2015 CRI Handbook by UUC-SIM

Learning Principles

In 1987 Chickering and Gamson identified seven principles for good teaching in higher education. Â

Section 1

Implementing the 7 Principles

#1 - Encourage faculty-student contact

Introduction

Implementation Ideas

In 1987 Chickering and Gamson identified seven principles for good teaching in higher education. The principles grew out of a review of 50 years of education research. This framework can be extended to accommodate today’s technology-enhanced learning environments.

Learning Objectives

Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

• Hold virtual, informal office hours via Google Hangout. • Use Remind to text your students reminders and announcements. • Invite students to follow you on social media (e.g., Twitter, blogs, etc.).

1. Define the 7 principles of good teaching.

• Try to get to know your students by name.

2. Identify implementation ideas for each principle.

• Seek out your students who seem to be having problems with the course or miss class frequently.

3. Adapt principles to teaching with technology.

• Make special efforts to be available to students of a culture, race, or background different from my own. • Serve as a mentor and informal advisor to students.

Principle #2 - Foster student-student collaboration

Principle #3 - Encourage active learning

Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions improves thinking and deepens understanding.

Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

• Encourage students to connect with one another on social networks to get to know each other.

• Prime learning by using Poll Everywhere or other clicker technology to test previous knowledge or assess understanding.

• Instruct students to use Google Apps for group assignments or collaborative projects.

• Use Explain Everything to create a narrated presentation.

• Encourage students to participate in groups when preparing for exams and working on assignments. • Encourage students from different races and cultures to share their viewpoints on topics discussed in class. • Create learning communities, study groups, and project teams within your course. • Distribute performance criteria to students so that each person's grade is independent of those achieved by others.

• Use Flipboard as a knowledge curation tool. • Encourage your students to participate in internships, study abroad, service learning, and clinical opportunities. • Encourage students to challenge teacher’s ideas, the ideas of other students, or those presented in readings or other course materials. • Encourage students to suggest new readings, projects, or course activities. • Model asking questions, listening behaviors, and feedback.

Principle #4 - Give prompt feedback

Principle #5 - Emphasize time on task

Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professional alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty and administrators, and other professional staff can establish the basis for high performance for all.

• Provide voice feedback using iAnnotate or Voice Recorder. • Grade papers on your iPad using Turnitin. • Use Comment feature in Google Doc to provide in-line text feedback. • Give students written comments on the strengths and weaknesses of their tests/papers. • Give students focused feedback on their work early in the term. • Consider giving a mid-term assessment or progress report. • Communicate regularly with students about their progress.

• Assign Ted Talks to dive deeper into topic. • Create mini-lessons using Explain Everything. • Encourage students to use StudyBlue app to master subjects. • Communicate to students the amount of time they should spend preparing for class. • Expect students to complete their assignments promptly. • Underscore the importance of regular work, steady application, self-pacing, and scheduling. • Don’t hesitate to refer students to learning skills professionals on campus.

• Give students immediate feedback on class activities. 4

Principle #6 - Communicate high expectations

Principle #7 - Respect diverse talents and ways of learning

Expect more and you will get it. High expectations are important for everyone-- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts.

There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well in theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily.

• Use Google Docs for essay assignments to facilitate peerreview and iterative efforts. • Use Explain Everything to feature exemplar student work. • Create weekly videos discussing how well the class is doing as a whole and areas to focus on. • Make your expectations clear at the beginning of the course both in writing and orally. Tell them you expect them to work hard. • Encourage students to set personal goals for the class.

• Establish a class Twitter hashtag for students to engage in backchannel conversation. • Ask students to make a video project using Animoto, Explain Everything, and other similar tools. • Use different activities in class – videos, discussions, lecture, group work, guest speakers, and exercises. • Use different types of assignments – written reports, oral presentations, video projects, etc. – to leverage existing technologies.

• Tell students that everyone works at different levels and they should strive to put forth their best effort, regardless of what level that is.

• Select readings and design activities related to the background of your students.

• Help students set challenging goals for their own learning.

• Integrate new knowledge about women, minorities, and other under-represented populations into courses. 5

References • Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass. • Chickering, A. W., & Gamson, Z. F. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7. Retrieved from http://www.aahea.org/aahea/articles/sevenprinciples1987.htm • Codde, J. R. (2006). Applying the seven principles for good practice in undergraduate education. Retrieved from https://www.shadowmountain.org/Content/HtmlImages/Public /Documents/General/EBI/Current_Students/Appl... • Sorcinelli, M.D. (1991). Research findings on the seven principles. In A.W. Chickering & Z.F. Gamson (Eds.) Applying the seven principles for good practice in undergraduate education (pp. 13-25). New Directions for Teaching and Learning, No. 47. San Francisco: Jossey-Bass.

Section 2

Choosing the Right Learning Environment

Learning Environment vs Instructional Technique Learning Environment: Carrier of content & instructional methods. Examples: Classroom course, Online course. Instructional Technique: The ingredients of instruction that facilitate learning. Examples: Case Study, Quiz, Use of Examples

Introduction Todayâ&#x20AC;&#x2122;s academic space provides us with many options for content delivery environments and instructional techniques. This session shows the strengths and weaknesses of various learning environments and provides options for how they can work together.

F IGURE 1.1 Types of Learning Environments

Learning Objectives 1. Distinguish between a learning environment and instructional technique. 2. Identify various types of learning environments including their strengths and weaknesses. 3. Choose a learning environment or pattern of learning environments that is best for a chosen topic or activity.

F IGURE 1.2 Strengths and Limitations of Human Interaction

F IGURE 1.4 Before-During-After Structure

F IGURE 1.3 Strengths of Online Learning

F IGURE 1.5 Sample Storyboard

A CTIVITIES L EVEL E LEMENTS

Practice Exercise Refer to your storyboard handout. Choose one week in a course that you teach and populate one row in the storyboard adding whatever you see as appropriate: C OURSE L EVEL E LEMENTS Class

Introduction to Negotiation

Welcome

Paragraph about course or video welcoming students.

Link to course menu

Syllabus

Link to course syllabus

Week 1

Ex.:Video lecture of Negotiation 101

Before Class

Ex.: Video lecture on Negotiation Skills.

Watch recorded lecture and take quiz.

During Class

After Class

Demonstration Role-playing

Analysis of example. Create own plan.

O THER L EARNING A CTIVITIES

W EEK L EVEL E LEMENTS Lecture (video, slides, audio)

Learning Activities

Readings

Forums

Faith Integration

Assignments

Read ch. 1 Elements of Negotiation

Prepare and post to forum and respond to your classmates.

Read Genesis 21:23

Write 2-page reflection paper.

Group assignments, i.e. decision making Case studies, Research projects, papers, essays, outlines E-Portfolios Student-created media Blogs Jigsaw

Tests, quizzes Materials from publisher â&#x20AC;&#x201C; interactive pieces, tests, PPTâ&#x20AC;&#x2122;s. Oral reports Survey/Inventory Book presentations Journaling Synchronous sessions

Goal setting/planning Evaluation In basket exercise Field report Cultural log Library research

Week 2

Sakai

Sakai our Learning Management System is a set of software tools that allows instructors, researchers, and students to create web sites for collaboration, teaching, and learning.

