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UVM’s Blackboard now has tools that allow instructors to connect their courses to publishers’ online textbook materials and assessments.In the past, publishers sometimes offered “course cartridges” to place publisher materials into your Blackboard course space. Recently, however, they’ve been moving away from this method.
What we see most frequently now is that publishers host textbook materials on their own Learning Management Systems and provide a tool in Blackboard for instructors to connect their course spaces directly to the these systems.
You might think of this as the publishers having set up their own Blackboard course spaces for each textbook. When you want to use their online materials, you simply turn on the tool in your course to create the link between your course and theirs.
One advantage is that it streamlines students access—they don’t have to register or enter separate codes because this is handled automatically. They can even take quizzes/tests and use other interactive tools on the publisher’s site, and the results of this activity can be sent back to your Blackboard Grade Center.
UVM currently supports a number of publishers, including Cengage, Pearson, McGraw-Hill, Wiley, and Acrobatiq.
Read instructions here on how to add these tools to your course.
Screencasting is a technique that allows you to record everything that happens on your computer screen, then turn that recording into a video. It has been used extensively for online teaching where a process is better shown than described in words. For example, it can be used to create a tour of your Blackboard course, show how to calculate and solve a problem, demonstrate how to use a particular software application, or simply create a narrated PowerPoint for students to watch outside class.
Sometimes, however, the process you want to show is best done by writing or drawing. Now, you can certainly use a drawing program and use a mouse to write or draw your information–but that’s like “drawing with a brick” because a mouse is not exactly designed for such fine motor skills. Is there a better approach? Here are three options.
A digital pen tablet
The word tablet continues to be redefined to describe several kinds of devices. In this instance I’m using it to describe a device that plugs into your computer and becomes a larger alternative to the small built-in touchpad on your laptop. The device comes with a stylus and some software but largely relies on writing or drawing software you already have on your computer. For example, you may already use the annotation feature in your PowerPoint slideshow view to draw or write on your slides, or you may already have a drawing program like Windows Paint to make freehand drawings of charts and graphs.
The digital pen tablet gives you two advantages over trying to write or draw with a mouse or with your finger on your laptops tiny touchpad: a stylus and a large surface. One of the leaders in this field, and one whose products we have used in the CTL, is WACOM (“wah-kum”). They have several pen tablet devices that range from the small Intuous ($79) to the Cintiq 24HD (a $3,000 24″ HD touch sensitive display).
The iPad and other tablet or phone devices
You may already own a device that you can write on: an iPad, Surface or even a phone. While you usually interact with these devices with your finger it is also possible to find a stylus that will give you greater precision when trying to write on them. Some styluses can now even differentiate between what you are writing and stray marks made by resting your hand on the writing surface.
The easiest way to capture what you are writing as a screencast is to use an app designed for that purpose. My current favorite on the iPad is Explain Everything ($2.99, also available for Android and Windows), an app that lets you create slides on which you can write, draw, import pictures and videos, link to web sites, and attach files like PDFs. As you create those slides you can record the entire process as a video. If you need need to incorporate elements from your laptop you can save your Explain Everything recording and insert it into a regular screencast. You can even, depending on your device, use them in combination by displaying your mobile device’s screen on your laptop. (There are several ways to do this depending on your device.)
But what if I want to write on plain old paper and record that?
Recently a question from a faculty member led to an interesting quest. Even using a stylus, many of us have difficulty writing on a tablet device in a way that is legible. For example, we may want to make a video of drawing a graph or solving an equation. Yes, you can write or draw on your iPad. Yes, you can attach a drawing device to your laptop or write/draw on that. You can even use a stylus instead of your finger. However, learning to write on these devices is not always as comfortable (or legible!) as using the technology you grew up with: pen and paper.
So, the question? Can one use a standard classroom document camera (ELMO, etc.), write on a piece of paper or a transparency, and then capture that process as a video? The answer turns out to be yes, sort of. The doc cam needs to be a digital one, you need to find and install the drivers for it, and the drivers must be compatible with your computer and operating system. After some searching (and thanks to Classroom Technologies in the Library for the loaner of a Samsung doc com for testing!) I found some of the doc cams around campus could do this, with varying results. But the experience wasn’t always a happy one given the myriad combinations of doc cams and drivers (i.e. it flat out would not work with some combinations).
