DropThought for Lesson Based Feedback

-By Mark Prestopnik, Educational Technology Instructional Technologist

DropThoughtDuquesne University recently added DropThought to Blackboard. DropThought is a new tool that instructors can use within course sites to request confidential, lesson-based feedback from students.

The Value of Student Feedback

Everyone is familiar with the Student Evaluation Survey (SES), Duquesne’s official course evaluation instrument. The SES is intended for course level instructor feedback and is made available to students near the end of each course. DropThought, alternatively seeks quick feedback on a singular unit, module, assignment or quiz. This type of request for feedback, while it is still fresh in the minds of students, provides instructors with valuable information that can be used to improve course experiences in future weeks. Additionally, DropThought feedback can be used in conjunction with SES feedback to improve future course offerings, by revealing information within specific parts of the course that might not otherwise be gleaned from the broader SES. Duquesne’s Center for Teaching Excellence provides additional evidence of the benefits of early course evaluations.

User-Friendly

The DropThought interface is user-friendly. Students are prompted to enter a thought (feedback in a textbox), and then to select an emoticon to represent their reaction. Choices range from a smiley face (satisfied) to a frowning face (dissatisfied). Providing anonymous feedback in this fashion is welcomed by students who are accustomed to communicating with friends using emoticons. Once you establish a pattern whereby students are asked for their “thoughts” regularly throughout the course, it will become part of the flow that students and instructors value and rely on to shape course experiences.

Effective for all Course Formats

DropThought feedback forms are effective for use in face-to-face, blended, and online courses. The instructor dashboard allows instructors to sign on to one location to access all student feedback in a convenient manner. The easy to use instructor dashboard allows instructors to communicate directly with a student who has left feedback, without revealing the student’s identity to the instructor. Instructors are also able to adjust their settings to allow automatic notifications to be sent to their email when a new student comment is provided.

Instructor Testimony

Duquesne Instructors have already experienced the value that DropThought offers. School of Education Instructor Darren Mariano remarked, “The ability to empower students to evaluate pieces of instruction immediately allowed me the opportunity to collect data quickly and adjust/adapt to the learning style and points of interest of the students. The data gleaned from DropThought ultimately informed and focused my strategies of instruction.”

Pause for Reflection

As you create future courses, you might wonder, how can I improve my course this time around? By pivoting back to your DropThought lesson based feedback, you’ll be able to use evidence to make finer improvements that you otherwise might miss when solely focusing on broader, course level feedback. As educators, and believers in lifelong learning and growth, it’s important to seek opportunities each time a course is taught to improve it. Take a few minutes to reflect on your current or past courses and consider some ways that you could improve individual units, lessons, quizzes and assessments that influence student learning. Some ideas may be flowing through your head already. DropThought will be an excellent tool to leverage to bring further ideas to light!

Learn More

Instructors who are interested in using DropThought should visit the sign up page: http://highered-signup.dropthought.com/.

View our Using DropThought tip sheet for suggestions on how to effectively use DropThought feedback forms in your course site!

Image from http://www.dropthought.com

Online Teaching: A Learning Journey

-By Mark Prestopnik, Educational Technology Instructional Technologist

Teaching OnlineIn my decade at Duquesne University, online learning has been one consistent thing that I have been a part of. As a graduate student, I completed most of my courses online. After graduation, I supported instructors and learned the art of teaching online from faculty mentors such as Dr. Jim Wolford-Ulrich, Dr. Judith Boettcher, and a host of other online faculty pioneers. As the years went on, and I developed my understanding, I have had the opportunity to be a teaching assistant for a handful of courses, and then ultimately to co-instruct and create two courses built from scratch. In recent years, I have had the opportunity to work with faculty members who had never taught online before and were looking for direction in teaching adult and professional students online. I’d like to share some of the lessons that I’ve learned from my online learning and teaching journey that I think will be helpful to you as online and blended learning become more prevalent in higher education.

Getting Started: Thinking it Through

There are a number of instructional design models that you could consult as you begin your thinking. Expert instructional designers within Educational Technology are readily available to guide you and simplify the process for you, so it is best to not get bogged down in the finer details as you begin. Instead, start by working backwards. Determine exactly the key learning objectives to be targeted. From there, begin to consider resources that you might use to get students from introduction to mastery of the learning objectives. Do not get trapped by one singular approach. A benefit of teaching and learning is the variety of methods in both delivery of content and in assessment. As students prefer certain styles of learning, instructors undoubtedly find different styles of teaching that they prefer. Furthermore, based on topical content and module to module content, strategies may also shift in their applicability and effectiveness.