Section 1

Sakai Overview

Features & Benefits • Fully online classes: An instructor can create a web site that serves as an online learning environment, complete with tools for communicating, structuring and sequencing learning content, creating assessments and evaluations, and/or collaborating with student participants. • Blended learning environments: An instructor can create a web site that supplements face-to-face instruction with online tools for teaching, learning, communication, collaboration, assessment, and the use of ePortfolios • Project collaboration sites: Faculty, staff and/or students can create web sites in which to work together on academic, professional, and co-curricular projects.

Introduction Sakai our Learning Management System is a set of software tools that allows instructors, researchers, and students to create web sites for collaboration, teaching, and learning. Within their web sites, they choose tools that meet their needs for managing and participating in courses, collaborating on research, creating electronic portfolios (ePortfolios), and other activities.

• ePortfolio sites: Faculty, staff, or students can create sites for building, assessing, evaluating, and presenting examples of their work in a reflective, fully online portfolio. • Shared project resource sites: A project director can create a web site in which to make announcements and share documents, other files, or links to other references on the web.

Section 2

Gradebook Tool

Setting up Your Gradebook in Sakai

Introduction

Make sure grade scale settings are correct. If not, you can change them to match department standards or course syllabus. In the dropdown menu next to Grade Format, select APU no A plus as the default.

Gradebook2 allows instructors to calculate, store, and distribute grade information to students online. It provides a spreadsheetstyle interface and a variety of useful features.

Features & Benefits • Enter, view, edit, and release item grades and comments, as well as course grades, to students. • Create categories that organize items in the Gradebook. • Weight categories in the Gradebook, as well as assign relative weights for items within categories. • Auto-calculate course grades and override course grades as needed. • Create extra credit items that don’t negatively impact course grades.

I MAGE 2.2 APU Grade Scale

To change, select the Edit tab and then Grade Scale. You may change items in the From cate-

I MAGE 2.1 Edit

gory only. Scales will recalculate. When you finish, select Close. Note: If you change your mind, you can select Reset to Default and scale will revert to the default settings.

Set up assignments in Gradebook. Default in companion sites is to use categories for organization. Create categories by selecting New Category from the File tab.

I MAGE 2.4 New Assignment

I MAGE 2.3 Categories

Once categories are completed, add individual assignments by selecting New Item under the File tab. When creating assignments, be sure to fill in all fields. Give assignment a short but identifiable name; select the category; add points value. You do not need to include a due date. Check boxes Include in grade and Release scores. When finished, select Add. To continue adding assignments, just fill in new descriptions and details and continue to select the Add button until finished.

Make sure students can see grades. To check, select an individual student and select tab at bottom View as Student.

I MAGE 2.5 Student grades

Summary shows course grade and calculated grade. Individual scores show below for each item.

Section 3

Lesson Builder

• The participant will discriminate the use of Lesson Builder as delivery or support for their course redesign. • The participant will experience the use of Lesson Builder as presentation tool for their course redesign.

Summary Introduction In this session faculty will have a tour of Lesson Builder in Sakai including the location and appearance in Sakai, the various content and interactive tools that can be used to integrate content and collaboration. The presentation will be housed in the Course Redesign Institute – Summer 2015 course in Sakai.

Learning Objectives • The participant will be able to identify key features of Lesson Builder • The participant will be able to cite the rationale for laying out content and interactive components in their Redesign Course. • The participant will identify where to find all of this session’s material in the Course Redesign Institute course in Sakai.

Lesson Builder is a relatively new tool in Sakai. The importance of the tool is not as another presentation tool but that it addresses a fundamental issue of engaging students in learning. Rather than displaying some content to students and then sending them off to participate somewhere else, this tool allows the student to interact with the content – increasing the probability that the students are engaging in the content. There are a variety of interactive components that can be inserted into a module or page. The material for this section can be found in the Course Redesign Institute – Summer 2015 course in Sakai in a tab called Sakai Overview. • The first section provides a tour of the layout and functions of Lesson Builder. • The second section explores the individual tools that make up functional insert able widgets into a content page.

• The third section looks at collaboration and integration with other tools in the Sakai course.

I MAGE 2.7 Tools Available in Lesson Builder

• Participants will be given directions to create their own Lesson Builder module in Redesign Course/Project in Sakai. • All of the material in this offering is presented in Lesson Builder to demonstrate how learning would be experienced in this tool.

Image 2.7 & 2.8 will demonstrate the types of options that are available to insert into a module page.

I MAGE 2.6 Functional Layout of Lesson Builder I MAGE 2.8 Tools Available in Lesson Builder

When the tool is activated you are presented with a set of options and directions how to proceed.

Forums

I MAGE 2.9 Interoperability with Other Tools in Sakai

This is a great way to have students respond to and discuss to something they have just read or watched.

References Sakai Help

This section addresses creating links and embeds in Sakai from outside sources.

Assignments It has always been a best practice that for any piece of content put online, it should be followed by something that the student should do. Now you can follow a block of content with an assignment right on the same page. Tests and Quizzes Students will always engage more intently if they know they are going to need to respond at some point in the content. This option connects to Tests & Quizzes and leaves a gradable result in that tool so you can see who is responding and how well they are grasping the concepts.

Section 4

Syllabus Tool

Uploading a Syllabus 1. If your syllabus is not already in a PDF format, save it as a PDF. (You can do this by opening the file, selecting “save as” and choosing PDF from the dropdown box.)

I MAGE 2.10 Save as PDF

Introduction There are several ways to upload a syllabus to your course in Sakai. These instructions will allow you to take an existing syllabus, upload it to your Resources folder in the course, and then link it to the Syllabus tool.

Features & Benefits • Table of contents view--students can easily access and expand specific syllabus items, without scrolling the entire syllabus. • Bulk add/edit—add multiple syllabus items at once, as well as edit all syllabus items from a single screen.

2. Select the Resources tab in your Sakai course. If you do not plan to upload a lot of resources, you can add the folder at the highest level. Otherwise, you may want to create a special folder to house the syllabus and other course materials. For this exercise, we will create a new folder first. Select the Add dropdown box at the top level item and choose

I MAGE 2.11 Create Folders

• Rich text editor—include text and other content in a syllabus item by using the rich text editor. • Redirect option--link to another syllabus document hosted elsewhere. 17

Create Folders. This will open up a separate screen where you can title the folder and add additional folders if you like. When finished, select Create Folders Now. 3. After you have created your folder, select the Add dropdown box next to the folder and select Upload Files. This opens up a separate screen where you can select your syllabus from your computer and upload it to the folder. 4. Once you have your syllabus in Resources, you can link it where it will automatically open when you click on the Syllabus tool. To link your syllabus, go to Resources and locate it. In the Actions dropdown box, select Edit Details. Scroll down and locate the Web address (URL) box. Click Select URL (for copying). A reminder will pop up to remind you to copy the address using the copy command.

6. After you select Save, the page will refresh and the syllabus will show in the open tab.

I MAGE 2.13 Paste URL in the Syllabus tool

I MAGE 2.14 Example

I MAGE 2.12 URL

5. Once the URL is highlighted and copied, go back and select the Syllabus tab. Select Redirect at the top of the page. Paste the URL into the dialog box and select Save. 18

Section 5

Assignment Tool

Introduction The Assignments tool on your course site allows you to post, grade, and return assignments to students. You may restrict assignments to a single group or section. Students use the tool to submit their completed assignments to you. You may then download student submissions to your desktop. Assignments are private. Student submissions are visible to instructors but not to other participants in your course site.

