recent example is the #MIOERSummit, which brought together faculty across the state with the goal of improving student success through the use and adoption of OER.

    eLearning Resource – Open Educational Resources (OER)

  7. Integrated Planning and Advising

    GVSU IT supports a variety of student information system initiatives across the university. The eLearning team supports retention and student success through the use of Blackboard through automation to make faculty advisors more effective and efficient in communicating with students through the Blackboard Organization Advisor sites.

  8. Learning Analytics

    The opportunities are abound with big data and small data. BIG data, meaning the large scale and mass amounts of data that can inform strategic decisions. Also, SMALL data in the use of course level information about students and their levels of engagement in their courses. Solutions that include early alert, intervention, and the closing of the loop between students > faculty > advisors are becoming powerful tools in the support of student retention.

    Most notable here is “Clicks, Grades, Engagement, and Student Success” whereby, Blackboard has provided research in how successful students are using LMS tools.

    “The most successful students are those who access MyGrades most frequently; students doing poorly do not access their grades. Students who never access their grades are more likely to fail than students who access them at least once.”

    This impacts our campus with opportunities through applications such as Blackboard Predict which provides capabilities to inform campus advisors with students at-risk, and also at the individual instructor level through tools like the Blackboard Retention Center.

  9. Learning Space Design

    As the campus continues to create classroom and in-between spaces for students to informally gather and learn, active learning becomes more important and so too the purposeful design of facilities.

    Active learning classrooms provide a unique faculty and student experience as the spaces include flexible and movable furniture and technology to support: 1) a student-centered design, 2) enhanced collaboration, 3) increased faculty/student engagement, and 4) improved interaction through dynamic group work and classroom communication.

    IT Resource – Technology Enhanced and Active Learning Classrooms

  10. Emerging Technologies – Technology Showcase

    As part of the eLearning team’s work, the latest emerging technologies are a focus of the Atomic Object Technology Showcase. The mission of the showcase is to provide faculty, staff, and students with an immersive and engaging environment to: interact, discover, learn, and share how innovative emerging technologies can enhance teaching and improve student learning at GVSU. With over 40 emerging technology exhibits that include virtual reality, augmented reality, and 3D printing, the showcase is an outstanding and very unique example of education, technology, and innovation.

    While being a spotlight for campus tours, visitors, and also a destination for a variety of classes at GVSU, the showcase also engages with partnerships across the campus. For example, in a unique partnership with the GVSU Art Gallery, the showcase provided an innovative virtual reality experience at the opening reception which was held on January 15, 2018. To celebrate the grand opening of “Ebb & Flow: Explorations in Painting” with art by artist Herbert Murrie, participants were able to create their own painting in a 3D virtual reality experience using Tilt Brush by Google.

    A GVSU campus wide beacon of emerging #edtech, the Technology Showcase has had over 53,000 visitors since 2015, hosting a variety of colleges and university visitors, including most notably the President of the country of Palau who brought with him the United States Secret Service!

    eLearning Resource – Technology Showcase as Engaging Space with Emerging Technologies

  11. Competency-based Education/New Methods of Assessment

    New Methods of Assessment – Open Badges
    eLearning facilitated the implementation of open badges for faculty professional development.  In fact, the first badge awarded at GVSU was eLearning’s “#EdTech Summer Teaching Institute” badge. Further, 7 badges are currently offered by eLearning, including 4 Blackboard badges, a digital media badge, an #EdTech Summer Teaching Institute badge, and a badge for the successful completion of Foundations of Online and Hybrid Course Development and Delivery.


What about you? What are some other key issues or trends that resonate and that bubble up in importance on our campuses?