Start out Simple: Focus on Clarity

The first time an instructor teaches online, I like to encourage them to be creative, but also to have an implementation plan in mind, and to be realistic with what you can take on. Online learning leaves less room for clerical mistakes, such as ambiguous directions, incorrect dates, broken links, and other impediments which might be less burdensome as supplements to traditional classroom learning. In online learning, one must think of this as your communication to students, and focus on building a foundation of clarity, before reaching out into more bold endeavors and learning methodologies. You would be careful to not stand in front of a traditional classroom and deliver incorrect information or direction to students. In the same way, be clear, concise and careful in how you present information to your online students. Although email and discussion thread posts in our culture have become venues where a casual and informal tone is often taken, the role of the online instructor must be to elevate the discourse and keep the focus on the learning process. Modeling appropriate behavior for your students is achieved when you place high value on communication and strive to raise the level of conversation above that of an informal chat, to a highly engaged dialogue of ideas.

Engagement and Communication are Key

Department chairs and instructors have relayed to me that their Student Evaluation Surveys (SESs) have revealed that online students’ best experiences are those where their instructors were engaged, and became an active player in the student learning process. Students remember the instructors who helped them struggle through difficult concepts, challenged them to expand their thinking, and genuinely cared about the students’ overall level of comprehension and achievement. You might remark, these are the same values that are important for face-to-face instruction; that is completely true! There may be a temptation to find anonymity in an online course and let your learners find their own way through the content. In the online world, there’s a greater need for instructors to be proactive in that regard and work from the early stages to build connection with students. These factors also play into student retention, so your administrator and academic advisors will appreciate your efforts.

Finding Your Voice

Research indicates that students feel more connected and respond better when they hear their instructor’s voice each week. Do not be intimidated. This does not necessarily mean that you must provide a video or audio lecture each week, or hold synchronous sessions with your students each week. Your communication could be a quick recap of the previous week’s discussion, your highlighting of a key concept for the week, or a short introduction of the upcoming week. Regularly checking in with your students and showing presence is key to the learning process, yet does not need to be overly complex to be meaningful. The Educational Technology team provides regular trainings and consultations on the use of basic tools within Blackboard, as well as the newly acquired web conferencing tool GoToTraining and screen capture tool MyMediasite.

Set Clear Expectations

Be explicit with guidelines. If you expect students to “participate in an asynchronous discussion” each week, this means vastly different things from student to student. I encourage faculty to set guidelines for the number of posts, as well as how frequently students log in and participate in the discussion. On first blush, it might sound like too many rules, but trust me, this structure and expectations setting early on is in everyone’s best interest, and will avoid potential issues down the line, that will need to be addressed anyway.

Check with your administrator on the expectations regarding online synchronous participation. Some programs of study may require weekly real-time events, whereas others may ask instructors to make those events optional. In the latter case, office hours and project discussions are good reasons for meetings that will allow students to gain additional information and learning, while not punishing students who don’t participate. Further, all instructors are encouraged to record synchronous web conferencing events for later playback by students. This helps not only students who were unable to attend, but students who wish to review sessions for key points of information.

Teaching and Learning Online: The Path Forward

Online learning is a fun world that is different from face-to-face learning. In an age of efficiency seeking, and a desire for accessible information at your fingertips, online learning is incredibly attractive to consumers of education. Adult and professional students crave the convenience that it allows. Student athletes and deployed service members appreciate the ability to stay on schedule with their studies while other commitments take them away from campus. At the same time, students now expect an engaging online learning experience that is just as meaningful as if it were held in a classroom. The challenge is now upon us, as providers of high quality education, to continue to meet students’ expectations and provide them with the learning opportunities that they desire.

I encourage you to branch out and explore online learning. Talk with your colleagues and begin the conversation. Chances are, more people have taught or taken online courses than you may have imagined. What are your experiences in online teaching and learning? Educational Technology would like to hear from you. Leave us a comment below. We also encourage you to view our calendar for training opportunities, schedule a consultation to look at your course or discuss ideas you are considering, and also to join our Teaching with Technology group, where we explore and discuss trends in teaching. The exciting thing about the online teaching and learning frontier is that new applications are being produced constantly. The excited spirit you bring to the online environment is contagious, and your students notice. Learning can no doubt be intimidating, but as you know, it can be fun and rewarding at the same time. My learning journey continues as I engage in new projects and initiatives with Educational Technology. I hope to meet you along the way on yours!

Resources
Image from http://edutechdebate.org.