Features & Benefits

into a web page on the site, by attaching one or more files, or both. • Grading options: You may assign letter grades, points, checkmarks, and pass/fail grades. You may also mark an assignment as ungraded. You may assign a default grade of your choosing to all students who have not received a grade. When you release grades for an assignment, students can access your comments as well as their grades.

Creating Assignments in Sakai 1. Select “add” on the Assignments tab to create an assignment. Fill in the blanks, including the assignment title, open, due and accept until dates. 2. Determine how many submissions to allow

I MAGE 2.15 Add Assignment

• Open, due, and close dates: You may specify dates on which an assignment opens, is due, and closes. After you have closed an assignment students will not be able to submit responses to it.

3. Select grade scale

• Inline responses and attachments: You may specify whether students can submit an assignment by entering text directly

5. Fill in details of assignment in edit box and check the settings below that you plan to use.

4. Enter points if required

6. If you have already created the assignment in Gradebook, you will have an option to “Associate with Gradebook Entry”.

I MAGE 2.16 Add Assignment Continued

12. For further details on Model Answer, Private Note, and All Purpose item, select “add” and review details. 13. Once you are done, you can either preview the assignment, save as a draft, post, or cancel. Previewing will give you a quick look at the assignment before you post.

7. Note: If you want to use Turnitin, You need to set this BEFORE the assignment is released. Changing the setting after submissions come in will not make it retroactive. 8. If you want to use Turnitin, once you select the box, the options appear below.

11. You may add attachments to the assignments and use these tools as well.

I MAGE 2.18 Additional Info

I MAGE 2.17 Turnitin

9. Select “Allow students to view report” so that students can see their results 10. Be sure to let students know the appropriate naming format and file format for their submissions. Otherwise the assignment will be rejected by Turnitin.

Section 6

Resources Tool

Managing Resources in Sakai

Introduction

In order to easily locate your resources, name them using a standard and consistent style. If you upload images, give them titles that relate to the image for easier identification.

Resources is the most widely used tool in Sakai. This tool offers you a web-based file system that allows you to make many types of material available online for course, project, and portfolio work.

Features & Benefits • Nested Folder Structure: You may structure the display of documents and information on your site through the use of up to twenty nested folders.

You may choose to use the Resources tab to house and organize course materials. You may link items in Resources to another location in your course so that when students click on the link, the item opens in the existing window or in a new window.

Create individual Folders to house items that are related. The Folders may be organized by week/unit/module or by specific content. To create a new Folder, select the Add dropdown menu and select Create Folders.

I MAGE 2.19 Create Folder

• Resource Types: Several types of resources can be stored: documents, URL links, simple text documents created with the built-in text editor, citations lists, and HTML documents. • Bulk Upload: You can upload multiple files at a time via drag and drop from your computer desktop or by using WebDAV.

Once you have your Folder(s) created, you may begin uploading files. Select the Add dropdown tab next to your folder and select Upload Files. You can upload multiple files at once.

I MAGE 2.20 Upload Files

Section 7

Forums Tool

• Each topic has one or more conversations. Multiple conversations can be created within each topic. • Each conversation includes one or more messages. You start a conversation by posting an initial message for it. All subsequent messages are displayed as replies (Re: the subject of the thread). Below are 2 examples of how forums might be structured:

Introduction The Forums tool can be used to continue a classroom discussion online or create a separate assignment for students to be conducted in the online setting. The following information provides an overview of the structure of Forums and information to help you get started in creating topics for online discussion. For detailed instructions, select the Help tab in Sakai and scroll to the Forums section. You will find detailed instructions that will walk you through the process of successfully creating discussions.

I MAGE 2.21 Forums Structure

Features & Benefits • The Forums tool uses a scaffolded approach in design. A forum is the largest possible grouping of messages. You may create multiple forums on your site.# • Each forum is subdivided into topics. You may create multiple topics within each forum.#

Note: Generally speaking, your students will initiate discussions at the Conversation level. They will start a new conversation to initiate their own response to the Topic. They will then participate in the Messages level as they respond to classmates. 23

Creating Forums in Sakai • Establish forums settings • Create/organize the layout you intend to use for discussions (simplicity is preferable) • Begin building forums • Be consistent with font type and style (avoid mixing fonts/ colors/sizes) • Avoid overuse of graphics and images - clean spaces work best • Be concise - prompts for discussions should be clear and direct, not overly wordy • Note any specific requirements • are outside resources required? • APA or other formatting? • how many posts/replies and recommended length? • dates/times posts are due • Be consistent with wording - consider a template where you can copy/paste into each topic.

• If you have a document or other item students need to read before responding, add it as an attachment so that scaffolding does not become overbearing • Organize • place forums in some sort of logical order (usually chronological) • select the Organize tab at the top of the Forums tool page and make any adjustments by reordering the topics • Preview - if you linked any items to outside sites or items in resources, make sure links are working properly • Publish

Forums Settings Before you begin working in Sakai, create an outline or layout for your forums. This will help you visually determine the best layout before you begin setting them up. In addition, determine the kinds of settings you want to use. There is a Forums Template Settings tab at the top of the Forums tool page where you can preset certain functions that will apply to all discussions. NOTE: The template settings must be in place prior to the creation of your forums. It will not automatically change the settings for any existing forums. Changing settings at the highest level (Forum) will determine settings for all items in that hier24

archy. If you want settings to be different for only a specific topic, make the changes at the topic level instead of the forum level.

I MAGE 2.22 Student Settings

posts first, they will not necessarily be influenced by them when they contribute. Availability - Show immediately means that students can see all topics as soon as you have created them. If you don’t want them to “look ahead” you may choose to specify dates of access. Mark all messages as read - If you do not need to know which posts you have not read yet, you could use this setting.

Moderating topics - this feature allows you to view a post from a student BEFORE it is posted and visible to the class. Most of the time, you will opt not to use this as it delays the process of creating a smooth flowing discussion. It is the equivalent of telling students in the classroom they cannot participate in a discussion until they tell you what they plan to say first. Use sparingly. Requiring users to post before reading - this feature can be helpful in certain situations. If there is only one correct answer to a topic or if you want students to come up with their own ideas before reading other contributors, you may choose to select this setting. Creating meaningful discussions where students must contribute original thought is important. Try designing the topic in such a way that even if students do read other

In the next block of settings on the Template page, you can customize the settings based on the role of participants. Generally speaking, you will only need to look at the settings for students, unless you have participants in the course who are providing I MAGE 2.23 Forums additional support (TA’s, addiTemplate tional faculty). If you do have additional roles in a course, be sure to check the settings for them as well. Below is the recommended setting for students: Note: Allowing students to edit their own messages and/or delete their own messages is important if they accidentally post something incorrect or have errors in their original post.

Presentations & Content Creation

People learn better from words and pictures than from words alone (Mayer, 2009).

Section 1

Webcam

Setting Up for a Quality Webcam Session Put soft light on your face (3.1) or try bouncing light off a wall. Do not have strong light behind you; it will cause a silhouette effect.

