Events

Ten Ways to Use Video in Your Classroom

This year’s Michigan Association for Computer Users in Learning (MACUL) conference was filled with three days of intense, hands-on learning experiences centered on the practice of integrating technology and learning.

Presenting at the conference was Jason Valade, Customer Success Manager at TechSmith on “10 Ways to Use Video in Your Classroom”. Jason is a former elementary school teacher and Technology Lead whose love for “all things” video led him to TechSmith and their Customer Success Team.

During the session, Jason ran down his favorite top 10 uses for video in education and showed examples of how both video novices and experts can easily create video content to enhance instruction and engage students.

Tech Symposium

  1. Flip a Lesson

Rather than using class time to introduce new content, record a series of short videos that students can review on their own and then come to class prepared to extend the learning.

  1. Teach when you are Absent

Unable to attend a class, create a video review of that day’s related topics and assignments.

  1. Personalized Feedback

Use a desktop recording application to capture annotations and your voice as you provide feedback on assignments or use a document camera to record your voice while you manually mark up a printed assignment.

  1. Parent / Community Classroom

Post a video update for parents or the community by recording a PPT or Google presentation with the latest class information and achievements.

  1. Stop Repeating Yourself

Don’t keep responding to the same old questions over and over again, create a library of short how-to videos that can be used year-to-year.

  1. Give a Course Overview

Great at the beginning of the semester or when starting a new topic.

  1. Introduce Yourself

Build instructor presence and community. Perfect for online classes.

  1. Walk through Materials

Create a tutorial to review a complex procedure, demonstrate a process or solve a problem.

  1. Authentic Assessment

Let students storyboard, shoot and edit a video for review by the entire class.

  1. Filming Experiments

Use for review, as part of a quiz or other assessment.

Video recordings are quickly becoming a key component in any classroom, whether it’s face-to-face or online, video can be the catalyst that spurs a student’s imagination and learning.

GVSU Students Look to Design, Build, Deliver and Install Solar Powered Medical Devices

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This semester students in the Padnos College of Engineering and Computing, Seidman College of Business and College of Education are collaborating to design, build, deliver and install solar powered medical devices to one of the most remote and underserved regions of the world. Once built these devices will provide physicians with light, suction and auxiliary power for up to two days. This functionality is critical in a part of the world where frequent and unexpected blackouts are common place and often have major implications for patients and doctors.

Throughout this project Justin Melick, Digital Media Developer on the GVSU eLearning team, will be documenting the process of designing, building and delivering these devices to create a short documentary on the project that will be used to secure funding to continue this project in future semesters.

In order to fund this project, the team at GVSU will be participating in the 5×5 Night competition on March 23rd. To have the opportunity to present, the team needs your help to finish in the top five of the public vote.

Please help the team to secure a spot to present at the upcoming 5×5 Night!

Please CLICK HERE to VOTE for the GVSU “Solar Energy Saving Lives” project!

15th Annual Teaching and Learning with Technology Symposium – Wednesday, March 23, 1-4

UPDATE: Missed the event this year? Check out the video highlight:


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See you at the symposium on Wednesday, March 23, from 1-4 in the Mary Idema Pew Library Learning and Information Commons!

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It’s that exciting time of the year where faculty across the campus at Grand Valley State University come together at the Teaching and Learning with Technology Symposium to share how they are leveraging technology in teaching – with the ultimate goal of enhancing student success!

This event is sponsored by eLearning and Emerging Technologies in Information Technology, which includes IDeL, the Digital Studio, and the Technology Showcase, in partnership with the Pew Faculty Teaching and Learning Center.

For 15 years, the symposium has provided an opportunity for faculty to come together to learn from each other, and this year is going to be epic, with the largest number of faculty presenters!

The symposium will feature more than 30 presentations from over 18 different departments, covering a wide array of topics!

Also, be sure to visit the Teaching and Learning with Technology Symposium website for more information.

Here is a brief overview of the schedule:

1pm – 1:15pm
Symposium Welcome

FTLC Technology Award Winners
Meagan A. (Luttenton) Knoll and Maureen Wolverton

1:15pm – 2:00pm

Keynote Address:  “How can technology extend the humanity of learners? A dialogue.”
Robert Talbert and Matthew Boelkins

2pm – 4pm
Faculty e-poster Presentations

Come and learn, connect, share, and discover the best of ideas from your peers and colleagues!