6 Tips to Avoid Frustration and Increase Efficiency in Blackboard

Frustrated Computer User-By Mark Prestopnik, Educational Technology Instructional Technologist

If you are an instructor who hates wasting time, or having to redo your work, then these tips are for you!

1. Compose your Content in a Text Editor then Paste it into Blackboard

Composing your content in your computer’s format-free basic text application (i.e. Notepad, TextEdit) and then coping and pasting it into Blackboard’s content (text) editor to format has many benefits. If a phone call or other distraction pulls you away from your computer, you guard against the chance that your web browser times out, and whoop, all your work is gone. This will also prevent any ugly formatting issues that might occur if you copy and paste from MS Word that take a lot of time to fix. Do your work, save locally to your computer, and then copy and paste and edit within the Blackboard text editor if necessary. It might seem like extra work initially, but this routine will save you time and stress in the long run.

Learn more about using  Blackboard’s Content Editor.

2. Add a Course Link as opposed to adding files in multiple places

If you post your course syllabus or any other file or content in multiple locations throughout your course site, that is inviting error. When you go to update the content, to make a slight clarification, change a date, etc., you now must update that content in several locations throughout your course site. Can you even remember everywhere you placed that content? Instead, add a Course Link from the Add Content dropdown menu while in any content area. When adding a course link, simply select the destination and click submit. You’ll avoid version control problems, and the time sink of having to update content in several places.

Learn more about Adding Course Links to Blackboard. (Note: you must login to your Duquesne Blackboard account to access)

3. Set Your Grade Center Up Early

Don’t wait until you need to begin grading assignments and when course pressures dictate your time. Set up your grade center early and align it with your grade point allocation as outlined in your syllabus. As you know, grades are very important to students, and they expect to easily be able to discern where they are at in the course by selecting “My Grades” from the course menu in your course site. A neatly setup grade center will allow you to focus on teaching and grading throughout the term, and avoid fielding grading questions that result from a messy or incorrectly setup grade center.

Learn more about the Blackboard Grade Center.

4. Use Announcements Often

Announcements are a great way to remind your students of what’s going on in the course. You might say, “I just email them”. Well, when adding an announcement in Blackboard you can check a box to “Email Announcement”. This allows you to preserve a historical record of your announcements and blast all your students via email at the same time.

Learn more about Blackboard Announcements.

5. Hide or delete unused content areas and folders

No one likes to stumble around aimlessly trying to find something. Make your course site easy for students to navigate so they can find what they are looking for. If it’s difficult for you to locate something in your course site, chances are it is difficult for your students as well. Be sure to delete empty folders and hide content items from last year’s course you are no longer using.

6. Get Student Feedback

In closing, don’t be afraid to ask your students for feedback on your Blackboard course site. Students have been in many courses and have seen a wide range of course sites. They will let you know where your site might need a few adjustments to help them in their learning.

Educational Technology is here to assist you with all of your Blackboard needs. If you have any questions regarding anything mentioned in this post, or would like assistance in optimizing your Blackboard course site, please contact us, or attend one of our upcoming training workshops!

Resources
Image from https://www.flickr.com/photos/73509078@N00/2468506922/.

ThingLink – Transforming Images and Videos into Interactive Media

-By Ashley Canning, Educational Technology Instructional Designer

thinglink logo

As mentioned in one of our earlier posts, An Infographic on Infographics, 65% of people are visual learners. Because many of our students benefit from visual cues, providing them with images can help them to make connections to course content. But usually, images are simply static photos on a screen that provide no interaction. ThingLink changes everything!

What is ThingLink?

ThingLink is a free online tool that allows you to turn images and videos into interactive media by adding notes, videos, and links. ThingLink offers education accounts that also provide capabilities to create classroom channels and manage students.

Features

ThingLink allows you to:

  • Upload images to annotate from your computer or the web.
  • Use the image editor to add tags containing comments, clickable links, videos, and other images.
  • Search YouTube for videos to embed into your image.
  • Import videos to annotate from the web.
  • Add tags containing comments and clickable links to your annotated videos.
  • Share your annotated images and videos via a link or embed code.

For detailed instructions on using all of these features, view the ThingLink tutorials described below.

Help with ThingLink

Viewing this short video from ThingLink, which walks you through the basics of creating and sharing interactive media, is a great place to start. ThingLink also provides tutorials on the basic features of creating an interactive image or video along with instructor tutorials, which focus more on managing students and creating classroom channels.

An Example ThingLink Creation

Cell Diagram
Click the image above to interact!

