Kim Kenward & Justin Melick share “online student presentations” for Penn State Conference

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Kim Kenward, instructional designer, and Justin Melick, digital media developer, in eLearning and Emerging Technologies presented with Dr. Rosemary Cleveland, COE Faculty, presented at the 7th annual virtual conference for the Pennsylvania State System of Higher Education (PASSHE).

The session was held on Monday, February 15 at 11am EST via Blackboard Collaborate and their session topic was “Moving Student Presentations Online” and there were over 30 attendees from across the nation.

Session: Moving Student Presentations Online

Abstract: Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
Presenters:
  • Kimberly Kenward, Instructional Designer, kenwardk@gvsu.edu
  • Justin Melick, Digital Media Developer, melicjus@gvsu.edu
  • Dr. Rosemary Cleveland, Education Faculty, clevelro@gvsu.edu
    Grand Valley State University

Kim Kenward has worked as an instructional designer for over eighteen years. She has taught and developed several online/hybrid educational technology courses, as well as worked as the Instruction Librarian and Library Director at various institutions. Kim is actively involved in the GVSU College of Education teacher preparation programs, specifically in the area of integrating technology into teaching and learning.

Justin Melick is a Digital Media Developer at Grand Valley where he works with faculty to create a variety of digital content for their courses. He specifically works with faculty to increase instructor presence in their online and hybrid courses and is responsible for building and pioneering the use of GVSU’s Lightboard.

Dr. Rosemary Cleveland has been a faculty member in the GVSU College of Education for fourteen years. Previous to that, she was a school administrator and a teacher for thirty-one years. Rosemary teaches in the graduate teacher certification program in both the online and in-seat format. She is passionate about teacher leadership and curriculum development.


Building community is essential in online learning! – Rosemary Cleveland
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Get started with building community in your class on day one. Here, Dr. Cleveland begins her courses with having students create an “about me” slide in Powerpoint.
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Attendees in the session shared a variety of ideas of assessment activities for students, ranging from using the discussion boards and peer review tools in the LMS, to ApprenNet, to Voicethread.
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GVSU uses Blackboard and Ensemble video for technologies to support this work.  Justin provides support to faculty and students to tackle the technical pieces. A helpful video for students gives students some tips for creating mobile video.  Here is the video:
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Screencast-O-Matic is a great tool for students to use to record the screen and share their video assessments.
For more information, please check out the presentation slides on Slideshare!
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Optimizing #EdTech is #2 in EDUCAUSE’s Top 10 IT Issues

Each year, EDUCAUSE researches the trends impacting education through technology – and the role that technology plays in advancing teaching and learning in a “Top 10 IT Issues” list.

Drum roll please… this year, #2 in the Top 10 IT Issues for 2016 is…

“Optimizing Educational Technology”

With a wealth of technological resources we have at our finger tips, staying up to speed can be a challenge.  Our focus in eLearning and Emerging Technologies is to not only help to provide access to technology but to assist faculty in adopting technology tools that can help to enhance teaching and learning – to solve instructional problems and with the ultimate goal of improving student success and retention.

Optimizing Educational Technology is what eLearning and Emerging Technologies at GVSU is all about!

As shown in the chart above, the top 2 technologies in which the highest percentage of faculty desire more training are: “Online Collaboration Tools” at 61% and the “LMS” (Blackboard) at 60%.  Along these lines, the eLearning staff provides a wide array of training through seminars offered in GVSU’s Sprout system. The eLearning team also offers individual consultations to help support faculty.  In fact, a list of upcoming workshops can be found on our website.  In addition, please reach out us if we can provide assistance to you!


As indicated in the survey results, the LMS (Blackboard) continues to be an important resource for faculty and students.  In fact, when students were surveyed as part of the ECAR study at GVSU, 94% indicated that Blackboard was used in at least one of their courses, with 54% reporting that all of their classes used an LMS.

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Interested in learning more about GVSU’s student and faculty ECAR research survey results? Check out this related post:
ECAR STUDY OF STUDENTS AND TECHNOLOGY @ GVSU

 

GVSU Ranked 6th in the Nation for PBS LearningMedia Use

kenwardk_150tLooking for a way to create some interest and engagement in your course? Digital resources through PBS LearningMedia provides “Infinite Inspiration for your Classroom”… In this post, Kim Kenward, Instructional Designer in IDeL, highlights GVSU’s work with WGVU and PBS LearningMedia.


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Did you know that GVSU is currently ranked sixth in the entire nation for most usage and “hits” on PBS Learning Media?  Based on usage by faculty and students, our use of the video resources has been recognized by PBS!

If you haven’t explored this amazing online resource, this innovative tool provides an amazing wealth of “free” media resources, thousands of innovative, standards-aligned digital resources, and professional development opportunities.  