Here is a list of presentations to be offered at the upcoming symposium:

1.     Michael E. Ricco
Video Reflective Journals in the Business Curriculum
2.     Meagan A. (Luttenton) Knoll
*FTLC Teaching with Technology Award Winner
The i-Gen Syllabus A Digital Syllabus Your Students Will Read
3.     Andrew Topper
Beyond Blackboard Orientation: Helping students successfully navigate your course.
4.     Rosemary Cleveland
A New Approach to Field Observations through the use of iPads and Cognitive Coaching
5.     Cheryl Kautz
A.  Practical examples that faculty can implement now in their Blackboard Learn course content and electronic documents to benefit all learners and improve accessibility.
B.  10 Tips for Designing Exemplary Courses in Blackboard: Online, Hybrid, and Face-to-Face
6.     Julia VanderMolen. Ph.D., Alexa Madaj, General Allied Health Sciences Dane Sanders, General Allied Health Students.
Tools for Creating Audio and Video for the Online Classroom.  Mobile Health and Fitness Technology used by College Athletes
8.     Erica R. Hamilton
#ConnectedEducation: Using Twitter to Support Student Learning and Engagement
9.     Robert Rozema
Dedoose: Cloud-Based Qualitative Data Analysis
10.  Mr. Mike Fillman
PBS LearningMedia: Your FREE Digital Resource to Use in Classrooms
11.  Daniel W. Adrian
Creating Apps for Teaching and Learning Statistics
12.  Jeroen Wagendorp
Adding “Whiteboard” Content Delivery Capacity to Online Teaching.
13.  Raymond J. Higbea
Team-Based Learning in an Electronic Environment
14.  Cara Cadena and Lindy Scripps-Hoekstra
Blackboard collaboration with your librarian: Explore the possibilities!
15.  Star Swift
Co-presenters: Brandon Angerbrandt, Information Systems, Honors and team captain of t3 Alex Cunningham, Management Major Gabriella Vozza, Marketing and Finance Major, Honors Gianni Ferrero, Management Major Erin Harkness, Information Systems Major, Honors Christina Dekoekkoek, Finance Major, Honors
t3 :Teaching Through Technology on a Global Basis with the Assistance of a Google Grant, students, faculty, staff and alumni.
16.  Professor Justin De Sousa
Using Educannon to implement interactive quiz questions into screencast lectures
17.  Bethany Welling
Educanon-Making Videos Interactive
18.   Marcia Frobish and Professor Lisa Hammer
Engaging Your Students in Class with FREE Survey Tools
19.  Eric Kunnen and Szymon Machajewski
Emerging Technologies and Expanding Possibilities through the Technology Showcase
20.   Russ Barneveld
Using Swivl Technology to Analyze Teaching
21.  Eliza MacDonald
Orthopedic Examination Special Tests Tutorial Videos
22.  Lara Jaskiewicz
From Paper to Digital: Going Online for Peer and Course Feedback
23.  Matt Boelkins
Flip Your Startup Meeting
24.  Gisella Licari
It is not the same rubric.
25.  Rita Kohrman, Betsy Williams
Anatomy of a Citation: Learning Citation Parts via Drag-And-Drop
26.  Maureen Wolverton, *FTLC Teaching with Technology Award Winner, Judy Whipps
Using Technology in GVSU’s Adult Leadership Program
27.  Susan Harrington, Nancy Schoofs
Connect with Your Students via TodaysMeet and youcanbook.me
28.  Laurie A. Witucki, Sarah Clark, Star Swift
Videos Made Easy: Supporting Student Learning with Elmo Document Camera
29.  Matt Ruen, Jackie Rander, Christine Rener, Eric Kunnen
OER@GVSU: Support for Creating and Using Open Educational Resources
30.  Maureen Ryan
Using Speech to Text Software- Implications for Students and Faculty
31.  Matthew Hart, Mary Karpen
3D Projection in the Classroom
32.  Sean Lancaster
Doctopus – Customizing Google Drive For Learning

GVSU to celebrate National Distance Learning Week on November 13, 2015

GVSU will be celebrating National Distance Learning Week (NDLW) from November 9-13, 2015 to recognize the continued growth and value of online and hybrid learning at the university. NDLW is organized by the United States Distance Learning Association (USDLA) and serves to highlight the successes and value of distance education.