Enter the hi-tech + low-tech combo: a stand and a mobile device. There are stands that can hold your iPhone, iPad, MicroSoft Surface, Android or other mobile device over a piece of paper. You then use the device’s built-in camera to record writing on that paper. Belkin makes one (Belkin Tablet Stage Stand B2B054, $168) that can use any device as long as the camera lens can be positioned over the view hole in the corner of the stand’s holding tray. This type of stand is being used in K-12 and higher ed classrooms as a cheaper alternative to doc cams when the instructor has access to a mobile device.
The beauty of this combination is that you can use your own tablet or phone, using the software that is familiar to you. And though $168 is not inexpensive, the stand is portable and can be shared in a department.
So, UVM faculty: if you write better on paper than on a tablet, want to make a video of that writing and have an iPad or other mobile device, let us know. We can loan you the stand for a week for testing.
And if you would like to try any of the other options described in this post, contact us at email@example.com. We’ll be happy to meet with you.
Applications are now being accepted for the UVM Hybrid Course Initiative program (phase 3). The deadline is Monday, November 3rd at 5pm! Read more about teaching hybrid courses, about the initiative, and the benefits in applying to teach one of these courses.
This fall, the CTL sponsored a book group exploring contemplative teaching/learning methods. The book, Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning (Barbezat and Bush, 2013), describes a pedagogy that is based on long-established meditative practices and cites research indicating its effectiveness. The authors explore contemplative teaching practices’ potential to:
- Deepen student understanding of, and personal connection to, course content
- Develop student attention, inquiry, and problem-solving skills
- Support student sense of compassion for self and others
In addition to theoretical background, the book presents practical ideas for applying these practices across disciplines, including mindfulness, deep listening, contemplative reading, writing, and movement.
Led by Kit Anderson, senior lecturer in the Environmental Program, the book group’s ten enthusiastic members, representing a variety of disciplines, shared stories from their teaching experiences. Kit, who has attended seminars presented by the book’s authors and has been integrating these practices into her teaching for a while, was invaluable to the discussions.
We would to like grow this community of faculty who are curious about contemplative pedagogy and plan to offer this book group again early in the spring semester. If you would like to be sent a scheduling poll for this group, please send your contact information to firstname.lastname@example.org. Please include in the message that you are interested in participating in the contemplative practices book group. Specific times and dates will be chosen after the poll has been completed and will reflect the most common dates.
The UVM Sustainability Fellows Program invites applications for its sixth year!
» Applications are due Oct 3rd – Click here to learn more.
This program is presented by UVM’s Environmental Program, Center for Teaching and Learning, The Office of Sustainability, The Greenhouse Residential Learning Community and in partnership with Shelburne Farms. The fellowship is supported by the Provost’s Office.
The quote on the right is from the 1919 autobiography by Henry Adams, a descendant of the two Presidents.
If the “difficulty” he refers to sounds familiar—if your classroom discussions could benefit from a jolt of energy and inspiration—you are not alone.
Some of the common class discussion challenges instructors face are:
- asking the right questions – ones that spark ideas and elicit thoughtful replies
- getting the less assertive or shy students to speak up
- the sound of nothing but crickets chirping after a question is proffered
We invite you to attend Tips for Great Class Discussion, from our “Sound (Teaching) Bite” series coming up on Wednesday 9/17 at noon. This one-hour event will be led by J. Dickinson, Professor of Anthropology and Director of the CTL. (Registration is appreciated.)
From Harvard’s Derek Bok Center for Teaching and Learning
From American Astronomical Society Education Office
From Faculty Focus
We welcome your suggestions for more resources on this topic.
Tip #1: Learn names. Jonathan Leonard (CDAE) makes the effort to learn every student’s name, even when he has hundreds of students. His strategy is to open the class roster page in Banner and display the students’ photos and, while studying each face, he speaks their names aloud. Over and over. And over. Occasionally he shifts the page arrangement, by changing the row settings to, for instance, three across instead of five, and he keeps testing himself. He admits that it takes several practice sessions, but he claims the effort is well worth it. His students are completely astonished when he greets them at the door by first name. A large class it may be, but an indistinct mass of anonymous faces it is not. Individuals are being recognized and this, he says, changes the whole game.