Click on the image to the right to be taken to an interactive cell diagram that I created as an example using ThingLink. Notice that I’ve included a YouTube video on ribosomes, a comment about mitochondria, a close-up image of a centrosome, and a link to more information on lysosomes.

How Can You Use It?

ThingLink can be used in a variety of ways. Like the example above, instructors can add detailed information to a diagram or other image by adding interactive links, videos, and more. On the flipside, instructors could provide a blank image to their students and have them use ThingLink to label it.

Interested in more ideas? ThingLink has their own Education Blog with a variety of ideas on using the tool in education.

Getting Started

If you are interested in using ThingLink, begin by visiting thinglink.com/edu and signing up for a free teacher account. Then, start creating your own interactive media!

Once you start using ThingLink, let us know what you think by leaving us a comment!

Resources
Bradford, W.C. (2004). Reaching the Visual Learner: Teaching Property Through Art. The Law Teacher, 11. Retrieved from http://ssrn.com/abstract=587201

Earning an A+ in Online Feedback

-By Ashley Canning, Educational Technology Instructional Designer

A+Receiving feedback is an important part of the student learning process. By providing students with constructive feedback, instructors give them the opportunity to reflect and build upon what they learned. Providing feedback also gives students an idea of where they stand in terms of meeting course objectives.

In the traditional classroom, feedback may consist of paper annotations, rubrics, and one-on-one meetings. But how does this translate into the online classroom?

Digital Markup Solutions

Digital markup solutions have replaced the traditional pen and paper when it comes to providing feedback in the online classroom. In the past, many instructors have relied upon using Microsoft Word’s markup tool to give feedback via comments and by correcting student text. As learning management systems (LMS) have evolved, they have included similar markup tools within their systems. Blackboard, for example, has an inline grading feature that allows instructors to add comments and markup text directly within Blackboard. This eliminates the need for downloading assignments and using outside tools to give students feedback.

Rubric Tools

A rubric is a great, free tool for setting clear expectations and providing informative feedback to students. There are many tools to help with creating new or digitizing existing rubrics.

RubiStar is a great tool to help with creating new rubrics. It provides customizable templates based upon subject or assignment type. After you’ve created your rubric, you can print or save it to your computer.

LMS’s like Blackboard now have rubric tools integrated within the system. The Blackboard rubrics tool allows instructors to create rubrics within Blackboard that can then be associated with assignments, provided to students, and easily used for grading.

Recording Feedback with Screen Capture Tools

While some students can learn a lot from written feedback, others get more out of verbal feedback. That’s where screen recording tools can help. These tools allow instructors to open student assignments on their computer, capture their screen as they scroll through or annotate the assignment, and record their voice as they offer verbal feedback.

Here at Duquesne, we offer MyMediasite as a screen recorder option. MyMediasite allows you to record your screen, upload it to a school server, and share it with students via a link. Screen-cast-o-matic is a great free alternative for others that don’t have access to MyMediasite.

Verbal Feedback Options

If you don’t have a need for sharing your screen but would still like to give verbal feedback, you still have options. Some LMS’s have voice recording tools integrated within them. At Duquesne, we have the Blackboard Collaborate Voice Board tool, which allows an instructor to record verbal feedback for the entire class or individual students. Those that don’t have this option are likely to have a voice recording tool integrated into their own computers. Using this software, instructors can record feedback and then post it within their own LMS or email it to their students.

Providing Live Feedback with Web Conferencing Tools

When possible, live feedback can greatly benefit students. Web conferencing tools offer a solution to traditional office hours by giving instructors and students the ability to meet online in real time. Such tools offer voice, webcam, and screen share capabilities. Using a web conferencing tool, students and instructors can pull up an assignment, share it, and talk through any questions or concerns. Duquesne offered tools like GoToMeeting are great for this use case.

There are free web conferencing options available for those that don’t have access to GoToMeeting. For more information on these options, check out this article from eLearning Industry. Note that since this article was written, some of the tools have switched from completely free to free trials. Keep this in mind when choosing a solution that works for you.

Things to Consider

One important thing to keep in mind is that, just like in the traditional classroom, constructive feedback is key. Things like “good job” or “work harder” are not good feedback. Effective feedback points out student strengths and weaknesses and provides students with the opportunity to build upon their knowledge. For tips on providing effective feedback, check out this article from Edutopia.

Another thing to consider when providing online feedback is the public nature of some online tools. When publishing student feedback online, remember to keep FERPA in mind. Never share student information publicly. Many tools offer the ability to set uploaded content to private so that the only way others can view it is by clicking on a specific URL. Pay close attention to these options. You wouldn’t want to make student feedback searchable so that others outside of you and the student could find it.