To celebrate and to recognize faculty at Grand Valley State University, IDeL in the eLearning and Emerging Technologies group, and the Pew Faculty Teaching and Learning Center (FTLC) have organized a breakfast on November 13, 2015!


THANK YOU GVSU FACULTY – PLEASE JOIN US FOR BREAKFAST!

We know how much work it takes to develop and teach quality online/hybrid courses and we appreciate the work of the faculty here at GVSU. Join us and allow us to treat you to a light breakfast in honor of National Distance Learning Week!

WHEN: Please stop by anytime between 8:30am – 10am on Friday November 13, 2015

WHERE: 119E DEV

WHY: For an informal meet, greet, and eat. This event is by the staff of IDeL (Instructional Design for eLearning) and the Pew Faculty Teaching & Learning Center.

RSVP: Please RSVP!


Grand Valley State University offers a wide array of courses and degree programs in the online and hybrid format with over 150 courses and just over 3,500 total student enrollments in distance education courses as of the Fall semester 2015. This represents a 91% increase in enrollment since 2011 with 12% of students at GVSU taking at least 1 online/hybrid course.  Online and hybrid learning is an important flexible learning option at the university.  In addition, over 500 faculty have been certified to teach online/hybrid courses through the Foundations course that is offered through IDeL and the FTLC.

According to the most recent report and 2014 Survey of Online Learning, Grade Level: Tracking Online Education in the United States, there are more than 7.1 million higher ed students learning online with 33% of all higher ed students taking at least 1 online course.  In addition, 70.8% chief academic leaders are now reporting that online learning is critical to their long-term strategy for their institutions, which is an all time high.  This connects to GVSU’s 2021 Strategic Plan as well in 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%.

If you are interested in learning more, check out the eLearning and Emerging Technologies and IDeL websites along with the online/hybrid education faculty resources site at GVSU.

Open Educational Resources Summit at Lansing Community College #LCCOER

Sherry Barricklow, Vince St. Germain, and Eric Kunnen from the eLearning and Emerging Technologies team, attended the Open Educational Resources Summit that was held on Sept 18 at Lansing Community College.  This post is a collection of notes and resources shared at the event.

OER Summit


“OER and Solving the Textbook Cost Crisis”
Nicole Allen, Director of Open Education for SPARC (Scholarly Publishing and Academic Resources Coalition)

  • The textbook market is broken. There is a market failure that is driven by publishers providing textbooks and professors select them and the students then are required to buy them, regardless the cost.  This gives publishers the ability to charge whatever they want. This has allowed prices to rise astronomically.
  • Only 5 majors publishers hold nearly 90% of the market.
  • Students are not spending money on buying textbooks.  They are doing what they can to get by.
  • 2 in 3 students say they decided to not buy a textbook because of the high cost. (Source Florida Virtual Campus)
  • Less than 50% of students in a class actually have the current version of the textbook. (Source Florida Virtual Campus)

Students don’t learn from materials they can’t afford!

  • DEFINITION: OER are teaching, learning, and research resources that reside in the public domain or are released under an intellectual property license that permits their free use and repurposing by others.
  • 5 R’s: Retain, Reuse, Revise, Remix, Redistribute
  • Creative Commons provides the ability for licensing and empowers sharing.
  • Openstax College provides free books for 18 courses.
  • Open learning is also happening through MOOCs and other resources.
  • Openstax Textbooks Provide
    • Free online
    • Free PDF
    • Free ePub
    • Print version is at cost: $49.73
    • Instructor can customize
  • Open Textbook Library at the University of Minnesota is curating a list of open textbooks.
  • Tidewater Community College “Z DEGREE” replaced all of their textbooks in the business program and reduced the cost of nearly $4,000 across the program which is a savings per graduate of 25%. They have also improved course completion rates.
  • Project Management for Instructional Designers is a free resource for ID’s.
  • When OER textbooks are used, a student saves on average $128 per course, when their traditional book is replaced with an open textbook. Open textbooks have the potential to save more than a billion dollars each year.
  • What can you do to get things started?
    • Make sure faculty who want to share are able to
    • Make sure faculty who want to use OER have the support they need
    • Involve students in everything you do

