TED Tips – Issue 24: Winter Break!

As the 2018 Fall Semester concludes, I want to reflect on the first six months of writing this blog. It has been a great honor to share discoveries, explore new ideas, and write about topics related to Technology, Education, and Design. I hope that these TED tips continue to inform and inspire as we celebrate teaching and learning at the University of Wisconsin Whitewater.

RELAX

Winter Break

Over the last six months, we have explored the difference is between a Learning Management System (LMS) and a Digital Learning Environment (DLE). This distinction is important as it helps to lay the foundation for some of the key decisions applicable to the migration from D2L to Canvas at Whitewater and throughout the UW System.

Canvas has been a source for several posts. The LTC Canvas peer mentors shared some of most important lessons learned while working with Canvas in the classroom. We looked at ways to support communications in Canvas and the importance of making a good first impressions. We explored grading and using Speed Grader in Canvas.

What are some different ways technology can be used in the classroom to support your teaching learning? Tools like Poll Everywhere can increase student engagement and interaction. “23 Things for Digital Knowledge” provided activities that can build student fluency in digital literacy.

TED Tips have explored the 2018 NMC Horizon Report and its view the trends, challenges, and developments in educational technology as it impacts higher education. Using the Horizon Report provides a lens to highlight pilots and innovative work taking place on campus like Adaptive Learning.

The blog will continue to promote workshops sponsored by the Learning Technology Center and its many partners and collaborators. For example, there is a series of upcoming Canvas workshops this winter: Canvas Open labs, hands on workshops for newcomers to Canvas, Construction Zones to help instructors move their courses from D2L to Canvas, and deep dives into single topics to help with your teaching. Grading in Canvas and building and using rubrics will be explored in early January. For a full list of times and locations of the upcoming winter Workshops visit the LTC. https://blogs.uww.edu/instructional/2018/12/12/canvas-workshops-winter-2019/

The next session in the 2018-19 UW-Whitewater LEARN Center/Learning Technology Center Workshop Series: “Back to Basics to Balance Workload” is Thursday, January 10th from 10:00am to 2:00pm in the University Center. This four hour workshop includes lunch and is designed as a hands-on activity to help prepare for your spring classes! Session Four: Setting the tone early saves time in the long run: Crafting your syllabus and engaging students before the first day of class and beyond.

During the morning session of the workshop, presenters will share evidence-based strategies for creating a more learner-centered syllabus and share tips for engaging students from the first day (and even before class begins!). After a lunch discussion, participants will learn more on how to better utilize Canvas in their courses in a way that clarifies organization and sets expectations in a more transparent manner. Participants will end the session with time to revise their syllabi, first day activities, and/or Canvas course pages and share their materials for small group feedback.

Participants will leave with:

  • An overview of best practices for syllabus development
  • Experience with a variety of first day activities that can increase student engagement and sense of community
  • Ideas to organize their Canvas course pages
  • Revised syllabi/activities to enhance student engagement

To register for this workshop: https://my.uww.edu/signup/Registration/Details/15867

Thank you for taking the time to read these posts! TED Tips will return in 2019. Topics next year will build on and support some of the upcoming workshops with TED Tips planned to explore several types of rubrics, building them in Canvas, design of a course homepage, navigation, analytics, and many others. I hope to experiment a bit more in format and content and hope to record the occasional complementary podcast! Until then, have a great holiday break, recharge, and relax! See you next year!

– Ted Witt
Teaching, Learning, and Technology Consultant

Resources

LTC Canvas Peer Mentors http://www.uww.edu/icit/ltc/canvas-portal/peer-mentors

Canvas Workshops Winter 2019
https://blogs.uww.edu/instructional/2018/12/12/canvas-workshops-winter-2019/

LEARN Center/Learning Technology Center Workshop Series:  “Back to Basics to Balance Workload.”  Session Four: Setting the tone early saves time in the long run: Crafting your syllabus and engaging students before the first day of class and beyond. https://my.uww.edu/signup/Registration/Details/15867

TED Tips – Issue 17: Important Developments in Technology for Higher Education — 2018 NMC Horizon Report

This week, I conclude the three part series exploring the New Media Consortium’s Horizon Report. The report “identifies and describes the higher education trends, challenges, and developments in educational technology likely to have an impact on learning, teaching, and creative inquiry.” This week focuses on developments in educational technology.

