Click on the session titles on the left to view the session titles and full descriptions.
Faculty Panel: Consumer to Creator
Faculty panel discussing how to instructors can using technology to engage students in productive learning.
Panel members tba.
Todd Jamison | COE 216
In this workshop, you'll learn how to leverage Twitter to enhance your course experience. Announcements, discussions, research, and resource sharing are covered. "Session will start with brief introduction to Twitter. Students will go through the process of creating a Twitter account. Then, students will learn about and experiment with basic Twitter features including searching, retweeting, following, direct messages, etc. Next, the focus will shift to using twitter for academic purposes, including announcements, discussions, performing research, and for brief direct messages. After students learn about and experiment with the various different functions, a QA session will commence for students to ask questions specific to their specific situation and desires.
Suzanne Young & Pepper Werner | COE 218
Participants will discuss the hows and whys of using external videos in an online course.
PechaKutcha 20x20 is a fun and simple presentation format where you show 20 slides, each for 20 seconds. The slides advance automatically and you talk along to the slides. It's a format that makes presentations concise, and keeps things moving at a rapid pace.
Deb Beck | COE 216
In this workshop, Debra will introduce the community of inquiry (http://communityofinquiry.com/), a framework for creating rich learning experiences in the online environment. She will discuss how she has attempted to build classes around teaching presence, cognitive presence and social presence - the successes and the challenges. She will show tools that facilitate those processes. Debra will describe the community of framework, discuss how she builds her courses around that model, and show tools that facilitate the three types of presence represented in the CofI (social, cognitive and teaching).
Robin Hill | COE 218
A textbook is assumed to be an original and comprehensive of instructional materials, prepared in advance of a class. Given that almost any textbook produced now will be built on electronic files, a teacher-author who plans the composition carefully from the start will find the end product easier to handle. We will discuss (1) authoring tools and platforms; (2) document structures and formats; and (3) distribution mechanisms.
"Several different projects will be described. Robin Hill's own goals are concise content, internal cross-references, an exercise bank, circumscription of extracts for discussion, and free distribution to students via posting online and free reader applications on various choices of systems. She writes in a plain-text markup language (XHTML) as the source format, with ePUB as the central document format. She will also describe a textbook written by Bob Sprague in Microsoft Word for the ePub, mobi, and iBook platforms.
His goals are ease of authoring with a familiar interface, and well-developed publishing platforms. Specific topics useful to many paradigms will include manuscript elements such as tables of contents and footnotes, file conversion, embedding of links in the text for references, accessibility, device variations, printing, and options for charging a fee."
Stoney Gaddy & Keri De Deo | COE 216
From online office hours to class sessions to technical support, the presenters demonstrate how to engage learners synchronously in the online environment utilizing Web conferencing. The presenters will demonstrate how using Blackboard Collaborate engages students. Keri De Deo, who will be off site, presents methods of using Collaborate in online and traditional classes through Collaborate. Stoney Gaddy, Director of Distance and Distributive Learning at NWCCD, presents methods of using Collaborate for technical and student support. A brief overview of Transactional Distance Theory will also be provided.
Meg Van Baalen-Wood | COE 218
Everybody's talking about blended learning. We will first explore blended learning — what it is and how it differs from what we're doing now — and its uses. Then, we'll discuss strategies for integrating blended learning into our courses. We'll finish by creating some blended learning activities for existing or upcoming courses.
Dr. Annette Lamb
Topic: Transmedia Time: Synergy through Digital Storytelling, Social Technology, Multimedia & Gaming
Discover practical ways educators can build technology-rich, fluid environments for learning using existing online content, resources, and tools. Create compelling, cohesive and convincing experiences that motivate students and address key subject area standards and 21st century skills. By matching realistic content and meaningful contexts with multi-platform communication, teachers can use technology to transform classroom assignments and assessments. Explore tons of examples you can use in your classroom today!