(By the way, Jonathan isn’t the only one to stress the value of learning names. Every year when the CTL holds a panel discussion with the latest winners of the Kroepsch-Maurice Excellence in Teaching Award, at least one of the panelists mentions that this practice is vital to their teaching style.)
More resources and techniques:
- Chronicle of Higher Ed: “I can’t learn their Names.“
- Carnegie Mellon University: “Students are more likely to cheat if they feel anonymous.“
Tip #2: Get students talking. Sheila Boland-Chira (English) recommends the turn and talk method in any class, but particularly on the first day when anxiety may be running a little high. She asks an evocative question related to the course topic and invites students to turn to their neighbors and talk about it. After a few minutes, she invites volunteers to share their thoughts with the whole group. Not only does the lively buzz change the atmosphere in the room, doing this on the first day lets students know that the class is participatory and that they are going to be challenged to think.
Tip #3 Make personal connections. Char Merhtens (Geology) asks students to come to her office and meet with her individually during the first week or two of the semester, just to say hi and chat for a few minutes. However, because there are 200+ students in one of her classes, visiting with everyone isn’t practicable, so she invites only the first-years and seniors, the two groups she feels would most benefit from this (although, for completely different reasons). Char says that this simple social gesture has paid off in countless ways and many students go out of their way to thank her.
Tip #4: It’s standard practice to review the syllabus on the first day of class, but a few faculty offered tips to make this ritual more meaningful:
- Before the first class meets, contemplate your schedule again and identify the overarching themes. When you review the syllabus on the first day, share this 10,000-foot view with your students and talk about how the key themes are woven throughout the schedule. This overview provides not only a conceptual map of the course, but a rationale for the work you are going to be asking them to do.
- Make the syllabus review more engaging by including interesting visual elements, e.g., drawings, concept maps, or a humorous cartoon. Consider playing music.
- Use Blackboard’s test tool to create a short quiz about the syllabus with multiple-choice type questions (so Blackboard will do the grading for you) and make it a mandatory assignment by the second day of class. Doing this gets them to delve deeper into the syllabus and you can review the stats in Blackboard before the next class, so you can touch upon any murky areas.
Tip #5: Finally, convey enthusiasm! J. Dickinson (Anthropology) offered what might be the most important tip for the first class and every class: that it’s crucial to communicate your excitement about what you teach. Even if you’re not teaching your dream course, you should be able to muster enthusiasm for it. Foundational or introductory-level courses are exciting when you consider the potential for learning and that you just may spark an interest that has a formative effect on someone’s life. Genuine enthusiasm can be infectious.
I wrote this post a couple of years ago and I want to share it again because the resources are so valuable.
Getting students in gear for learning is really about preparing students to become active agents in their own learning—both engaged in and accountable for the process.
As with creating courses, the course objectives are the first step. Before we go there, here are some guiding questions:
- How do you know if your students are understanding, comprehending, and learning their course reading material?
- How do you get your students to do the readings?
- How do you know your students are learning and absorbing content?
Guess what? They may not know either!
- How do I help students be accountable for their learning process? I propose that with consistent assessment and evaluation deeper learning can happen.
So how do we do this? Remember, as mentioned above:
Evaluation needs to connect to learning objectives.
As you start this process, ask yourself, why are you evaluating?
- To make sure that students prepare for classroom discussion? (formative)
- To prepare students to succeed on class exams? (summative)
Here are a few tools for evaluating student learning:
- Anonymous quizzes for "just in time teaching" (JiTT) – formative assessment
- Readiness assessment tests (RATs) or online mid-semester and end-of-year survey (ungraded) – formative assessment
- Pre- and Post- exams (graded) – formative and summative assessment
- Using iClickers in the classroom – formative assessment
Examples and resources for preparing students to succeed and help them get to know their learning process:
Developed by Tiffany F. Culver, PhD, this reading guide is a great tool that you can adapt and give to students as a road map to help them understand what they’re reading. It’s broken down into three parts: Planning (preparing students to focus), reading (how to read – techniques to help with retention), and evaluating (promoting critical thinking). This 1-page guide (2-sided) is helpful to all students and makes reading accessible and efficient. It also makes me wish I had something like this when I was in college!