These developments were chosen because they are likely to drive technology planning and decision making and are organized in time intervals related to their approximate time of wide spread adoption. The report identifies seven broad categories of technologies, tools, and strategies. The categories help us understand where we are today. The developments look ahead where we may be going in the future.

Categories of Technology

Consumer technology are tools originally created for recreational or consumer use. As the technologies become more utilized, they have been used as learning aids. Examples include: drones and wearable technologies like fitness trackers. The move from physical textbook to shorter videos highlights this “consumer demand” driving change in the classroom.

Digital strategies enrich teaching and learning by repurposing older activities for the modern digital classroom. They often reinvent conventional ideas to create meaningful 21st century experiences. The transformation of a pager to a cell phone to a smartphone exemplifies this march towards digitalization. Other examples include: The use of location intelligence (GPS), digital makerspaces, and applying concepts of gamification to the classroom.

Enabling technologies transform what we expect of our devices. The classic example is the voice activated computer as depicted in Star Trek; but more commonly realized through Alexa, Siri, and the Google Assistant. Those enabling technologies allow us to do more things. The trend towards cord-cutting is another example.

Internet technologies represent the underlying digital infrastructure. Internet technologies allow us to interact seamlessly and connect more devices in more ways. The “Internet of Things” is an example of how more components in the wired world are being connected to the internet. Another way to think about this is the idea that the Internet is a “utility” — along with the corresponding Digital Divide that highlight inequalities in the infrastructure.

Learning technologies are resources specifically developed for education. They help make learning accessible and available to all. Our digital learning environment is an example. Learning environments are increasingly customizable and personalized. Online courses and the related mobile learning platforms expand the access of education. Adaptive learning is another example of a learning technology. Larger systems like Lynda.com have been developed that offer training and learning at our fingertips. Fully online programs have redefined higher education possibilities…and created new opportunities.

The rise of social media technologies have changed communication and interpersonal relationships. Students communicate and collaborate quickly online. While research used to be the domain of the library, Google has become our primary search engine. Social networks, crowdsourcing, and issues regarding online identity and privacy fall in this category. Students can use sites like Facebook and Instagram to share and retrieve information and multimedia quickly.

Important Developments in Technology for Higher Education

Developments in Technology for Higher Education

Developments in Technology for Higher Education

Finally, visualization technologies are a growing set of tools that allow for large sets of information to be analyzed and displayed. They enable easier data driven decisions by making the complex simple.  Large sets of information can be visualized in real time.  New areas of virtualization and augmented or mixed realities fit into this broad category. Another example is 3D printing.

With the categories in mind, I want to briefly identify the important developments in educational technology for higher education as identifies in the Horizon Report. A key criterion for inclusion in the report was its potential relevance to teaching, learning, and creative inquiry in higher education.

Time-to-Adoption Horizon: One Year or Less

Analytics Technologies: Data and big data are being used more frequently to support higher education…and there is a continued focus on measuring learning. Using “grades” as an analytics tool for students to measure their success is nothing new. Instructors, students, administrators and teachers are relying on more high tech analytics to provide insights to complete their tasks. For examples, analytics technologies can help identify at-risk students and trigger interventions. Analytics can be used by students to guide and improve their own learning and by teachers to improve outcomes and tailor content in the classroom. Post education career options can be enhanced by connecting into resources liked LinkedIn that offer data-driven, analytics to help customize pathways to employment.

Makerspaces work by bringing together experts and novices from a variety of disciplines to design, build, invent, and rethink various products. Makerspaces connect higher education and industry. These spaces often include computers, power tools, 3D printers, and other technologies. A perceived benefit of makerspaces is that it engages learners to develop hands-on learning.

Time-to-Adoption Horizon: Two to Three Years

Adaptive Learning: Last week we explored a pilot project on Adaptive Learning here at the University of Wisconsin Whitewater. Adaptive learning is one technique for providing personalized learning, which aims to provide efficient, effective, and customized learning paths to engage each student. Finding the correct applications, developing the pathways, implementing the solutions, will take time.