You can search for resources and embed them easily in your Blackboard coursesite! Each resource has a recommended grade level and includes educational standards information. Here is an example:

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Interested in searching for course videos or digital resources?  You can get started today by registering and creating your account at: http://wgvu.pbslearningmedia.org

In addition, if you would like more information, you contact Mike Fillman (fillmanm@gvsu.edu), WGVU Education Coordinator, with any questions, trainings or assistance you may need with using PBS LearningMedia.  

Look for Mike Fillman at our 15th Annual Teaching & Learning with Technology Symposium that will be held on Wednesday, March 23, 2016 in the Mary Idema Pew Library Learning and Information Commons.

PBS provides video content for courses at GVSU

In a special session organized by Kim Kenward, instructional designer in IDeL, faculty and staff at GVSU learned about a new resources available via a special partnership with PBS.  Faculty and students can access thousands of FREE, standards-aligned digital resources that can be used for classroom and online courses.

With 100k+ digital resources from a variety of subjects, faculty can integrate the content into their curriculum to help their students make connections to a variety of topics.  Developed in partnership with the WGBH Educational Foundation and supported by public media stations nationwide, PBS LearningMedia offers multiple service levels to millions of educators and students.

In July, Rosemary Cleveland, GVSU COE proferssor and graduate teacher certification students were filmed by WGVU regarding their training and use of PBS Learning Media.  This video is currently on the WGVU Home Page and is airing multiple times on WGVU HD from now until October 30.

Background information about PBS Learning Media can be found at:

Learn more about PBS LearningMedia and create your account by visiting: http://pbslearningmedia.org  You can also follow PBS LearningMedia on Twitter and Facebook.

Design and Organization Tips from GVSU’s Blackboard Exemplary Course Award Winners!

The IDeL team held a special seminar session to highlight 2 faculty members that have been awarded the Blackboard Exemplary Course Award for their course design.  This session was also offered for the College of Education’s “Big Byte”.

Bb Exemplary Award LuncheonProfessors Machajewski and VanderMolen were highlighted in a special recognition luncheon at the national BbWorld conference in Las Vegas, Nevada in 2014.

The “Design & Organization Tips from GVSU’s Blackboard Exemplary Course Winners” session was delivered by Affiliate Instructor in the School of Computing and Information Systems, Szymon Machajewski and Julia VanderMolen, Assistant Professor in Allied Health.  These faculty received their award for their recognition of course quality in the design of their courses. The award in 2014 recognized 67 other winners from 43 institutions from around the world.

Key design tips:

  • Clear communication with students of what is happening now and what is coming up and when things are do.
  • Chunking content within items and folders and replicating certain blocks of content can help students keep track of the most important information.
  • Numbering sequences are also helpful in the content (1, 1.1, 1.2, 1.3, etc.) to match the sections in the gradebook.
  • Links within the course to help documents for students provide timely assistance.  For example, linking to the student help area on help.blackboard.com to provide information about how to submit their assignment.
  • Quick links in the navigation panel such as “Send Email” is helpful because it is easy then for students to contact the instructor with the subject of the email indicating the section that the student is enrolled in.
  • In the gradebook changing the total to “Projected Grade” helps student to understand where they are in the course at any given time.  A “Final Grade” column is set up to show students their non-cumulative grade to help them get a better view of their progress.
  • Using colors in the gradebook provides quick and at-a-glance views of the students that may not be performing as desired.  Using a magenta color for flagging cells of higher than 100% provides the instructor with a quick way to check their work for accuracy in grading. That is, to catch errors in input.
  • Providing multiple file formats to support universal design and access to content helps students with their ability to review the content from whatever computer or mobile device they are using.
  • Learning styles may be now “lifestyles”
  • Szymon uses achievements and openbadges for students so they can export these to Mozilla Backpack. Here are some videos about using badges through openbadges.  Badges can be linked to outcomes and provide an element of incentive for students (think gamification) and then also take these achievements with them after they graduate in their Mozilla Backpack.
  • Julia uses screencast-o-matic (like Techsmith Relay) for weekly introductory videos which are part of weekly modules. Each week has a task and agenda.  There are 3 opportunities to see and hear what is due in the week.  In the course syllabus, there are also reminders of what is due and when.  There is a check list of what tasks need to be done.
  • Each week there are learning outcomes that are clearly identified to students which helps them zero in on what is due and where to focus.
  • Using Blackboard IM and Collaborate tutorials are provided to students to help them connect to live sessions.
  • Julia embeds the Google calendar in Blackboard so students can easily add the event to their calendar because all students at GVSU have access to Google.
  • Consistency is key with same font and good colors.
  • Due dates are also important to use because it helps students organize and prioritize their work across multiple classes.
  • Using the discussion board helps to build community through a “getting to know you” opportunity.

Here are a few photos from the session:

Interested in learning more? Check out the resources on the Blackboard Exemplary Course Program website.

Online & Hybrid Teaching Circles – Encourage Collaborative #EdTech Conversations

eLearning and Emerging Technologies through the work of IDeL (Instructional Design for eLearning) and in partnership with the Pew Faculty Teaching & Learning Center have a unique opportunity for faculty at GVSU.  The “Online and Hybrid Teaching Circles” are designed for faculty to meet and to collaborate together to enhance online and hybrid teaching and learning.