“Tools and Techniques for High Impact OER Adoption”
Dr. David Wiley, Co-Founder and Chief Academic Officer, Lumen Learning

education is sharing, sharing what you know, sharing feedback, encouragement, passion, and yourself

  • What is open? Open is not just free. Free is assumed. OPEN = free with permissions and to retain these. Retain is a prerequisite to revise and remix.
  • OER Adoption = Replacing whatever was previously in the “Required Materials” section of your syllabus with OER. Making these the materials that are required.
  • High Impact = Improves student success, decreases cost, and can be scaled.
  • Kinds of OER Adoption: 1) Replace – Simple Substitution (use a different textbook), 2) Realign – Objectives as TOC (for each outcome, what is the best OER tha can support this use the objectives as a table of contents for your own “open textbook”), 3) Rethink – Open pedagogy
  • What are the impacts of adopting OER?  Calculate it yourself with the real time OER calculator vis Lumen Learning.
  • Research findings for student success via OER.
  • Tip: Support faculty by pre-selecting a series of resources that are open and available.  There are a ton of others, but it’s good to have a list to start with.
  • Rather than disposable assignment a paper they hand it, you grade, and then they throw away, give students an option with media in the open domain. Example:

  • Project Management for Instructional Designers, students have done a lot of the updates.  It’s open and so the students have the “permission” to improve.
  • OER-based degree is the ultimate goal as it provides reliability and predictability that students can count on, that is, they already know (when they are searching for a university to attend) that they will not have to purchase textbooks.
  • VCCS offers an easy way to see OER resources in their Blackboard system and provides faculty with a quick way to add the resources to their courses.bboer_vccs
  • Createspace, Lulu, and other resources are available for print needs.
  • In Utah K12, Lumen worked to help replace a science textbook and these are printed for only $5 per copy via Amazon createspace.
  • Student governments can also help support the movement from paying for textbooks to a $5-10 OER course fee.

“Free Textbooks and Resources: Access on Day One for You and Your Students”
Nicole Finkbeiner, Associate Director, Institutional Relations, OpenStax, Rice University

  • Ease of use is a goal to make it easy to find the materials and to use them.
  • Free isn’t good enough, the system needs to encourage quality.
  • Openstax help the scope and sequence to support existing curricula.
  • There are currently 18 texts but they are working on getting to 25.  The books selected for production are focused on the entry or foundation courses for schools.  High enrollment courses are also a focus with those courses that have high priced textbooks.
  • OpenStax CNX is a resource for faculty to submit materials or to remix the books that are available.
  • Why not OER? Lack of knowledge, quality concerns, ease of use.
  • OpenStax uses peer review and editorial processes.
  • Supplemental materials are also available such as test banks, presentations, and student activities.
  • 1,400+ schools are using OpenStax textbooks, in Michigan, the following schools are using OER resources:

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  • OpenStax also has partnerships with homework, print, courseware and other providers.
  • 10% of students will purchase a hard copy of the text.  OpenStax also has partnerships with school bookstores.
  • Books can be customized. For example, editing all the examples with local companies or contexts. $5.00 for an Apple iBook.  Here is an example of a Biology book. Faculty can also link to specific places within the book.


MCO OER Repository Project
Ronda Edwards, Executive Director, Michigan Colleges Online (MCO)


Community College Panel
Moderated by Una Daly, Director, Curriculum Design & College Outreach, Open Education Consortium and Community College Consortium for Open Educational Resources (CCCOER)

Speakers
Dr. William Preston Davis, Director of Instructional Services, Northern Virginia Community College
Dr. Lisa Young, Faculty Director, Center for Teaching and Learning, Scottsdale Community College
Quill West, Open Education Project Manager, Pierce College
Tina Ulrich, Director of Library Services, Northwestern Michigan College
Jeff Janowick, Professor of History, Lansing Community College
Kari Richards, Adjunct Professor of German, Lansing Community College