I MAGE 3.1

Introduction Webcam video can be an effective way to connect with students; however, without careful planning, a webcam video can be ineffective or even annoying. A webcam message that has good composition, lighting, and audio can be the perfect way to communicate with students.

Features & Benefits Webcam videos allow instructors to give “face-to-face” overviews that highlight important course or content information.

Place your laptop computer on a solid surface that does not move (3.2).

I MAGE 3.2

• Webcam video should be short (1-2 minutes). • Webcam videos should highlight information. • Avoid using webcam presentations for long, detailed lectures.

Find a quiet place with no distractions. TV can cause moving reflections on eyeglasses and picture frames; therefore, turn it off (3.3).

I MAGE 3.3

Frame yourself with your head near the top of the frame. Move close enough to the webcam to fill the frame as shown above (3.4).

I MAGE 3.4

Section 1

Jing

M OVIE 3.1 Capture a Video Tutorial

Introduction People learn better from words and pictures than from words alone (Mayer, 2009). With a free download of a web-based program called Jing, you can record your computer screen and voice as you narrate a brief PowerPoint or other multimedia presentation that youâ&#x20AC;&#x2122;ve created.

Features & Benefits

M OVIE 3.2 Save your Recording

1. Capture basic video, animation, and still images, and share them on the web. 2. Record what you see and do on your computer screen. Select any window or region that you would like to record, and Jing will capture everything that happens in that area. 3. Capture an image by simply selecting any window or region that you want to capture, mark up your screenshot with a text box, arrow, highlight or picture caption, and decide how you want to share it. 29

Section 2

Finding Educational Resources Introduction In this session faculty will focus on the possibilities of lecture+. Beyond a focus on what students learn, options will be presented on how students learn. A variety of techniques will be offered for designing lectures as student centered learning experiences.

Features & Benefits

• The participant will know where to find all of this session’s material in the Course Redesign Institute course in Sakai. • The participant will experience the use of Lesson Builder in Sakai as a lecture tool. Significant attention has been focused on defining the Learning Outcomes for our students. We then make sure that the assessments we are using will accurately measure those outcomes. Learning Activities are the links that bridge those two areas and are usually left up to the professor. More and more professors are moving from being the deliverer of content in a course to being the architect of learning experiences. This is even more important as we explore the hybrid or blended classroom. Designing online learning experiences goes beyond putting resources in the hands of students and hoping for the best. It involves taking what we know about how people learn and applying it to capture attention and sequence an experience that enhances learning.

• The participant will know key features of learning that impact the design of “lecture content”

The material for this section can be found in the Course Redesign Institute – Summer 2015 course in Sakai in a tab called Lecture Options.

• The participant will be aware of technology tools that facilitate designing lectures as learning activities.

• The first section provides a lecture by video on what we know about how people learn. • The second section gives options on how to display content. 30

â&#x20AC;˘ The third section provides resources about how to find supporting content in a variety of academic area.

Displaying Content

â&#x20AC;˘ The final section provides a variety of web tools for learning and collaboration. All of the material in this offering is presented in Lesson Builder in Sakai to demonstrate how the discussed content could be delivered using this tool.

I MAGE 3.5 How People Learn

I MAGE 3.6 Content Resources

Click above to view the presentation

Audio Audacity  This is a free audio recorder for Mac and PC. It also offers great editing ability to get the pauses, sounds and glitches out of your recordings

Popplet  You get 5 free. Collaboration on PC or Mac on computer. iPad works but collaboration is only in Paid version.

Vocaroo  This is a voice recording service. You can download as mp3 to your computer.

Lino  Corkboard Sharing

Sharing

FlockDraw  FlockDraw is a free to use online whiteboard based painting & drawing tool.

Padlet  This is a wall where people can leave sticky notes. See CRI Unconference tab in the Sakai site.

MyHistro  You can create the timeline of a story and do it collaboratively. You need an email account to be a user.

ThingLink  Allows you to put hot-spots on an image like a map and have text, image or video display.

Video

Coogle  Coogle is a mind-mapping application that is a Google App. It is free.

WeVideo  Multiple collaborators upload segments of video, audio, images & text

Slatebox  Sharing Mindmapping through pictures and text. Signup and invite; 3 users absolutely free. Additional users are $2/month, Classroom is $8/month.

TouchCast  Example of interactive video VyClone  Takes multiple videos and puts them together.     VideoNotes  The easiest way to take notes synchronized with videos! 32

Resources   Stein, J and Graham (2014) Essential for Blended Learning, , C. Routledge, Chapters 6 and 7 George A. Miller (1956) Harvard University, The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information, , Psychological Review, 81-97. LaBerge, D. and Samuels, S.J. (1974) Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323 Leslie A. Hart, (1983) Longman Inc., White Plains, NY, Human Brain Human Learning

Section 3

Effective Lecture Slides

Overview Presentation design consists of considering the following components: • Background • Text

Introduction Whether you teach in a blended format or strictly online, you may want to consider putting your lecture online. Faculty who do this typically create a video of themselves presenting or add narration to their slides or a do a combination of both. Before you narrate your slides, we advocate giving them a new coat of paint – taking into account the design principles presented.

Learning Objectives

• Graphics Considerations for Background: The following are some considerations when designing a slide background: • Using a template or not • Light or dark background • Color palette.

1. Apply slide design principles to a template

Guidelines for Adding Text: When composing your text content, consider the following guidelines:

2. Apply composition principles to a single slide.

• One idea per slide.

3. Discriminate between Representational, Explanatory and Decorative graphics.

• One slide every 1 – 2 minutes • 28-30 point font Communication Function of Graphics: Artwork can have the following purposes in an educational setting: 34

• Representational

Practice Exercises

• Explanatory

1. Lecture Slide: Create one revised slide for your course. You may either:

• Decorative 1.1. Focus on the overall template or

Example Graphics F IGURE 3.1 Representational Graphic

has more electronic devices than friends

wears clothes from another era, especially high-waisted pants

wears glasses (possibly repaired with tape or a safety pin)

exhibits poor hygiene and grooming.

uses large, quantitative words when possible

is a fan of comic books, video games and science fiction but not sports

has visions of being a superhero one day.

1.2. Compose one slide.

I MAGE 3.7 Explanatory Graphic

2. Graphic Development: Create an explanatory or representational graphic for your course.

Section 4

Contact  Sue Aspley, JD, Head of Copyright Advisory Services  University Libraries   Phone: (626) 815-6000, Ext. 5262  Email: saspley@apu.edu Information on basics of copyright is available at library web site APU Copyright Advisory Services: http://www.apu.edu/library/services/copyright/ Basic Copyright  Let’s first ask the question: When does copyright apply? 1. The work is original.

Introduction

2. It is a work of authorship or creator

Faculty are both copyright holders and copyright users. While the issue of copyright is complex, there are some basic principles to know that can help you navigate the use of others’ works.

3. It is fixed in a tangible medium

By the end of this training, you will be able to: Conduct the Copyright Test for a work.

Copyright Test  Faculty who are curious about whether or not they can legally use a work (text, video, artwork, music, etc.) can walk through the following questions: 1. Is the work under copyright? Probably not if it is before 1923.

Sue Aspley at APU’s University Libraries is a lawyer and librarian and is available to help you understand the issues of copyright law that affect faculty as they develop courses.

