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Some big news for sustainability at UVM: on Monday, March 9th, UVM’s Faculty Senate passed the resolution to require all undergraduate students entering UVM in Fall 2015 to meet the General Education Sustainability Learning Outcomes (SLO). While this is a significant accomplishment, there is still much work to be done to ensure its success.
The Sustainability Curriculum Review Committee (SCRC), the faculty sub-committee charged with developing a plan for the SLO university-wide implementation, has been tasked with articulating a process for soliciting, reviewing, and approving proposals to fulfill the sustainability requirement. Part of this work is to help faculty understand the “Sustainability Course (SU)” designation process. Completion of an SU course is one of three pathways in which a student can fulfill the requirement. (Please refer to GenEd-Sustainability sitefor information on all the pathways and the course process.)
To that end, all interested faculty are invited to attend “Introduction to UVM’s General Education Sustainability Learning Outcomes Course Proposal” workshop on Friday, March 20, 9:00 – 11:00 AM, Bailey Howe 303. This workshop walks faculty through the proposal development process and, for those who are ready, provides instruction on proposal writing.
For more information and to register for this workshop, please see CTL Events.
More sessions will be offered in the late spring.
In addition, the upcoming “Educating for Sustainability Webinar Series,” hosted by the Association for Advancement of Sustainability in Higher Education, provides information and resources on best practices for sustainability education in higher education:
Strategies for Institutionalizing Sustainability in the Curriculum
Wednesday, March 25, 2015, 3:00 PM – 4:30 PM, Bailey Howe 303
Strategies for Redesigning your Course to Integrate Sustainability
Wednesday, April 8, 2015; 3:00 PM – 4:30 PM, Bailey Howe 303
To register for these events, please visit the CTL events calendar.
Recently, a new faculty member asked me about how David Kolb’s Learning Styles, that developed out of his Experiential Learning Theory, and the principles of Universal Design for Learning (UDL) intersect or relate to course design. Why and when would you use one or the other when designing instruction? It took me some time to think about this question. This is because I don’t totally agree with the concept of specific learning styles as Kolb describes them, however I do think that most people have learning preferences. David Kolb developed an Experiential Learning Cycle and then developed four learning styles based on preference of learners working within this learning cycle.
In contrast, UDL is a way to think about designing a learning environment for all learners and all learning preferences. UDL is based on research in Neuroscience and the principles of Universal Design in architecture. More information about UDL can be found at the CAST website. The UDL model proposes a series of principles based on three brain networks used for learning. These brain networks, called Recognition, Strategic, and Affective, are each correlated to a set of practices that teachers can use to design instruction and learning environments. These practices are described in the UDL guidelines. Read more about each of the practices here.
One way to identify your learning style, as defined by Kolb, is by taking an inventory. A learning style inventory asks a series of questions about how you prefer to work or learn. Upon completion of the inventory, you total the points to have an idea of what your own learning style is according to the assessment instrument. I think taking a learning style inventory as a group can be helpful, when working on a team. Each member completes the inventory and then the group intentionally discusses how each person prefers to learn and to work. This activity gives the team a common vocabulary to use when discussing each person’s results and preferences. It is also a way of creating team expectations and norms, as everyone discusses and reflects on their own preferences and how that relates to the whole group.
(Kolb’s website, http://learningfromexperience.com/ has inventories available for purchase.)
When discussing learning styles/preferences, it’s important to keep in mind that a person’s preferences are not necessarily fixed; they can change over time or be expanded upon. The process of experiential learning that Kolb discusses is one of experience, reflection, and experimentation. This learning cycle takes into consideration many of the ideas in UDL. Learning by reflection and using critical thinking are key parts of the strategic brain network. As are the ideas and new experiments that come from reflection.
Here are the Stages of Kolb’s Experiential Learning Cycle as cited from McLeod (2010):
- Concrete Experience – (a new experience or situation is encountered, or a reinterpretation of an existing experience).
- Reflective Observation (of the new experience. Any inconsistencies between experience and understanding are particularly important).
- Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).
- Active Experimentation (the learner applies new ideas and modifications to the world around them to see what results happen).