Want to Learn More?

If you want to learn more about providing meaningful feedback, check out our Assessing Diverse Learners and Blackboard Rubrics workshops. Keep an eye out for our May workshop schedule to see when these sessions will be offered next!

How do you provide online feedback to your students? Share your ideas by leaving a comment!

References

Pappas, C. (2013). 15 Free Web Conferencing Tools. eLearning Industry. Retrieved from http://elearningindustry.com/15-free-web-conferencing-tools

Stenger, M. (2014). 5 Research-Based Tips for Providing Students with Meaningful Feedback. Edutopia. Retrieved from http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger

An Infographic on Infographics

-By Ashley Canning, Instructional Designer

An Infographic on Infographics

As I thought about this week’s blog post, I decided what better way to present information on infographics than by creating an infographic? For a graphical representation of the information presented below, click the image above to view my infographic on infographics.

What is an Infographic?

An infographic is a graphical representation of information and/or data that helps to present hard-to-grasp concepts in a way that is easy to understand. This post focuses on reasons to use infographics, various ways they can be used, as well as tools for creating them.

Why Use Infographics?

Have you ever remembered a piece of textual information by picturing an image that appeared along side the text you read? Infographics have a similar effect. When reading text, it’s easy to become distracted or suffer from information overload. Conveying the same information through infographics can help minimize these effects by simplifying difficult concepts and making data more meaningful. Studies have also demonstrated that viewing graphical representations of information decreases learning time and increases retention (think about our example of recalling information thanks to a corresponding image). Finally, according to experts, 65% of the population is made up of visual learners. By presenting information in a visual way we are able to engage our visual learners.

Ways to Use Infographics

Infographics can be used in a variety of ways. Since most tools include the ability to build graphs within the tool, it is no surprise that infographics are commonly used to display statistical data. You can also use an infographic to illustrate a timeline or describe a process, compare and contrast various topics, or create an informational poster.

While instructor-created infographics provide students with an opportunity to visualize concepts, students can also create infographics to demonstrate mastery of a topic.

Infographic Creation Tools

There are a variety of infographic creators available. While doing my research, I focused on three that I found to be some of the most user-friendly: Piktochart, Venngage, and Easel.ly. All three tools offer free or fee-based options; provide the option to use templates; have the ability to create various graphs; include a variety of images and icons along with the ability to upload your own images; and allow you to download and share your finished product. All three also have their own blogs, which offer tips and ideas on using infographics. A few of the different features for each tool are described below.

Piktochart

I created the infographic above using one of my favorite infographic tools, Piktochart. In addition to its blog, Piktochart offers support and how-to instructions along with a guided tour, which is available at the click of a button inside of the infographic creation tool. Piktochart also offers a presentation mode feature, which turns your infographic into a slide show by presenting each block within your infographic as an individual slide. For an example of how this works, click the infographic image at the beginning of this post and select Presentation Mode.

Venngage

Venngage is another of my favorite infographic tools. It offers support and how-to instructions and videos along with great tutorial templates. These templates walk you through basic tasks like adding, moving, and resizing objects in your infographic. Venngage also offers a pictogram creation tool, which lets you easily convey numbers through the use of icon groups. Like the others, Venngage also has its own blog. One downside of Venngage is that the free version only allows you to save five infographics at once.

Easel.ly

As the name indicates, Easel.ly is another easy-to-use infographic creator. It offers an educational and how-to blog along with contextual tips available inside the infographic creation tool. It also allows you to edit and reuse public infographics. A relatively new feature to Easel.ly is group-sharing, which allows you to share infographics among group members.

Want to check out some other tools? Check out this Edudemic article on 10 Fun Tools to Easily Make Your Own Infographics.

Closing Thoughts and Tips

No matter which tool you use when creating infographics, always remember to examine your topic and think about the best way to present it (graphs, timeline, combination, etc.). Keep in mind the old adage “don’t use technology just for the sake of using technology.” The key is using an infographic to present a topic in a well-organized manner that sticks with the viewers. I also find that it helps to draw a rough layout of my infographic idea on paper before diving into one of the tools. If you’re struggling with a layout, check out the templates that each tool has to offer or look at others’ pictographs online to get some ideas.

Have you used infographics in the past? If so, share your experiences by leaving us a comment!

