LTDC Online News

Understanding the Context

Oblinger argues that the learning context is changing from the what learners
do and who they are, how knowledge is being created rather than processed, and
how students are accessing learning experiences are changing with mobile
devices.  I was reminded of two popular videos that puts for this same call.

In the Machine is Us/ing Us describes a new landscape of media in which learners are working with to collaborate, contribute, and create.
The Machine is Us/ing Us

This advertisement by Kaplan University, which I believe tries to reach adult
learners or those looking for flexible schedules approaching learning from a
different perspective.  Rather than simply using computer based instruction
that is often referenced as being “online learning” this provides an engaging
collaborative learning environment.
Kaplan University

Although there is much discussion about the learning environment and the
learners in that environment changing.  I like that Oblinger’s comment
detailing that students might know how to create a mash-up, but might not know
how to use an electronic spreadsheet.  It is an interesting thing to
consider that we often think that students are demanding these environments but
they might not have the technical knowledge to effectively use these in formal
learning environments.

Flexible Learning Environments

Knowing that we have so many tools and information easily available on the
Internet (learning objects, audio, video, screencapture, etc),we need to begin
to thinking that it is not having access to information that is powerful.
Instead, it is about using this information to build new knowledge.  To me
this means that we need to focus more on how we are developing learning
activities for students.  How do we create real-world activities that
students can investigate with each other, while using the the key concepts that
are available on the Internet.  Surely, developing these types of
real-world activities is hard to develop in practice.  Students are
unskilled at making the connections to the “big picture.”  Is there a way
to develop a structured learning guides while situating this in a problem based
learning environment.

Scott Wojtanowski

Presenters: Bob Hoar & Jennifer Kosiak, UW LaCrosse Mathematics Department

Blogged by: Karen Franker, Instructional Designer, UW Colleges/Extension

Process of creating learnng objects explained by Jennifer as a self-contained chunk of knowledge

Elements of LO’s:
Problem
Solution
ChalkTalks –podcasts where students can see & hear problem being presented
Hints
Tutorials
More Information needed — how to access and understand terms
Sandboxes — virtual playgrounds
Vocabulary

They use a learning object design model which provides a collection of resources that will help students better understand the information.

Described work with inservice teachers in Milwaukee to help them with PRAXIS exam by giving them learning objects to help them do better in exam. Use of Flash tutorials to review a math problem with visuals and hints in text bubbles. Demonstrated a ChalkTalk podcast which also uses a tablet PC to show how the problem is worked.

Uses of Learning Objects:
Course Modules
Supplementary course materials
Remedial or refresher lessons
How-to-tutorials — help faculty create learning objects for students
Diversity and access — universal design model; giving students better access to the knowledge

Found that Sandbox needs to be a guided experience by faculty; otherwise students don’t know how to proceed

MathCast Project: Showed a sample of using iFrame and HTML to present a math problem and answer; focus on developing math skills for students transitioning from high school to college. How can learning objects be developed quickly and cheaply by high school teachers to help students better learn math content so they are better prepared for college math?

Students respond better to podcasts created by a familiar voice — by teachers they know, rather than some impersonal unknown voice. Use Jing to create screencasts.

How hard is it to build a learning object? Can be done in 3 minutes!

Other areas supported by learning object development: ThinkAloud protocol — having students read through a math problem, following prompts by a Student Services staff person, see how student interacts with that learning object. This helps to design better learning objects.
Another project: a children’s lit book written in both Hmong and English using screen capture tool with audio while text is displayed. Can transfer this to doing math problem learning objects in Spanish for ELL students.
Another example: creating a learning object which is an interactive glossary with audio and video

Workflow for getting podcast embedded in course content for high school teachers; need for low maintenance; very little of it is server-based– most resides “in the cloud”; used a Google Docs template to give the object a URL; editing rights for the learning object can be shared with other faculty through Google Docs; can edit right within the learning object preview window if you give them sharing rights.

Demonstrated using the free Jing software to create and upload a new learning object via FTP to the MathCast site.

Presenter: Dr. Chris Henige, UW-Whitewater

Problem: Felt that he was wasting time in class showing videos, listening to audios, etc.