2. Is the work prepared by the federal government? If so, this is in public domain.

3. Is the work under a Creative Commons license?

I MAGE 3.8 Purpose

4. Could the use fall under Fair Use? Go through the checklist below Fair Use Checklist  Copyright Advisory Office  Columbia University Libraries  Kenneth D. Crews, Director  http://copyright.columbia.edu Name:_____________________________________________ Institution: _________________________________________

I MAGE 3.9 Nature

Project: ___________________________________________ Date: _____________________________________________ Prepared by: _______________________________________ Check off each item that applies to your use

I MAGE 3.10 Amount

Practice Exercise Consider a work you would like to use in a course and walk through the Fair Use Checklist with this work in mind.

I MAGE 3.11 Effect

These are works still protected by copyright. Â However, the copyright holder has choice to permit certain kinds of uses.

Licenses A. Attribution only; allows most uses. B. Non-commercial; allows use but canâ&#x20AC;&#x2122;t make money off of it C. No derivative works; for example you may not create a play based on this book

Creative Commons A Creative Commons (CC) license is one of several public copyright licenses that enables the free distribution of an otherwise copyrighted work. A CC license is used when an author wants to give people the right to share, use, and build upon a work that they have created.

Features & Benefits

D. Share alike means that if you use this work under this license by the terms use that any permitted derivative works created must also carry the same terms Creative Commons licenses can apply to works in any type of medium. If you see this symbol then you are dealing with a CC license

I MAGE 3.12

So you want that perfect image, text excerpt, map, music score excerpt, photograph, movie, or social media clip. Consider works under a creative commons license. The creator of the work permits the free use of the work under a licensing arrangement that normally under the terms requires attribution but does not require permission.

Interactions

One of the ongoing challenges for faculty is how best to engage students during class instruction. We know that students who are actively engaged during class not only learn more but also persist in completing the course.

Section 1

Assessments & Practices

Practice exercises are an essential part of any educational package. Any activity used for assessment can also serve as practice before assessment. The key is that practice exercises

Learning Objectives • Distinguish between the different content types and levels of practice. • State the relationship between learning objectives and assessment

Introduction What gets measured gets done. Students are very aware of where their grade is coming from. Correct use of a variety of assessments can guide students’ learning and help faculty know where an individual or the class as a whole is struggling.

should provide feedback so that students can improve.

I MAGE 4.1

• Cite the strengths and weaknesses of online and onsite assessments. • Design an assessment for your own course applying the guidelines provided.

Why Have Practice Exercises Skill development is best done with applied practice. The Importance of Tests: • Tests can be used for the following purposes: • Evaluate learner performance • Evaluate course effectiveness • Provide a learning experience • Track accomplishments 40

Instructional Design Process  Each design activity in the flow is derived from the prior one.

I MAGE 4.2

ances can be recorded or live-streamed; knowledge can be objectively assessed through computer-based testing, and progress can be tracked over time through logs, blogs, and analytics The main advantages of online assessment tools are: • Reusability

Basic Parameters  When developing a test item, consider the following:

• Automation • Multimedia

The nature of the content:

• Flexibility of time and space

• Knowledge or Skill

With Onsite Assessments:   Teachers can carefully monitor exams and directly observe presentations, demonstrations, or communication

The level of mastery required: • Use vs Remember Authentic Assessments  Assessments – and the objectives they are based on- should reflect the kind of real-world activities or skills that you envision students performing in the future, after they’ve left your course and are applying what they’ve learned. Online vs Onsite Assessments  With Online Assessments:  Student work can be submitted and reviewed digitally. Perform-

Onsite assessments capitalize on: • Physical presence • Immediacy and • Human interaction Feedback  Assessments don’t just measure; they can also provide students with useful feedback. Feedback should happen as soon 41

as possible in order to help students apply it to improve learning. Feedback should include: What was done right and still needs work and how to improve. Feedback needs to be delivered with empathy and encouragement.

• Survey/Inventory • Book presentations • Journaling • Synchronous sessions • Goal setting/planning

Other Types of Practice Exercises

• Evaluation

• Group assignments

• In basket exercise

• Case studies

• Library research

• Projects • Papers • Essays • Checklists/forms • E-Portfolios • Student-created media • Blogs • Jigsaw • Oral reports 42

Section 1

Clickers

Common Clicker Uses • Encourage classroom participation • Assess students’ mastery of content • Help students learn new terms • Have students predict an outcome for a question • Use the clickers to promote and deepen class discussions • Adapt to each class session with on-the-fly questions • Use the clickers to surface unspoken viewpoints

Introduction One of the ongoing challenges for faculty is how best to engage students during class instruction. From the considerable body of learning science research, we know that students who are actively engaged during class not only learn more but also persist in completing the course. Student response system (SRS), commonly referred to as “clickers,” has been proven to facilitate active learning during class. Through the use of clickers, faculty asks students questions about course content, allowing students to test their knowledge and understanding. Clickers are especially useful in high enrollment courses, which are often seen as an impersonal and passive learning environment.

• Check understanding by asking the same question before and after

Why Clickers are Effective • Instant student engagement • Immediate feedback • Anonymity • Increased understanding • Quick method for taking attendance • Improved faculty presentations 43

Clicker Best Practices • Communicate your purpose for using clickers in the classroom to your students • Review material from the previous day. • Evaluate what students retained from the previously assigned reading. • Assess opinions regarding course content. • Train students to write their own clicker questions during their oral presentations.

Creating Clicker Questions

Resources • 16 Suggestions for Teaching with Classroom Response Systems • Top 12 Best Practices for Clickers in the Classroom • Personal Response Systems - University of Michigan • Clickers in the Science Classroom - University of British Columbia

References

When creating clicker questions, consider using the Bloom’s Taxonomy to vary the type of questions. Here’s an example of clicker questions based on the 7 Principles of Good Practices in Undergraduate Education by Chickering and Gamson (1987)

Crews, Tena B., Lara Ducate, Jeanna Marie Rathel, Karen Heid, and Stephen T. Bishoff. “Clickers in the Classroom: Transforming Students into Active Learners.” (Research Bulletin 9, 2011). Boulder, CO: EDUCAUSE Center for Applied Research, 2011, available from http://www.educause.edu/ecar.

I MAGE 4.3 # Example

Mazur, E. (1997). Peer instruction: a user’s manual. Prentice Hall: Upper Saddle River.

Section 3

Discussions

• Cite best practices for structuring and managing discussion forums including the students’ and the instructor’s role. • State the relationship between learning objectives and assessment • Cite the strengths and weaknesses of online and onsite assessments.

Introduction Discussion boards are probably the most common student activity in academic online learning. Instructors who perform well with this technique go a long way to being an effective online or blended teacher. This session will look at the relationship between face to face and online discussion boards – how one can inform the other and how to possibly use them together.

I MAGE 4.4

• Design an assessment for their own course applying the guidelines provided.

Types of Interactions Interactions (or contact) can be grouped into three types: • Student-instructor – one on one or one to many • Student-student • Student-content

Forums vs Assignments

Learning Objectives

Forums are:

By the end of this training, the learner will be able to:

• Suited to principle-based content

• Distinguish between two levels of practice.