Artificial Intelligence is no longer in the realm of fiction! Amazon uses it to predict products you may be interested in (and they want to sell); google uses it to guess what you will type next and search for; advertising uses it to find ways to connect individual products to users. Self-driving cars appear imminent. In education, Artificial Intelligence is becoming increasingly utilized for implementing today’s leading pedagogical trends, such as personalized learning. Analytics technologies allow us to do descriptive and diagnostic work; artificial intelligence will allow us to do more predictive and prescriptive work.

Time-to-Adoption Horizon: Four to Five Years

Mixed Reality is an emerging environment where digital and physical objects co-exist. The augmented reality game Pokémon Go is an example of this intersection. In education, virtual reality simulations have be used to train and asses medical students; first responders have trained in mixed reality environment overlaying hot-spots and other hazards. In the social sciences mixed reality tools have allowed for the virtual recreation of historical landmarks and allowed students to interact with virtual residents.

Robotics: The Harvard Business Review notes… “We expect the global industrial robot population to double to about four million by 2020, changing the competitive landscape in dozens of fields — from underground mining to consumer goods and aerospace manufacturing.” They go on to provide an example: “Foxconn, which employs more than a million workers in mainland China, plans to automate 70% of its assembly work within the next three years.” Higher education faces a significant challenge: preparing students for success in the next generation workforce and addressing corresponding emergent societal challenges.

I hope this exploration of the 2018 Higher Education Horizon Report has provided a window into the future. The report is provides a lot of ideas to fuel our themes of Technology, Education and Design. Next week offers a change of pace as I will provide updates from the 2018 Quality Matters Connect conference from St. Louis!

– Ted Witt
Teaching, Learning, and Technology Consultant

RESOURCES:
2018 NMC Horizon Report
Citation: Samantha Adams Becker, Malcolm Brown, Eden Dahlstrom, Annie Davis, Kristi DePaul, Veronica Diaz, and Jeffrey Pomerantz. NMC Horizon Report: 2018 Higher Education Edition. Louisville, CO: EDUCAUSE, 2018.
https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report
https://creativecommons.org/licenses/by/4.0/

Examples and further Reading:

Learning Analytics: https://tech.ed.gov/learning-analytics/

Makerspaces: http://isam2018.hemi-makers.org/

Adaptive Learning: http://edtechreview.in/trends-insights/trends/2923-the-role-of-adaptive-learning-in-education

Artificial Intelligence: 7 Roles for Artificial Intelligence in Education by Matthew Lynch
https://www.thetechedvocate.org/7-roles-for-artificial-intelligence-in-education/

Augmented Reality: https://www.researchgate.net/publication/271706077_Augmented_Reality_application_in_Higher_Education

Robotics: Building Tomorrow’s Robots by Gregory Mone
https://www.technologyreview.com/s/609004/building-tomorrows-robots/

The Age of Smart, Safe, Cheap Robots Is Already Here
https://hbr.org/2015/06/the-age-of-smart-safe-cheap-robots-is-already-here

Still Time to Apply for the LTC’s Spring 2019 Adaptive Learning Project!

Cerego Logo
Cerego
Adaptive Learning Platform

There is still time to apply for the LTC’s Spring 2019 Adaptive Learning Project using Cerego

Instructors participating in the adaptive learning project will receive a stipend to compensate the work they put into their course redesign. If all required components are completed, participating instructors can expect to receive a stipend of $1000.

Instructors have flexibility in determining the course in which to implement the adaptive learning platform. By taking part in the project, instructors agree to fully participate in, and complete, all project requirements. The following semester-by-semester breakdown conveys the expectations for participating instructors:

Cerego phone app
Cerego Phone App

Fall 2018

  • Attend faculty development sessions with LTC staff (dates TBD); and
  • Create, and present, a detailed plan for use that specifies how adaptive learning will be used in one Spring 2019 course.

Winterim 2018-2019

  • Revise detailed plan for use, and submit revised plan to LTC.

Spring 2019

  • Conduct at least one course using adaptive learning (as described in your plan for use); and
  • Complete early semester “check-in” form for LTC staff; and
  • Attend faculty development session focused on sharing experiences using adaptive learning (date TBD); and
  • Support the LTC in administering an end-of-semester (IRB approved) survey about the course to students.

Summer 2019

  • Complete video reflection on using adaptive learning in the course. This video reflection will be scheduled during late Spring semester or Summer 2019, at your convenience. The purpose of the video reflection is to share what was learned with other instructors who may be interested in using adaptive learning in the future.