Jim Julius, an education blogger, writes about learning styles in this post, on his blog, Education Everywhere. He brings up the idea that students can also use learning styles as a crutch or an excuse. I recommend reviewing the comment section on this post. Quite a few commenters on the post bring up UDL as a method they like when designing instruction.
The good thing about Kolb’s model and UDL is that both are getting educators to think about the learners in the classroom and how to design a positive learning experience for them.
Julius, J. (2012). Time for a Learning Styles Post. Retrieved from:http://jjulius.org/2012/06/01/time-for-a-learning-styles-post/ . Retrieved: 2/26/15.
McLeod, S. A. (2010). Kolb – Learning Styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html .Retrieved: 2/28/15.
National Center on Universal Design for Learning. (2014) What is UDL? Retrieved from http://www.udlcenter.org/aboutudl/whatisudl. Retrieved: 2/28/15.
National Center on Universal Design for Learning. (2014) What is UDL? Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines. Retrieved: 2/28/15.
Smith, M. K. (2001, 2010). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. Retrieved from:http://infed.org/mobi/david-a-kolb-on-experiential-learning/. Retrieved: 2/28/15.
Imagine this… a website where thousands of films are hosted and can be watched for free… where, if you can’t find a film, you can request that it be added with a good chance that you’ll get your wish… where you can choose to embed an entire work in Blackboard (or select clips to embed!)… and where you can make and share playlists…
Well, I have good news: it exists and it’s called Kanopy. The UVM Libraries has a contract with them, so it’s accessible to any affiliate of the university. There are a few things to be aware of:
- You can watch movies without logging in, but you have to be either on campus – or – off campus while connected to the virtual network (VPN). This is easy: see instructions here or for iPad users, here.
- You’ll need to create a free account and sign in to save playlists or make clips.
- If you want to request a film, write to Lori Holiff in the library’s Media Resources department at email@example.com. She is the liaison with Kanopy and may be able to assist you in finding the film elsewhere, if needed.
» Kanopy’s website: uvm.kanopystreaming.com/
» This link to Kanopy also lives on the CTL site uvm.edu/ctl (choose Teaching Resources > Image and Video Repositories).
» Visit the CTL Dr Is In to learn how to embed video in Bb.
This is an interesting read by Clay Shirky, a professor at New York University. “Why I just asked my students to put their laptops away.” Shirky holds a joint appointment as an Associate Arts Professor at the Interactive Telecommunications Program as well as an Associate Professor in the Journalism Department, and he’s a Fellow at the Berkman Center for Internet and Society.
Links throughout this post take you to specific “How To” pages at the CTL’s Blackboard Help site at: http://www.uvm.edu/ctl/blackboard
At the end of the semester
- Download the final Backup of your Grade Center to store for your records.
- Create, download, and store an Archive of your course. An Archive is a compressed file that contains all the information you have built in your course as well as your student grades. It can be used to build a new course and it should be saved as your backup of your grade center and your course materials.
Before the new semester starts
- Log in to Blackboard and check that your course appears with the correct instructors associated with it. Instructors are added to Blackboard through the Banner system, by departmental staff.
- Add TAs as soon as possible.
- Gather your course materials, plan how you will organize them in your course space, create Tests or Surveys, and plan which tools you will use for assignments and course activities. Plan early if you intend to create and incorporate videos.
- If you are reusing course material from a previous course, Archive the material from the old course, then Import it to the new course. Another way is with Course Copy command.
- Begin planning your Grade Center. Visit the CTL Dr Is In so our staff can consult with you on strategies for using this tool most effectively and efficiently, especially if you are teaching large enrollment courses. See Dr Is In schedule here.
- Post your Syllabus.
- Make the course Available to students when you are ready for them to access it.
During the semester
- Create and download an Archive of your course frequently throughout the semester. These will be your backup copies in case you need to restore any deleted material to your course.
- Download and store a Backup of your Grade Center both before and after adding grades.
- Try Color Coding in your Grade Center to easily see students at risk.
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 firstname.lastname@example.org. 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 email@example.com. 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.