Solution: A “system” that allowed the instructor to post text as a guide along with media (e.g., audio, video, images, slideshows) in one interface. Was actually able to move one day of class to the web.

The first “system” was developed in Flash that was driven by external xml and css sheets. Not very scalable/sharable, especially for those who are not familiar with these languages/applications.

Media Suitcase: Created to make it easier for users to develop interactive online modules combining text and media.

How Media Suitcase works:

• Must set up a separate module
• Any text in the module must be entered in the system
• Any media must be uploaded to the Module Creator
• Can add the following info for each module: Intro, Goals/Objectives, Links, Readings, Topics, Finish
• Topics: A topic is a button that appears in the module. Media is inserted in each topic. “Cues” can appear in each topic and can be synced with media file. For example, if a 90 second song is playing, an image could appear at 3 seconds, some text could appear at 35 and 50 seconds, and another image could appear at 73 seconds. Each “cue” would provide relevant information to what’s happening in the media at that point.
• After info and media have been uploaded, an xml file is created to package everything together.
• Can preview package
• When ready, export module as a .zip file
• Extract files and open index.html to begin module.

To share with students:

• Can store entire folder on D2L and then link index.html file.
• Files could also be stored “publicly” on a web page.
• A CD could be created and distributed to students.

Media Suitcase can be used on other campuses if (1) a MySQL server is set up and (2) LDAP is set up for authentication. Raw .FLA files would be incluced in case anyone wanted to reorganize/reformat the interface. Anyone in UW System, however, can use this system through UWW.

Currently not SCORM compliant but plans are in the works to make it as such.

Interface/Format of system/module cannot be modified unless the .fla files are modified.

This system could be great for captioning media.

Weaknesses…

Need to link to all of the separate modules in D2L.

Can pull all the modules together in one slideshow/package but .xml file would need to be modified. Plans are in the works to make this possible using the Media Suitcase system when exporting.

URLs:

First System: http://stori.uww.edu/henigec/mediasuitcase/units/sampleunit/index.htm

Media Suitcase site: http://mediasuitcase.uww.edu
**Need to contact UWW LTC to get access to this site: ltc@uww.edu**

Packaged system using separate media suitcase files:
http://stori.uww.edu/wota/modules/SampleShow

VoiceThread: Web-based tool for having asynchronous discussions using audio, video, and text.
http://voicethread.com/#home

Dr Diana Oblinger – President & CEO, Educause

First we will look at today’s context in which we find ourselves.   What do today’s student’s look like – multi-tasking.  The network changes everything. organizing and spontaneous connections.

Collective intelligence – knowledge is created – as a process not a product

Technology is not just a computer – we have gone mobile – use mobile devices to do so much more than before

Educational Imperative – post-secondary is the new baseline – human capital paramount – students need more flexibility that traditional universities

Educational Readiness – US ranks 11th among OEDC countries in % young adults with a HS diploma

Cost, Demand, Quality – cost are raising – government support is declining – demand for education is growing worldwide -

Questions to ask - Accommodate increasing number of students – more flexible higher educational institutions -

Changing the rules – Internet for participation

Hints of the Future -

• Emerging educational environment – unlimited resources – research is conversational – digital environments – interdisciplinary is growing – research by non-scholars – distributed access to resources
• Educational Value – challenging ideas & people – active support – real-world activities
• any space is a learning space – shift is towards learner – learning complexes
• Learning beyond the classroom – educators can be faculty, advisors, SA staff, peers, web sites, community
• Information Abundance – anytime & anywhere & any medium
• Information Fluency
• Define, access, manage, integrate, evaluate, create, communicate (cognitive, ethical, technical)
• Remote instruments
• Haptic devices – feel while interacting with virtual environment
• Visualization – to much information to pull it together
• Virtual worlds – experience
• Role Playing – case history, practice
• Communities – nanoHUB, science gateways, learning modules, lectures, podcasts, activities with distributed resources
• Cyberlearning – NSF Cyberlearning Report 2009 – access to educational resources, mentors