In this blog post, MindTools authors provide helpful tips and resources for pulling out the important information when reading (including info on mind-mapping for active reading). What I like about this post is that it breaks down the process of "reading efficiently by reading intelligently" and looks at how reading techniques change based on the type of material that is being studied.
Using Reading Prompts to Encourage Critical Thinking
In this article on Faculty Focus, Maryellen Weimer, PhD reviews highlights from Terry Tomasek's book, The Teaching Professor and takes a look at using reading prompts to help students read and write more critically. The prompts in the book are organized into six categories: making connections, interpretation of evidence, challenging assumptions, making application, and mechanics.
Making the Review of Assigned Reading Meaningful
In this article, Sarah K Clark, PHD gives us four strategies to promote meaning-making when reviewing assigned readings. I really appreciate her candid writing about the importance of engaging students. Sarah shares techniques and ideas that have been helpful to her in her class: “the top ten,” secondary sources, journaling, and divide and conquer (for larger size classes)
Key Terms: Assessment
In this blog post from the Bok Center at Harvard University, assessment is highlighted and examined. This post offers some assessment-related tips. Here is another from the Bok blog that speaks directly to the question "How Do We Measure Learning?" http://blog.bokcenter.harvard.edu/2012/03/05/how-do-we-measure-learning/
A Primer_ Diagnostic, Formative, & Summative Assessment.pdf
Marilyn M. Lombardi talks about the important role of assessment in relation to successful teaching and learning in this Educause Learning Initiative paper – Making the Grade: The Role of Assessment in Authentic Learning.
And remember the Writing Center at UVM (http://www.uvm.edu/wid/writingcenter/), and the UVM Learning Co-op in Living/Learning (http://www.uvm.edu/learnco/). These are helpful resources on campus to share with your students to help enhance their writing skills and to get assistance with studying.
If you would like to sit with a member of the CTL to talk about ways to use these tools to assess your students, request an appointment by emailing email@example.com. If you would like to contact me (Henrie Pazamor) directly, send me a note at firstname.lastname@example.org.
On May 14th, UVM’s Blackboard will be getting some new features and enhancements.
There are a number of minor cosmetic changes coming. For example, the logout button now looks like a power button, and the Needs Grading icon in the Grade Center is now yellow where once it was green. The Content (Text) Editor, the Discussion Board and Tests are also getting some updates. Let’s take a closer look at what that means.
The Content (Text) Editor has new features that include
- better pasting from Word
- easier table editing
- more control over image placement
- improved editing of the ‘behind the scenes’ HTML code
- ability to add CSS styles to your content
- an updated equation editor.
Also new is Video Everywhere. If your computer has a built-in or connected webcam, you can record video and embed it within the content you create anywhere you use the Content (Text) Editor. You can use this to create video instructions for a blog assignment, give feedback by video, or provide a video introduction to a unit. Video Everywhere is powered by YouTube so you will need a Google and YouTube account. By default, the videos are semi-private: available to those who have the link but not listed or searchable by others.
How you get around Blackboard is changing with the addition of the Global Navigation Menu. Click on your name in the top right corner next to the new Logout button and get one-click access to updates across all your courses. Here you’ll see due dates, and stay up to date on the latest Discussion Board, Blog, Journal or Wiki posts from your courses. Students will be able to see their grades and progress all in one place. Instructors can quickly access another new addition to their toolbox: the Retention Center.
The Retention Center provides an easy way for you to discover which students in your course are at risk. With it, you can track which students have triggered alerts such as missed deadlines, grades, course activity, or access. As you observe their progress and send emails, you can also keep track of this correspondence and make notes about each student from within the Retention Center.
Tests are essentially the same, but have several new improvements:
- Test Availability Exceptions – This new option lets you apply different deployment criteria for students taking a test. For example, you may set the timer so that some students are required to finish a test in one hour while other students are given two hours to complete it. Other criteria that can be set include date availability, forcing completion, and the number of attempts allowed. These exceptions can be used to provide an accommodation to a disabled student, or provide accommodations for technology and language differences.
- Progressive Feedback Release – Instructors will have much more control over student access to test feedback, correct answers, and the answers they have submitted. For example, you might want to show students their own answers after they have submitted a test but wait to show them all correct answers until after all tests have been graded.