Barriers to Innovative Teaching
Educators are bombarded with new and exciting things to do with our teaching. Whether it be using Twitter or trying Gamification. While all these tools are fun and can be effective in teaching there are very real barriers to adoption for many instructors. Join us for a short discussion to examine these barriers and to help each other find solutions.
That Bloomin' Common Core: supporting CCSS through the integration of technology using Bloom's Digital Taxonomy
Tamara Meredith | COE 216
This session will begin with an overview of Bloom’s original and revised taxonomies. Using Andrew Churches’ work as a basis (edorigami.wikispaces.com) we will explore Bloom’s Digital Taxonomy and the web 2.0 tools, apps, and online resources that relate to/align with BDT. At least 10 minutes will be spent exploring a few new as well as tried-and-true “tech tools” on the market, including but not limited to: MyStory (iPad app), bubbl.us (website), linoit.com (website), Cookie Maker (iPad app), and Educreations (iPad app). BYOD participants will be encouraged to download/access these tools for a more hands-on experience.
Following the Bloom’s Digital Taxonomy discussion I will give a brief background on the Common Core Standards in English Language Arts and Mathematics. We will look closely at anchor strands for K-5 – Writing and 9-12 – Speaking and Listening. If time permits, we will also examine K-5 – Measurement. Participants will be guided through identifying the Bloom’s level implied by the standard and use charts/lists of digital tools to match appropriate supportive technologies to the standard. Several complete lesson/unit plans will be displayed and discussed.
Closing minutes will be spent giving participants links/methods of accessing resource documents and sites. A todaysmeet.com backchannel site will also be shared so that participants can quickly comment on/brainstorm ongoing CCSS/Bloom’s Digital Taxonomy needs and ideas.
Rachel Watson | COE 218
The Virtual Edge is a set of online, dry labs that complement all twenty-six wet labs for both General and Medical Microbiology. These virtual labs contain images, text, videos, and interactive content that have all been developed within the UW Microbiology teaching labs. We evaluated Virtual Edge with a quasi-experimental research study in the spring of 2009. Our findings showed that students using the virtual labs rather than the traditional paper-based quiz method had improved practical knowledge. All Medical and General Microbiology students now access the Virtual Edge prior to each lab and use it as a preview of the wet lab to come. For the past six years we have provided this resource as open courseware. Students and educators around the world regularly access the content of the Virtual Edge through the website and YouTube. During this previous summer (2012) the Virtual Edge was reevaluated and redesigned to improve and expand usefulness and accessibility.
This session will showcase the Virtual Edge as a supplemental learning tool. The use of the Virtual Edge to replace the wet labs for students with severe allergies, chemical sensitivities or for those who are immunocompromised will also be described. A report on the findings of the reevaluation and the process of redesign will also be presented. If session attendees are interested, a description of the use of YouTube for supplemental class material can be demonstrated.
Annette Lamb | COE 216
The Power of Technology: Unleashing the Superhero in Each Learner By differentiating instruction through the use of technology tools and resources, educators can address the needs of all learners. Connecting the Common Core Standards to technology tools and information resources provides educators with many powerful ways to help students experience and understand the world. Let's explore five powers (plan, present, process, produce, promote passion) that educators need to unleash the superhero in all of us.
Athena Kennedy | COE 218
Save time by organizing and writing your papers and writing projects in Scrivener, a web based application designed for thesis, dissertation, and book writing. Couple Scrivener with Dragon Dictation, a free voice recognition app that dictates 5x faster than typing, and you have a whole new approach to writing! Great for grad students, researchers, and anyone who writes! Athena will demonstrate the features of Scrivener and show some projects on which she is working. She will discuss how she uses Scrivener as a graduate student and how it can be used in other capacities.
Athena will also discuss the Dragon Dictation app and demonstrate how it works. She will then show how she has written a paper using Dragon Dictation and Scrivener together. Athena will share ideas of how Dragon Dictation can be used in many capacities, including in student services roles and for student academic success.