New Models

• Shared and distributed resources – virtual computing labs, custom environments, on-demand resources, used for students learning, distance education, multiple campuses, k-12
• Adaptive testing – personalized learning plan constantly recalibrate based on results, tailored to you (Knewton)
• e-Mentoring – on-demand, 24×7, flexible schedules, shared experiences, WISE: support for women in engineering
• StraighterLine – transfer to partner colleges
• Peer2peer University – open educational resource model, learning groups, online certificates of completion
• Digital collections – access without need to maintain collections on campus
• Self-publishing – lulu.com allows more voices and is small, non-profitable markets
• Open Educational Resources – Flatworld knowledge, Connexions
• Applications that live in the cloud – “Consumerization”, available on-demand

Infrastructure

• Networks matter – people! virtual orgs
• Distributed resources – TeraGrid
• Data Collections – large collections of data, central repositories of data
• Computational Science – application of data and models and simulations
• Co-Laboratories
• Leveraging investments – find common themes
• Infrastructure of the future – above the campus, distributed shared resources, FIM, social & Professional networks, collaboration tools
• Policies are needed -

Creating the Future

• Principles to remember – not about the technology, interactivity, knowledge construction, formal & informal, adoption
• a shift in emphasis – ownership- access, individual – collaborative, campus – above the campus

Q&A

H1N1 preparation and online help for faculty and instructional staff
The Center for Excellence in Teaching and Learning (CETL) and Learning and Technology Services (LTS) have been engaged in H1N1 Social Distance Teaching preparation over the past few months. A host Webpage was created on the CETL site to help the faculty and instructional staff develop a plan for course continuation in case of a pandemic event on campus. One of the models created was referencing how the instructor is engaging learning in the face-2-face classroom environment and suggesting alternatives using D2L (Rapid Deployment of an existing F2F course, borrowed from Andy Speth/UW-Green Bay, thanks Andy!) and other online options of disseminating content and gathering student assignments and feedback.
Also, as a result of the pandemic preparation planning we have decided to allow faculty and instructional staff to activate their own D2L courses. Approximately a year and a half ago UW-Eau Claire went to the map-all course model (in D2L), now, with this new option it will make course activation faster and easier for the faculty and instructional staff who are not presently using D2L. We are further providing online documentation (and video tutorials—in progress) to step them through this process.
We have also added more D2L Basics and other student/instructor online communication option workshops to the training schedule, in addition to short online video tutorials on the later subjects. We are also encouraging the faculty and instructional staff to engage their students in their contingency plans as soon as possible so their learners will be prepared for the optional learning delivery process if a pandemic event should occur. To date we have not seen much interest in attendance of these workshops, but we are prepared and in wait-mode.

Donna Raleigh is retiring
Donna was the LTDC Rep for UW-Eau Claire for many years (7+) and also the past Chair in 2006-07. She will be retiring on November 3rd after 32 years of employment. We wish her well in her retirement and thank her for all of the years of service and expertise.

Dr. Patricia A. Kleine named Provost
Patricia A. Kleine (Eastern Connecticut State University) became Eau Claire’s Provost and Vice Chancellor for Academic Affairs this summer. She is the university’s chief academic officer, providing administrative oversight for our four undergraduate Colleges: Arts and Sciences, Business, Education and Human Sciences, and Nursing and Health Sciences; various other academic and co-curricular support programs; the Office of Graduate Studies and the Office of Undergraduate Studies.

College of Business is going QM
UW-Eau Claire’s College of Business (COB) is joining the Quality Matters Consortium. The COB will become a member in November with the plan to certify all of their MBA Online Consortium courses.

Campus Visitors
The past two months have been busy for the campus; we have had a visit from the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools, September 14-16, and the UWSA Board of Regents, October 15-16.

Submitted by Gene Leisz

Is it a good idea to accept Facebook friend invitations from your students? Where can you go to get the best information about wikis, Twitter, Second Life and other Web 2.0 tools? Navigating the interactive Web 2.0 world can be exhilarating, yet perplexing, especially when determining how to effectively integrate these tools into an already crowded curriculum.

Here is a list of what we consider to be top Web resources for keeping current on instructional applications of Web 2.0 tools. If you only check a few sites each month, these are the ones that we would recommend.