Ready to get started? See the full call for participants, and apply here.

Need more information on the project? Attend an information session or contact the Learning Technology Center.

Need more information on Cerego and student learning? Read about how instructors at Western Idaho transformed their Microbiology course using Cerego.

Spring 2019 Adaptive Learning Project – Call for Participants

The UW-Whitewater Learning Technology Center (LTC) is currently looking for instructors to explore the use of adaptive learning during the Spring 2019 semester.

About Adaptive Learning

Adaptive learning platforms employ an online learning system personalized to each student. Content and/or assessments adapt based on student performance, providing feedback (including additional learning material) so students can better understand, and master, the course material.

Project Purpose

Participants in this project will utilize the adaptive learning platform Cerego, which is designed to comprise roughly between 7 and 10% of the learning activities/assessments in a course. The purpose of this project is to explore the impact of an adaptive learning platform on student success. Initial guiding questions for this exploration are:

  1. How does adaptive learning influence student learning?
  2. How does adaptive learning influence course attrition?
  3. How does adaptive learning influence student satisfaction?

Project Requirements

Instructors have flexibility in determining the course in which to implement the adaptive learning platform. By taking part in the project, instructors agree to fully participate in, and complete, all project requirements. These requirements include a series of scaffolded, interactive, face-to-face instructional development sessions. These sessions are designed to assist instructors in successfully implementing adaptive learning in one of their courses.

The following semester-by-semester breakdown conveys the expectations for participating instructors:

Fall 2018

  • Attend faculty development sessions with LTC staff (dates TBD); and
  • Create, and present, a detailed plan for use that specifies how adaptive learning will be used in one Spring 2018 course.

Winterim 2018-2019

  • Revise detailed plan for use, and submit revised plan to LTC.

Spring 2019

  • Conduct at least one course using adaptive learning (as described in your plan for use); and
  • Complete early semester “check-in” form for LTC staff; and
  • Attend faculty development session focused on sharing experiences using adaptive learning (date TBD); and
  • Support the LTC in administering an end-of-semester (IRB approved) survey about the course to students.

 Summer 2019

  • Complete video reflection on using adaptive learning in the course. This video reflection will be scheduled during late Spring semester or Summer 2019, at your convenience. The purpose of the video reflection is to share what was learned with other instructors who may be interested in using adaptive learning in the future.

Project Compensation

Instructors participating in the adaptive learning project will receive a stipend to compensate the work they put into their course redesign. If all required components are completed, participating instructors can expect to receive a stipend of $1000.

 Interested?

The Qualtrics application form is available here. After you submit an application, LTC staff will be in contact with you to discuss the next steps.

 Need Additional Information?

Consider attending one of the LTC’s adaptive learning information sessions.

If you have any additional questions about the adaptive learning project, feel free to contact the UW-W Learning Technology Center.

Fall Adaptive Learning Information Sessions

The 2018 NMC Horizon Report lists “adaptive learning technologies” as one of the Important Developments in Technology for Higher Education. The report lists adaptive learning with a projected 2-3 year “time to adoption” (for more on the Horizon Report, see the last “TED Tips“). 

To keep on top of this development, the Learning Technology Center (LTC) is currently exploring adaptive learning technologies. If you are potentially interested in incorporating an adaptive learning element into your course but do not know where or how to get started (or even really understand what exactly adaptive learning is), consider attending one of the LTC’s adaptive learning information sessions this September.

In these information sessions, we will discuss the nature of adaptive learning as well as detail some current adaptive learning projects on campus. Even if you do not want to participate in one of these projects, please feel free to attend and learn more about the possibilities of adaptive learning.

Upcoming Session Dates and Times:

Monday, September 17th at 2:00 PM

Wednesday, September 19th at 1:00 PM

Friday, September 21st at 8:15 AM

Tuesday, September 25th at 11:00 AM

(Please note that you will need to log in with your UW-Whitewater credentials to register for these sessions)

If you are interested in adaptive learning, you can also attend the ICIT Tech Open House on Wednesday, August 29th from 1:30 PM to 4:30 PM in UC275, and stop by the adaptive learning table!

If you have any questions about adaptive learning, please feel free to contact the UW-Whitewater Learning Technology Center.