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Nuts and Bolts Workshop (Gannon Building Commons)
Facilitated by Dr. Lisa Young, Dr. William Preston, Quill West, Una Daly

Fall Teaching Conference – 5 Transformative Teaching Practices

IMG_4259FTLC Fall Teaching Conference
Wednesday, August 26, 2015
8:30 am – 1 pm
Eberhard Conference Center
Pew Grand Rapids Campus

Session Description: Whether deepsignificanttransformational, or transformative, teaching and learning are about growth and perpetual change. How can faculty create learning environments and craft activities that foster change in students and promote learning that transcends the classroom? This conference will describe a framework for designing significant learning experiences and provide concrete examples of the framework’s application.

The opening presentation was facilitated by Dr. Stewart Ross, currently a senior member of Dee Fink & Associates, and the founding Director of the Center for Excellence in Teaching and Learning at Minnesota State University, Mankato (MSU). He holds a Ph.D. in Music Education from Northwestern University.

Notes:

  • High impact = transformative practices.
  • NSSE – A focus on student engagement.  In 2008, 5 high impact practices emerged:
    1. First Year Seminars
    2. Learning Communities
    3. Service Learning
    4. Undergrad Research
    5. Capstone Courses and Projects

We cannot improve student learning without improving our own teaching!

  •  How do we get better over time… the quality of teaching begins when you start teaching and into the future.  Continuously improving practice, going to workshops, connecting and sharing with others to collaborate and learn new skills.  Trial and error is part of teaching.  Keep getting better, don’t let people tell you you don’t have time.  Work and work to become a better teacher because there is more joy as students get better and better.
  1. Change Students View of Learning
  2. Learning-Centered Course Design
    • Taxonomy of Significant Learning
    • Understand and remember the key concepts, know how to use the content, relate the subject to other subjects, understand the personal and social implications of knowing the subject, value the subject and further learning about it, keep on learning about the subject after the course is over.
  3. Team Based Learning
    • A special way of using small groups.  Social constructivism is part, but not all ways of using small groups are equally good.
  4. Be a Leader with your Students
    • Ken Bain
    • Knowledge of the Subject Matter, Interact with Students, Designing Learning Experiences, and Managing the Course.
    • Leadership – Motivating and enabling other to do something important well.
    • Interact in such a way that shows you care!
    • Interact in a way that motivates students.
    • KEY > Care about the subject and care about the students.
    • Give praise in a way that motivates.
    • Listen well to the learners.
    • Celebrate achievements.
    • Give power to students to make their own decisions.
  5. Students Reflecting on their own Learning
    • Portfolios are commonly used – the best way to deploy is for the entire department to use them…

High Impact Teaching Strategies

Slides – 5 High Impact Teaching Practices

The opening session highlighted the following examples of how transformative teaching practices are being applied on our own campus. Highlights were be shared by:

  • Kurt Ellenberger, Professor of Music, Frederik Meijer Honors College
    • Office hours are not well attended by students. Most faculty report no use or less than %25. 2% of grade was assigned if the students visited the faculty office within the first 2 weeks.  Pre-class survey questions is another idea. (Blackboard is a good solution for pre-class surveys as the results can be tied to the gradebook for points as well as the ability to have the survey “turn off” after the class begins. Bb Collaborate or Instant Messenger could also be used for online office hours.)
  • Julie White, Affiliate Professor, Writing
    • 3rd week check up – take 5 minutes to hang around if the students wanted to chat.  To create unit and community with the students.  Helping to learn student’s names. (Blackboard photo roster is a potential option in the future.)
  • Chasity Bailey-Fakhoury, Assistant Professor, Special Education, Foundations, and Technology
  • Susan Harrington, Assistant Professor, Nursing
  • Nancy Schoofs, Professor, Nursing
  • Mary Bair, Associate Professor, Special Education, Foundations, and Technology
  • Judy Whipps, Professor, Liberal Studies and Philosophy
    • ePortfolios are a unique way to showcase learning. (Blackboard ePortfolios is a potential option in the near future.)
  • Danielle Lake, Assistant Professor, Liberal Studies