References

Bradford, W.C. (2004). Reaching the Visual Learner: Teaching Property Through Art. The Law Teacher, 11. Retrieved from http://ssrn.com/abstract=587201

Kouyoumdjian, H. (2012). Learning Through Visuals Visual imagery in the classroom. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/get-psyched/201207/learning-through-visuals

Lepi, K. (2012). 10 Fun tools to Easily Make Your Own Infographics. Edudemic. Retrieved from http://www.edudemic.com/diy-infographics/

Ways to Teach Using Infographics. (2013). Educational Technology and Mobile Learning. Retrieved from http://www.educatorstechnology.com/2013/02/ways-to-teach-using-infographics.html

Tweeting for Education

-By Ashley Canning, Educational Technology Instructional Designer

TwitterBirdLogoAccording to Pew’s Social Media Update 2014 edition, Twitter has seen a significant increase in user activity over the past year. As the popularity of the social tool continues to grow, many instructors are looking for ways to use Twitter to enhance their teaching arsenal and their students’ learning experience. Here are a few ways to get you started with using Twitter in education.

Expand your Knowledge and Teaching Toolkit with Hashtags

Hashtags are like the subjects of tweets. There are a ton of hashtags relevant to education. A few of the more popular ones include #edchat, #edtech, and #elearning. You can simply search Twitter for these hashtags to see what people are saying about a topic. This can help you find new ideas and learn about latest trends. You can find an extensive list of educational hashtags here.

Network with Other Educators

There are a lot of experienced educators out there that regularly post great teaching ideas to Twitter. Following these educators will allow you to stay up to date with what they are using in their classroom and, like hashtags, can give you new teaching ideas. Just a few of the educators that we follow in Ed Tech include Steven W. Anderson (@web20classroom), Derek Bruff (@derekbruff), and Jamie Forshey (@edutech20).

Don’t forget to also follow colleagues at your own institution! It’s a great way to network and see what peers are using to enhance their students’ learning.

Learn from the Experts

Not only are there many experienced educators to follow, there are also experts in the areas in which you teach. You can do a quick Google search for “best [your field] Twitter” and find lists upon lists of suggested experts to follow. For example, when I did a search for “best biology Twitter” I came across an article from Teach Thought that listed 100 scientists by category to follow on Twitter. It also helps to look at who your colleagues are following. Remember to encourage your students to follow these experts too. This will help them continue the learning process outside of the classroom.

Many blogs and news outlets dedicated to education are also active on Twitter. Following them will keep you up to date with their latest stories. Just a few of the outlets you can follow include Edutopia (@edutopia), US News  Education (@USNewsEducation), and Inside Higher Ed (@insidehighered).

Share Your Knowledge

After you’ve felt your way around Twitter by following hashtags, fellow educators, and other experts, it’s time to start sharing your knowledge with your students and colleagues! Come across an interesting educational article, successfully try a new technique in class, or recently learn about something exciting or new in your field? Tweet it! And don’t forget to include hashtags so that others can find your tweets in a search!

If you’re going to put effort into sharing your knowledge, don’t forget to share your Twitter handle with your colleagues and students. You can do this by posting it to your course site, adding it to your email signature, or placing it on your syllabus, just to name a few.

Live Tweet during Class

We’ve talked a lot about how you can use Twitter outside of class time, but how can it be used during class? Live tweeting is one great way to use Twitter to engage students during class, whether you hold class in a traditional classroom setting or online.

Live tweeting is a popular conference activity. When we go to a conference, we’re often provided with a conference hashtag so that we can tweet as we learn. Why not try it during class? Create a unique class hashtag, something like #canningmath101, and provide it to your students. They can then use that hashtag to tweet as they learn. This is a great way to keep everyone engaged in the material and gauge student understanding. You can then follow up on any questions and revisit material as necessary. Students can also refer back to the hashtag to see what their peers are taking away from the course.

Exit Tweets

Exit tweets are just a digitized version of exit slips, which are sometimes used to gauge what students have learned during a class meeting. After class, ask students to tweet one thing that they learned during the meeting. Like live tweeting, exit tweets will allow you to gauge understanding and revisit topics as needed. Exit tweets offer a little more control than live tweeting since you are limiting the tweet time to the end of class. This can be a good way to introduce tweeting during class.

Things to Consider

When using Twitter in education, there are a few things that you should keep in mind. First, remember that Twitter is a public platform. Don’t post private student information (grades, class schedules, course feedback) that would violate FERPA.

Keep it professional. It’s okay to mix some fun things in with your professional tweets to make you more relatable. But, for the most part, you should limit your tweets to sharing information on teaching and your field of expertise.