Kim Kenward, instructional designer in IDeL, helps to coordinate and lead these circles. This is the second year that a teaching circle dedicated to online and hybrid instruction has been offered at GVSU.

IDeL Instructional Designer, Kim Kenward, facilitating the Online & Hybrid Teaching Circle on Thursday, October 1st, 2015.

The “Online and Hybrid Teaching Circle” meets once a month for 90 minutes during the Fall semester to:

  • Support new and experienced online/hybrid faculty through dialogue
  • Explore best practices associated with online/hybrid teaching and learning
  • Identify emerging technological needs to support online teaching and learning
  • Share collective expertise across disciplines

It’s not about the technology… it’s about the when and the why around leveraging #EdTech to promote student engagement, enhance the quality of instruction, explore a variety assessments and feedback strategies, and finally to improve student success.

Last year, the following topics were discussed by the teaching circles:

  • Student engagement/building community/student accountability
  • Course delivery, organization, design, and pacing
  • Instructor presence and student feedback
  • Rigor and responsibilities for online students and preparing students to be online student
  • Digital media (new tools, advanced video with Ensemble, SWIVL, and video streaming databases)
  • Online discussion and alternatives to the discussion board
  • Peer feedback  and student collaboration

This year, there are 3 Teaching Circles meeting at CHS, DeVos, and the Allendale campuses.

If you are teaching online at GVSU, we invite you to join in on a conversation
about enhancing online and hybrid courses at the university!

Applying the Blackboard LMS to TPACK

TPACK is a framework that helps to zero in on the interplay between technology, pedagogy, and content.  In thinking about including the use of a LMS into teaching and into the classroom, this model can help to connect what may seem like separate and distinct areas of teaching practice into a synergistic view of integration.

“Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), andTechnology (TK).” – SOURCE: http://tpack.org

Reproduced by permission of the publisher, © 2012 by tpack.org

What I like about TPACK is that it zeros in on the intersection and interplay of the domains of: Content, Pedagogy, and Technology. This model can be used to be reflective and yet intentional when viewed from the aspect of teaching practice and instructional technology deployment.  This can be useful for faculty, instructional designers, those involved in designing professional development activities, and instructional technologists.

Using the TPACK model, faculty and instructional designers can focus on relaying content that adhere to course outcomes in a way that is pedagogically effective through the application of appropriate technologies.  Taken together this truly has potential to transform teaching and learning.  This in turn, has direct implications for faculty professional development as well as instructional technologists that are charged with providing support for technology integration in teaching.

While the focus is on the TPACK “center”, the following intersections may be helpful to review to begin putting TPACK into practice and it is also where the “rubber-meets-the-road” so to speak.

Consider the following equation (TCK + PCK + TPK = TPACK):

TCK (Technological Content Knowledge)

  • This intersection is all about how technology can be applied to subject matter to represent it and formulate it in ways never before possible – with the goal to make it comprehensible for diverse populate learners and learning styles.
  • Blackboard can power unique applications and representations of content.  Powerful analogies through Blackboard Collaborate Voice Tools or VoiceThread, illustrations through Slideshare and Flickr Mashups, examples and simulations or explanations throughYouTube Mashups, and demonstrations or real world application of content with engaging video tools such as NBC Learn can be easily added to courses in Blackboard.

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PCK (Pedagogical Content Knowledge)

  • This intersection relates to how subject matter can be organized, adapted, facilitated, and presented.
  • Blackboard enables faculty and instructional designers to create an effective sequence and structure in displaying course materials, assignments, and learning activities.  Learning Units, Lesson Plans, Course Links, and Tool Links can be used by faculty to bring about custom course designs in Blackboard.  In addition, Adaptive Release can be leveraged to create custom learner paths.

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TPK (Technological Pedagogical Knowledge)

  • This intersection is about the knowledge of the existence of technologies and the ability to apply them to transform teaching and learning.
  • Blackboard has a wide array of tools for teaching.  These tools can be broken down into Content Delivery, Communication, and Assessment categories.  There are also features that provide the ability to manage and maintain class records.  A few of the features in Blackboard include: Grade Center, Discussion Boards, Wikis, Blogs, Journals, Assignments, SafeAssignments, content Mashups (Slideshare, Flickr, YouTube, Camtasia Relay, NBC video content,Voice Authoring), Email, Instant Messaging, Voice Boards, Voice Email, Voice Announcements, Self and Peer Assessment, Surveys, Tests, Group Tools, Announcements, etc.

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TPACK

  • and the potential of transforming teaching and learning with technology…

Some closing questions.  As you assess this model:

  1. Which domain do you naturally fall into?
  2. What domain do you need to spend some more time on and learn about?
  3. What steps can you take to approach “the center”?
  4. How can the eLearning and Emerging Technologies team at GVSU support you?

Adapted from a prior post on February 3, 2011, 2:59 pm from grcc.wordpress.com