Jane Hart’s E-Learning Pick of the Day
http://janeknight.typepad.com/
Jane’s site is full of succinct descriptions of the latest Web 2.0 tools. This is a terrific Web 2.0 tool awareness site. Be sure to check her “Top 100 Tools for Learning 2009” link: http://www.c4lpt.co.uk/recommended/ (Twitter is currently listed as #1).

Lifehacker: Tips and Downloads for Getting Things Done
http://lifehacker.com/
Gina Trapani is a master at writing and gathering timesaving technology tips to help you quickly get up to speed with the latest tools. A sampling of recent topics includes: “Get Real-Time Search Results From Google” and “PB Tweet Enhances Your Twitter Experience”.

Faculty Focus E-Newsletter
http://www.magnapubs.com/
 This is a three-times-a-week one-page e-newsletter showcasing innovative strategies, best practices and fresh perspectives on what works and what doesn’t in teaching and learning. Go to the Magna Publications Web site to sign up for a free subscription. The topic of this week’s issue is: “Students and Social Networking: Should You ‘Friend’ Your Students?”

Chronicle of Higher Education
 “Facebooking for the Tenure Track”
http://chronicle.com/article/Facebooking-for-the-Tenure/48218/?sid=ja&utm_source=ja&utm_medium=en
The September 4, 2009 issue features ideas for using Facebook and other social-media sites to advance your career. A thought-provoking article in the July 3 issue was “Facebooking Your Way Out of Tenure”.

Patricia Fellows and Karen Franker, UW-Colleges

Students in three Fall 2009 courses are pilot-testing an interactive, computer-based tutorial developed at UW-Superior’s Center for Excellence in Teaching and Learning (CETL). The tutorial aims at increasing student skills in searching for, selecting, and citing online videos and images, and incorporates a section on the ethics of using information accessed on the Internet. It can be assigned as homework or used in-class as a preparatory activity for class discussion.

Work on the tutorial began in Fall 2008, when instructor Kay Biga asked students to incorporate videos and images into their semester-end presentations for her First Year Seminar on business ethics titled “Swimming with the Sharks.” Through CETL’s Teaching with Technology Program, instructional developer Lisa Larson worked with Biga to develop a tutorial to help students select engaging videos and images that would bring to life their presentations on historical business ethics cases.

Data generated for the Fall 2008 pilot project included student surveys at semester start and semester end to provide self-assessment data on the assignment’s impact on their learning of both information literacy and course topics. At semester start, 10 out of 13 of the First Year Seminar students responded “yes” to the statement “I understand copyright laws.” However, only half of the students said they knew how to use video clips and pictures in a presentation, and only three students said they knew the proper citations for videos and pictures.

After using the tutorial and completing the assignment, over 90% of students said that using the tutorial and the online search engines not only helped improve their searching and citing of online video and image sources, but also helped them learn more about the course topic.

For Fall 2009, the tutorial has been redesigned for greater interactivity and for use across disciplines. It is currently being pilot tested a Freshman English II course and an American Government course, as well as in Biga’s First Year Seminar. Students in each course will complete the tutorial and an assignment that involves incorporating video and images into presentations.

As in Fall 2008, results of the Fall 2009 preliminary survey are mixed. Seventy-seven percent of the 31 students surveyed so far agreed with the statement “I am able to use online search engines effectively and efficiently.” However, 42% of students agreed that “I probably miss some good online resources because I don’t look at many of the results of online searches.” Furthermore, only 10 out of 31 students agreed that “I often use AND, OR, NOT, or quotation marks in my online search terms.” Just over half said that they often follow links to find more information about the source of online materials they view and use. And only 35% said that they often go to online news sources or archives from well-known sources to find online videos.

For the Fall 2009 project, students will be surveyed again after completing the tutorial and assignment to gain further insights into student skills and needs in information literacy for academic purposes. A focus group will provide additional information on student perspectives and ideas for further tutorial redesign. Additional results from UW-Superior’s pilot project on information literacy development will be available in Spring 2010.

Submitted by Lisa Larson, Ed.D, UW-Superior

http://net.educause.edu/eli10

http://www.educause.edu/E2009

http://www.campustechnology.com/virtual