• Public student work

• Identify general guidelines of discussion forums

• Public or private professor feedback 45

• Can set up groups • Can use to share assignments/gallery Assignments are: • Any kind of deliverable can be attached • Private student work

• Discussion groups work best with no more than 10 – 12 students in a group. • The responsibility for facilitating small group discussion can be rotated. • Discussion topics can be linked to other assignments

• Private professor feedback

• Continue to be mindful of the personal and professional challenges students are experiencing.

• Can use for journaling

• Be aware of the tone and impact of choice of words.

• Can attach worksheet or rubric

• Ask students to write clearly and appropriately

Discussion Forums

How to Structure Forums  Use At their best, thoughtful questions should do two things:

Why Use Forums  Students need to be active participants to acquire and store new information. When to Use Forums   Discussion works best when students who are somewhat knowledgeable about a topic are prepared to apply that knowledge to untried areas or to explore questions that take them beyond the simple information given. General Guidelines  Here are some guidelines for structuring discussions:

• Invite students to show what they have learned and what they understand from texts, lectures and other online materials and discussions. • Encourage students to explain how this new learning might influence their thoughts and actions at home, work and in the larger community. Example Questions  Here is an example of a thoughtful question:

• Why does Barth (2001) claim that the most effective schools support everyone’s learning – both students and staff?

Instructor Participation   Instructors may offer a wide variety of brief, concise:

• Why isn’t it enough for the students alone to be learning well?

• observations

• Consider your own school from this point of view: Whose learning does it support – everyone’s? Just the students? No one’s? How do you know this?

• questions

Best Practices Student Participation  Discussion is disciplined when participants: • stay focused on the topic • offer evidence to support their point of view (or somehow explain the basis for that view) • recall and summarize some of the multiple viewpoints that have been shared • attempt to identify connections between contributions already made, and

• clarifications • affirmations and acknowledgments Keep a Discussion on Topic   The instructor can keep students connected to the topic by inserting questions and comments such as: • How does your observation relate to the topic of discussion? • What is the connection between your comment and what was just said? • Can you explain how your idea us make sense of this subject ter?

• show how the discussion has changed their thinking or added to their knowledge.

• We seem to have wandered away from the main topic. What do we need to do to get back on track?

The initial responsibility for creating such discipline lies with the instructor.

• Who has a comment or question that can help tain our focus?

is helping mat-

us re-

Ask Students to Cite Sources  How to ask students to foster dialogue that is evidence-based or get students in the habit of citing their sources. • How do you know what you say is true? • What evidence do you have to support that claim? • What is the source of that point of view?

• What assumptions you had about this topic have been confirmed or questioned for you by this discussion?

Practice Exercise 1. Write a Practice Exercise: 2. Write the directions for an online practice exercise for your course.

• Whose work that we have studied confirms what you are saying? • By what process of reasoning did you reach that conclusion? Ask Students to Summarize the Discussion  Discussion is disciplined when participants can summarize what they have learned from the conversation. Encourage summaries with a synthesis question: • How has this discussion changed the way you are thinking about this topic? • What is the most memorable thing you have heard here? • What question(s) does this discussion prompt you to ask? • What is something you learned or relearned here? • What do you know now that you did not know before this dialogue began? 48

Section 4

Social Media for Education - Twitter

of the best tools for “filling in the spaces” between formal learning events. By the end of this training, you will be able to: Identify an educational use for Twitter

I MAGE 4.5 APU’s Twitter page

Introduction Twitter is a microblogging tool that allows users to publish chronologically ordered “tweets” of 140 characters or less. These feed into a public timeline that you and others can view. Think of this timeline as a stream you can limit, choosing people to follow. Only their tweets will show up when you log in. Others can then follow you, and your tweets will show up in their stream.

Getting Started An account can relate to any entity you choose: • Yourself

Advantages & Objectives Twitter is a wonder tool for sharing quick ideas, links and articles. It offers the user access to industry experts, authors, likeminded practitioners, fellow hobbyists (and celebrities). It is one

• Your current session of a course • A topic • For all learners in your courses 49

Choose a Twitter handle. Keep it short. Create a profile. Make it interesting. The profile section asks for a link to your organization, your course site or your blog.

Prior to the first class gathering, use Twitter to do quick introductions and pre-course assessments – i.e. Please tell us your name, location, and one thing you would like to learn in this course.

To post a tweet to anyone following you and to the public timeline, just type it in.

Allow a “backchannel” of people tweeting during class. Encourage learners to tweet about the challenges of homework, projects or readings, what they are learning, tips to share, and new resources. This helps learners become award of their own learning, stay on track and in touch with one another, and helps you monitor progress. It overall makes the learning visible. It extends the session between the time learners have in class with you.

To reply to someone, use the @ symbol before their handle. To send a direct message privately, type d, space then the handle. To repeat something you have seen on Twitter, “retweet” it with the letters RT. Use a hashtag # to organize conversation around a keyword, topic or event.

Exercises

Best Practices

Continue Conversations  Continually ask: How have you been applying the information from last week’s session? What challenges do you see? Or: What else do you need to know to maximize your learning? Tweet quick reminders about assignments. Offer links to interesting articles or websites. Use Twitter as an advance organizer, providing information about upcoming topics or course content. Encourage learners to follow an expert in the industry.

One way to help learners manager the 140-character limit is to provide them with sentence stems – they need only to complete the thought. If you want to manage your class as a private unit, a free tool from www.grouptweet.com will convert a standard Twitter account into a group space where members can send tweets to everyone in the group using direct messages.

Debate  Set up a debate, with different learners assigned to different points of view. Role Play   Create a Twitter account. Assign learners the role of characters and engage in a conversation to resolve an issue. Reflections on Articles, Videos, Blog Reviews, Websites Ask: what did you disagree with? What point did you find especially novel or useful? What wasn’t clear? How does this tie into our discussion last week? Ask students to find resources to share.

sion. Tween one key point (no repeats) from yesterday’s class. Tweet one key idea from the reading. Course evaluation   Employ Twitter to conduct one-week, two-week, etc. check-ins. Ask: What activity was most useful for you? Why? What are some questions you still have? What class materials had the most value? From Social Media for Trainers by Jane Bozarth

Round Robin  Assign each learner a number. Number 1 asks a question based on course content; number 2 answers it. Then   number 2 asks a new question. Number 3 answers that one, and so on. The person with the final number then writes one last question to be answered by number 1. Brainstorm/Poll   Use one of the Twitter polling tools www.twtpoll.com. Vote on the best idea. Summarize   Identify what is “sticking,” whether learners are taking away the most important information. Ask them to: Summarize our discus51

Google Apps

Google Apps is the enterprise tool we use on campus. These tools are essential to communication and collaboration.

Section 1

Google Drive

than a web browser. You can convert Office® documents to Google Docs format or edit them natively in Drive.

M OVIE 5.2 Share with others in Drive, Docs, Sheets, and Slides

Introduction Google Drive lets you store and share all of your files and folders, including documents, videos, images and other content that is important to you. You can sync, store and access your files anywhere – on the web, on your hard drive, or on the go.

M OVIE 5.1 Overview of Google Drive

Features and Benefits

•Google Drive can be used on any computer, tablet or mobile device.Store and view all types of files— images, HD videos, PDFs, text files, Microsoft Office® documents, drawings, and music, for free, with no software other

•With Drive, you can share files or folders with anyone, with complete control over who can view, comment on, and edit the content.