- Test Access Log – A source of frustration for students, instructors, and test proctors is the inability to confirm whether students began a test or ran into problems during a test. The access log shows a detailed list of every interaction that students engage in when taking a test. If a student claims to have started a test, the log will show the time the test was started. If a network or internet disruption occurred during the test, for example, the log would show an unusual gap in the time.
- Item Analysis – You can obtain statistics on overall test performance and on individual test questions using item analysis. You can use this information to improve questions for future tests or to adjust credit on current attempts. Ineffective or misleading questions can be identified easily, corrected in the Test Canvas, and re-graded automatically.
- Responses to fill in the blank questions no longer need to be an exact match. Instructors can allow a pattern or a partial match as a correct student response.
The Discussion Board has been redesigned to add these features:
- All posts on one thread page – All of the posts in a thread are now visible at the same time on one page.
- Role highlighting – Posts made by forum managers and moderators now contain the user’s course role and forum role in thread view.
- Inline replies – When replying to a post, the editor for writing responses appears on the same thread, in the context of the discussion.
- Post first – This allows instructors to prevent students from seeing other posts before posting to a forum.
There are more minor features and enhancements coming as well, in addition to a number of long standing bug fixes. Keep an eye on the CTL events calendar for upcoming hands-on preview sessions.
For those who might not be familiar with it, EDUCAUSE is a nonprofit association whose mission is to advance higher education through the use of information technology. The EDUCAUSE Annual Conference claims to unite “the best thinking in higher education IT.” EDUCAUSE 2013 was held in mid-October, 2013, and I was there to investigate learning analytics.
Analytics is the use of data, statistical, and quantitative methods, and explanatory and predictive models to allow organizations and individuals to gain insights into and act on complex issues. The use of digital tools, especially Learning Management Systems (LMS), like Blackboard, for academic data and Student Information Systems (SIS) for demographic data, can create mounds of digital data that could be mined for discovering trends or predicting outcomes. Examples:
- Marist College is developing a predictive model using Banner (SIS) and Sakai (LMS) to deliver intervention notices to identify students unlikely to pass a course. A model was built using grade book data across a broad set of courses. They built their own system out of mostly Open Source tools. They found the most powerful predictor to be student’s GPA. Presentation.pptx [3 MB, Powerpoint slides].
- University of California Chico built a system from server log files and Excel, Tableau, Stata, and SPSS and looked at one large course (373 students). They found LMS usage to be the best predictor of success (not GPA), using these LMS usage variables: total course website hits; total course “dwell time”; administrative tool hits; assessment tool hits; content tool hits; and engagement tool hits. summary of results [455 KB, PDF]; presentation slides from EDUCAUSE 2013 [3 MB, Powerpoint slides]
- University of Kentucky uses a hardware “appliance” from SAP (HANA) to look at data in near realtime, push out administrative reports to administrators, and “how am i doing” reports to students via a custom mobile application. Academic advisers get an iPad application that compiles advisees’ data, giving both advisor and student a better idea of where they are and where they are going. Using Groundbreaking Analytics and Fast Data [7 MB, Powerpoint slides]
- South Orange County Community College District built the mobile app, “Sherpa,” a recommendation engine similar to Netflix or Amazon that helps students choose courses, services, and get information based on previous enrollments, major/minor declarations, and grades. It pushes out warnings and reminders to students via email or text message. Powerpoint slides.
- Coppin State University implemented Blackboard Analytics for Learn, providing a slew of dashboards for deans, chairs, faculty, and students using data from the Blackboard Learn LMS alone. Mesa Community College has taken it one step further, using Blackboard Analytics to also ingest SIS data. University of Maryland, Baltimore County is using Blackboard Analytics for Learn to explore the LMS in much finer detail and assess the impact of faculty course redesign training.
Barriers? Sure. Analytics are hard. The people who developed Sherpa called in three outside mathematicians to help design their statistical model. Kentucky hired three PhDs. Analytics require buy-in and many of the presenters were CIOs, provosts, presidents, or vice-this-or-thats. There is a lot of missing data (e.g., classes that don’t use an LMS), and a lot of inconsistent data (e.g, variance in how faculty use LMS gradebooks). Statistical models are still in an early stage of development and proprietary software, like Blackboard Analytics, is expensive.
For more on learning analytics, visit The Society for Learning Analytics Research (SoLAR), an interdisciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training, and development.