When asking your students to tweet, it’s important that you set netiquette guidelines so that students know what’s appropriate to post.

Share your Ideas!

These are just a few ways to get started with using Twitter in education. If you have other ideas or recommendations for who to follow, share by leaving a comment!

References

Drake, P.E. (2014). Is Your Use of Social Media FERPA Complaint? Educause. Retrieved from http://www.educause.edu/ero/article/your-use-social-media-ferpa-compliant

Duggan, M., Ellison, N. B., Lampe, C., Lenhart, A., Madden, M. (2015). Social Media Update 2014. Pew Research Center. Retrieved from http://www.pewinternet.org/fact-sheets/social-networking-fact-sheet/

100 Scientists on Twitter by Category. (2012). Retrieved from http://www.teachthought.com/learning/100-scientists-on-twitter-by-category/

Nettiquette for Online Learning. (n.d.). Duquesne University Center for Teaching Excellence. Retrieved from http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/nettiquette-for-online-learning.

The Complete Guide to Twitter Hashtags for Education (n.d.). Retrieved from http://www.teachthought.com/twitter-hashtags-for-teacher/

Highlights from the 2014 Northeast E-Learning Consortium Conference: Part 2

-By Ashley Canning and Nola Coulson, Educational Technology

Earlier this month, the Educational Technology Instructional Design team had the opportunity to attend the Northeast E-Learning Consortium Conference at Villanova University. This year’s theme was student engagement. Here are a few more highlights from the event (this is part two of a two-part series).

Synchronous Class Meetings

We attended two different sessions on synchronous class meetings. The presenters in each session discussed best practices of conducting synchronous class meetings via webinar. Features of a webinar include two-way audio, multi-point video, chat, hand-raising, polling, screen sharing and recording the sessions.

The lists below discusses best practices for instructors when preparing and conducting a session.

  • Be prepared. This includes spending time learning the webinar system and its capabilities and preparing your presentation material.
  • Avoid distraction. Sit in a quiet space.
  • Login to session early to make sure everything is working properly.
  • Welcome each student individually at the beginning of each session
  • Show webcam at the beginning of the session and have students show their webcams at the beginning of the session and talk informally to check their microphones and speakers and to promote a sense of community.
  • Make the session interactive. Use the polling, chat and whiteboard features.
  • Record the sessions, so students can review the webinar and revisit the topics covered at a later time.

Also discussed was the importance of preparing students.

  • Create a FAQ document, including system requirements.
  • Provide a video overview of how to access session and use the tools within the session.
  • Have students login to the system before the first session to perform a trial run on their computers.
  • Provide students with support contact information, should they encounter any technical issues.

By following the best practices above, you can help to ensure a successful and engaging synchronous webinar session.

Preparing and Engaging the Online Learner

This session discussed the importance of orienting students to the online environment and using interactive techniques to engage learners.

The presenters created a self-paced course that students were recommended to complete in order to prepare for taking an online class. Topics included how to navigate the online course management system as well as how to use the system’s learning tools.  The course also provided examples of how to complete tasks like posting to the discussion board, submitting assignments, taking tests etc.

The Duquesne Educational Technology Department has a Blackboard Student Orientation that is available to all students in Blackboard under their My Courses area. This orientation includes the following sections: navigation and course content, Blackboard tools (for example – submitting assignments, using the discussion board, sending email, viewing grades, and using collaborate web conferencing) and how to get technical help.

The presenters went on to talk about how faculty can engage students in an online setting by using the following techniques and tools.

  • Design the course in an organized manner, so students can easily navigate the course and stay on task. To do this, create folders that include weekly objectives, readings, and required and supplemental activities.
  • Create a sense of community within your course by using icebreakers. For example, have students introduce themselves in the discussion board or a blog post.
  • Use a variety of tools that help students reach learning goals, while being engaged.
  • Provide short video lectures on course topics.

By making an online course interactive and engaging you are helping students to connect with you, their peers, and the course content. These connections help them to reach higher levels of thinking and retain topics long after the course has ended.

What Do You Want to Learn More About?

Want to learn more about any of these topics? Select one or more topics below and we’ll blog about them in a future post!

References

Agresta, J., Dos Santos, M., Wagner, W. (2014, November) Real-time Students Engagement via the Web. Presentation at the Northeast E-Learning Consortium, Philadelphia, PA.

Perun, S. (2014, November) Promoting Meaningful Student Engagement in Synchronous Classrooms. Presentation at the Northeast E-Learning Consortium, Philadelphia, PA.