•Overcome the limits of sending large files in email by linking to content stored in Drive. And any file attachment you receive can be saved to Drive with just a click. School accounts come with unlimited storage. • With powerful search, you can find files, folders, and images based on your keyword. • Files and folders in Drive can be accessed offline and will automatically sync any changes when your device is connected to the Internet.

Getting Started • Use Drive to save, store, and access all your files from anywhere 53

• Create files and folders to share for the purpose of collaborating with others • Use the search option to find your files • Customize and organize Drive

Suggested Uses • Personal Repository: Upload all of your work documents to Drive and access them anywhere on any device. • Shared Course Repository: Store all materials related to a course in a shared folder and share with students. •Shared Department Repository: Store all materials related to a department in a shared folder and share with colleagues.

Help Resources • Help Using Google Apps • Google Drive Help Center • APU Google Apps Help

Section 2

Google Docs

Introduction With Google Docs,you can create and collaborate on documents from your computer, tablet, or mobile device. Docs can be easily shared with anyone, but with permissions that allow you to control who can view, comment, and edit content. Features like simultaneous editing by a team of collaborators, native Microsoft Word® editing, and offline access make Docs a powerful, free tool for teaching and learning.

M OVIE 5.3 Overview of Google Docs

Features and Benefits •Google Docs enables a group of students to work on the same document, with real-time editing, commenting, and chatting, so they can complete their projects faster

and with full participation. Teachers can use the revision history to review changes to the document, and can make comments and suggested edits as the work is in progress, to ensure student success. • Teachers can collaboratively create, edit, and share lesson plans in Google Docs with their colleagues in their school, or anywhere in the world. Mobile apps and offline access mean that their Docs are always available, in the classroom, at home, or on the road. • Features like the ability to add links, images, drawings, and tables, mean that Docs can be used for shared meeting notes, student journals, interactive lessons, book reports, and more. With Word® compatibility and file conversion, files that were created in the past can be stored, edited, and shared with colleagues and students.

Getting Started • Use Docs to help students write collaboratively • Give feedback to students in various ways to improve the writing process • Research within Docs • Use offline mode to create and edit documents 55

• Work with Docs on mobile devices

Suggested Uses • Improve writing process: Students and faculty can provide feedback on any writing projects. • Collaborative note-taking: Students and faculty can work on the same document at the same time. • Class journals: Have students keep their journals in a shared Google Doc, where you can comment. • The Paperless Classroom with Google Docs • Up your Google Docs game • Create the perfect proposal • Better brainstorming • 52 Tips and Tricks for Google Docs in the Classroom

Help Resources • Help Using Google Apps • Google Apps Help Forum • APU Google Apps Help

Section 3

Google Slides

the creation process. When the presentation is ready to present to the world, in just a few clicks, it can be published to the web.

Getting Started • Create and share presentations with your students and colleagues • Insert media, including images and videos into Google Slides

Introduction Create informative, inspiring, and beautiful presentations for the classroom using Google Slides. In Google Slides, you can design slides with a variety of presentation themes, thousands of fonts, embedded video, animations, and more. • Introduction to Google Slides (PDF)

M OVIE 5.4 Overview of Google Slides

Features and Benefits •Google Slides allows more than one collaborator in a document, so peers can work together to present an interactive story, and faculty can provide ongoing feedback throughout

• Add themes, backgrounds and animations to customize presentations • Access presentations offline and on tablets and mobile devices

Suggested Uses • Group Presentations: Students use Slides to create group presentations and share them with classmates. • Presentation in the Cloud: Create, edit, and deliver your presentation using Slides on any device. • Dynamic Presentations: Embed images and videos effortlessly in Slides. • Practice your pitch on the go

• Make your slides stand out • More powerful presentations • More impressive images

Help Resources •Help Using Google Apps •Google Apps Help Forum •APU Google Apps Help

Section 4

Google Forms

• Recipients can respond to Forms using any mobile device with a browser, creating opportunities for anytime, anywhere learning

Google Forms Basics

Introduction With a number of different types, themes, and navigation based on answers, Forms can be customized to fit almost any need for information collection.

M OVIE 5.5 Overview of Google Form

Features and Benefits •Fast creation of Forms allows teachers to gather immediate feedback during a class for real-time assessment •The ability to include video and images in questions allows for a rich user experience

with visual and auditory cues

• Collected data from Forms can be linked to a Google Sheet for a more thorough evaluation of results • Forms can be created that don’t require a Google account, opening up the ability for surveying the community on school issues

Getting Started • Create and edit forms 59

• Modify form templates to fit your needs

• APU Google Apps Help

• Embed images and video in forms • Use forms for assessment and delivering content

Suggested Uses • Formative Assessment: Use as pre-assessment to test prior knowledge and as exit ticket to test understanding. Use as midterm course evaluation: • Student Survey: Solicit student input about their interests or opinions about different topics. • Reading Check: Require students to submit a response for assigned readings. • Data collection: Collect data for class experiments or assignments • Make event registration easier • Get speedier survey results • Shuffle survey options in Forms

Help Resources • Help Using Google Apps • Google Apps Help Forum 60

Section 5

Google Sheets

• Sheets can open and edit Microsoft Excel® files, so you can continue to use spreadsheets you have created in the past and making it the only spreadsheet app you will need.

Introduction With Google Sheets you can access, create, and edit your spreadsheets wherever you go, from your computer, tablet, or mobile device. Sheets can be shared with anyone, with simultaneous, real-time editing by a group of people, including chat and commenting. Features like Microsoft Excel® editing, file conversion, add-ons, and offline editing, make Sheets a powerful, free tool for teaching and learning.

M OVIE 5.6 Overview of Google Sheets

• Information collected from a Google Form can be captured in a Sheet for analyzing, tracking, and graphing large amounts of data from student experiments. Functions in Sheets can pull data and information from web-based sources, updating spreadsheets so they remain accurate automatically.

• With Google Sheets mobile apps and offline editing, you can access and edit spreadsheets in class, at home, or on the road.

Getting Started • Create a spreadsheet

•Introduction to Google Sheets (PDF)

• Share and collaborate on a spreadsheet

Features and Benefits

• Create and publish charts

• Google Sheets has real-time collaboration for editing, commenting, and chatting with a team of educators or students.

• Analyze and manage data in spreadsheets

Suggested Uses • Track student work: Use as quasi-gradebook to track student work.