Simms, M., Darlington, S. (2014, November) Preparing and Engaging the Online Learner. PowerPoint presentation at the Northeast E-Learning Consortium, Philadelphia, PA.

Highlights from the 2014 Northeast E-Learning Consortium Conference: Part 1

-By Ashley Canning, Educational Technology

A little over a week ago, the Educational Technology Instructional Design team had the opportunity to attend the Northeast E-Learning Consortium Conference at Villanova University. This year’s theme was student engagement. Here are a few highlights from the event.

Using Video for Assessment

Image from www.youtube.com
Image from http://www.youtube.com

Using video in the classroom isn’t a new idea. However, it seems like instructors are always coming up with new ways to engage students through the use of videos. Presenter Ann Scheve, discussed how she uses a YouTube series called Caring for Walter in an online Health Assessment course. Students view videos within the series and perform functional assessments on one of the video’s stars, Walter, based upon how well he is able to function on his own. The presenter pointed out that YouTube creates greater and deeper learning as multimedia stimulates both sides of the brain, which results in student excitement and engagement.

The Flipped Classroom

The flipped classroom has been a hot topic in education lately and there was no shortage on sessions devoted it. One session, led by Ross Lee and Mary McRae detailed how an Engineering program recently implemented the flipped classroom model. The idea behind implementing the model was to allow for more student engagement and less lecture in the physical classroom. Their approach was to have students view a mini-lecture (about 10-20 minutes long) during the week leading up to class. They were also given a pre-class assignment that asked them critical thinking questions based on the videos.

During class time, the instructor did still give a short lecture that built upon the pre-class video and assignment, but the class was focused more on question and discussion. Students also worked in groups to research topics that extended that extended their learning, and allowed them to practice and apply their new knowledge. Groups then shared their research and findings with the entire class.

Students were surveyed following their course. Feedback indicated that they enjoyed and learned from the pre-assignments.  Statistics pulled from the learning management system also indicated that students went back and reviewed the mini-lecture videos more than once to gain a better understanding. Students also stated that they were passionate about applying their knowledge and sharing information with the entire class.

While there were a lot of positives, one negative comment students made was that the course workload was a lot. Based upon this, the instructor is looking into ways that he can balance out-of-class and in-class activities so that students are engaged and reach their learning objectives without being overwhelmed.

Gamification

Image from http://bit.ly/1xoO4dG

Gamification has been around for a while, but it seems to be gaining more steam in education lately. In its essence, gamification is applying game-design thinking to non-game applications in order to make them more fun and engaging.

Presenter Andy Petroski recently implemented gamification in his Learning and Technologies Solution course. Andy’s course was designed so that students worked on teams to complete quests (assignments) and earn experience points (grades). This course had a bit of a World of Warcraft or Dungeons and Dragons feel, but you can tailor the design to your audience. One of the main tenants of Andy’s course was that students had a lot of choices. Students had to complete a variety of different quests in order to meet learning objectives and earn experience points. However, they were able to choose the quests they went on based upon their interests rather than completing the same assignment as everyone else in the class, which is common in traditional courses.

According to Andy and professor/researcher Lee Sheldon, gamification has a lot of upsides:

  • Learning is student-centered and individualized
  • There is a focus on student exploration
  • Gamified courses are immersive and collaborative
  • There are a lot of opportunities for students: when exploring, students can fail at things but learn from those failures in order to succeed
  • Studies show that students performed better and were more engaged and prepared when they came to live class sessions.

Andy also noted that it is important that faculty provide students with ongoing feedback and that you should sit back and look at how the course went to see if any tweaks are needed the next time around. One change that Andy plans on implementing in the future is to have a little more structure. Some students actually felt lost with all the freedom.

For more on gamification, check out Lee Sheldon’s book, The Multiplayer Classroom: Designing Coursework as a game. You can also visit the presenter’s website here.

What Do You Want to Learn More About?

Want to learn more about any of these topics? Select one or more topics below and we’ll blog about them in a future post!

References

Lee, R. & McRae, M. (2014, November). Flipped Classroom - On-line Hybrid Teaching. PowerPoint Presentation at the Northeast E-Learning Consortium, Philadelphia, PA.

Petroski, A. (2014, November). Implementing a Multiplayer Classroom - Results from Designing a Class as a Game. PowerPoint Presentation at the Northeast E-Learning Consortium, Philadelphia, PA.

Scheve, A. (2014, November). Using YouTube Videos as Standardized Patients. PowerPoint Presentation at the Northeast E-Learning Consortium, Philadelphia, PA.