• Track class projects: Use as project management tool to track progress on various class assignments. • Sign-up sheet: Use to schedule office hours or student conferences. • Making the Switch to Sheets

Help Resources • Help Using Google Apps • Google Apps Help Forum • APU Google Apps Help

Section 6

Google Hangouts

Getting Started with Hangout • How to setup Hangout • How to start a Hangout in Gmail • How to start a Hangout in Google Calendar • Best practices when using Hangout

Introduction Introduction Google Hangout is an ad hoc video, voice, and messaging soluGoogle Hangouts is a greatgroup tool for communicating tion for APU. This includes video collaborationand withinteractup to ing with students groups or individually, within virtualinstant envi15 participants or in locations simultaneously, 1:1 ora group ronment. Since students faculty haveGoogle access Hangouts to Hangmessaging, andall support for and mobile devices. outs their Google account, are tablets. very worksthrough on Mac, PC,APU iPhone, iPad, AndroidHangouts phones and

M OVIE 5.7 Overview of Google Hangouts

Features and Benefits • Hangouts are most effective when used for live one-on-one meetings, or small group interactions and collaborative discussions. • Hangouts have a variety of tools and plugins that help students share, collaborate, and interact with one another in a dynamic virtual environment. • Hangouts are limited to 15 or fewer participants, but it is not recommended to use this for meetings with 10 or more people. Large group interactions run the risk of becoming disorganized, as Hangouts are optimally designed for small group discussions. • Hangouts should not be utilized for presenting content or lecture materials, like a virtual classroom. Hangouts do have features that enable the user to share their screen, Google

easy to use. Instructors can use Hangouts to host virtual office

Docs, or play a video that can be jointly viewed by everyone in the Hangout. However, Hangouts are designed to recognize the speaker and will display him or her on screen. In larger groups with multiple people interacting with one another, this can quickly become confusing and can cause a presentation to become disjointed and incoherent. • For large groups or online lectures and presentations, it is recommended to use a virtual classroom system such as Adobe Connect.

Suggested Uses • Hold office hours in an online form • Meet quickly with students through text chat or video chat • Hold small group sessions with up to 15 people in a video conference

Resources •Help Using Google Apps •Google Hangout Help Center • APU Google Apps Help

Section 7

Youtube

Features and Benefits

Introduction Introduction YouTube allows you to find videos on many topics from around

Teachers can also create a channel on YouTube to showcase playlists of favorite videos from across YouTube to introduce or reinforce topics. You can also use your channel to upload videos created by you or your students.

Google Hangouts a great tool for communicating and interactthe world. YouTubeisEDU is Google’s library of 700,000+ highing witheducational students in videos groupsfrom or individually, within a Academy, virtual enviquality partners like Khan ronment. Since all students have access toassociHangStanford and TED-Ed. Thereand arefaculty a variety of benefits outs their APU Google ated through with using YouTube in youraccount, class. Hangouts are very easy to use. Instructors can use Hangouts to host virtual office hours that students can access anywhere. Virtual accessiGetting Started withfrom Hangout bility can help alleviate scheduling conflicts that would normally • Understand the differences between YouTube and YouTube prevent students from interacting with the instructor or other stuEDU dents. Studies have shown that live communication helps invideosengagement in YouTube and and performance. YouTube EDUStudents can crease student • Search also use Hangouts to interact with one another individually or in • Create a channel for class videos groups, to collaborate on group projects or other collaborative efforts. • Upload videos to YouTube Manage videos and subscriptions •Learning Objectives

To find content that suits your needs, start on the YouTube EDU homepage. Search the content to find videos to support lessons. Create playlists to keep track of videos you want to watch later.

If you have created a channel, you can download the YouTube Creator Studio app to manage your uploads on the go. Creator Studio is a tool that allows you to upload and edit your own videos and manage your channels all from one place. Students can create their own videos to demonstrate their learning while explaining a topic or process. You may also track engagement using YouTube Analytics. YouTube in the classroom has privacy controls available through a feature called Safety Mode. This is a setting that helps screen-out potentially objectionable content that you do not want students to see. Google uses community flagging, age restrictions, and other signals, to identify and filter inappropriate content so your students can learn using videos.

1. Understand the basic equipment need to use Google Hangout, and best practices when using Google Hangout. 65

Suggested Uses • Record your lecture with the Youtube capture tool • Create short introduction videos for your course • Host your video content, organize and control access to it

Resources • Help Using Google Apps • Google Hangout Help Center • APU Google Apps Help

Youtube Capture

Click and download

Mobile

Students now have multiple mobile devices as there primary means of connectivity. The iPad being the spearhead of these devices.

Section 1

iPad Overview

iOS Basics Welcome to your new iPad. Let’s begin with the basics. Inside the box tucked inside a small envelope is a single piece of documentation provided by Apple. It is a quick user guide which shows the labeling of buttons. But what many don’t know is there is also a full iPad User Manual provided by Apple. Though you do have to find it on your own, the manual is located inside the iTunes App store or the iBooks App. iPad User Guide for iOS 8.3

Introduction

Apple in Education

If you are new to the iPad and/or iTunes U, the following materials will orient you to the device and the course app. Apple provides guides and resources written specifically for education. This section will also cover iTunes U and its functionality.

Apple has curated content and created programs like the Distinguished Apple Educators who provide Education resources for the iPad. These resources can also be found in the iTunes App Store. Look for collections under the Education category in the App.

Features & Benefits

Exploring Education content for iPad iTunes Collections:

• The iPad is an all in one content creation tool. It allows you to aggregate, research, create, and produce content. • The iPad has two built in cameras and a microphone for recording purposes.

Click the collection to view 68

iTunes U

M OVIE 6.1 Navigating the iTunes App Store

iTunes U courses let teachers give each class a customized learning experience. Teachers can create and manage their course and students can experience it all from the iTunes U app on iPad. iTunes U is a simple Learning Management System. iTunes U also serves as a great place to research and learn new techniques. Courses offered by Stanford, Ohio State, and other schools have spent a large amount of time and resources while creating these courses and content.

I MAGE 6.1 Example of an iTunes U course

M OVIE 6.2 Navigating iTunes U App

Section 2

Explain Everything

• Interact and annotate your content while teaching or creating resources

Introduction

Content Creation

Explain Everything is a unique interactive whiteboard and screencasting tool used by over 1.8 million students and educators. Its simple interface paired with robust tools allows you to record, narrate, annotate, and produce content directly on your iPad.

Create content by starting a new blank project. Watch movie 6.3 to see an overview of Explain Everything and its tools.

• Use design tools to create new content directly on your iPad • Export into MP4 video format or upload directly to multiple services. Or export the content as images or a PDF

M OVIE 6.3 Explain Everything Introduction

Getting Started • Explain Everything Tutorial Videos • Explain Everything User Manual

Features & Benefits • Create narrated lectures and presentations • Capture your lecture, presentation, and narration simultaneously

2. Use an adapter to connect your iPad to the projector

G ALLERY 6.1 New Blank Project 3. Hit the record button as you begin your presentation 4. Flip through your presentation as you lecture to record the slides and your voice at the same time 5. At the end of the lecture make sure to save and export your content 6. Share the content with students by uploading to Sakai or Google Drive

M OVIE 6.4 Basic Design Tools Press â&#x20AC;&#x153;+â&#x20AC;? icon to get started. Scroll through the images

Lecture Capture Explain Everything could be used in tandem during a lecture to capture, narrate, and record your presentation. Imagine being able to present, record and share your presentation all in one swoop. 1. Begin by pre-loading your powerpoint or presentation into Explain Everything. 71

M OVIE 6.5 How to create a presentation using PDF

M OVIE 6.6 Advance Design Tools

Section 3

Educational Apps

Note Taking / Annotating App Notability and iAnnotate are the leading note taking and annotation apps. Notability has the functionality to annotate, but iAnnotate is much more robust, yet lacks notepad feel.

Features & Benefits: Notability - $2.99 Use notability to take notes, sketch ideas, annotate PDFâ&#x20AC;&#x2122;s, mark-up documents and photos, record lectures, provide audio feedback and more.

Features & Benefits: IAnnotate - $9.99

Introduction There are over a Million apps in the iTunes App Store. Finding the right app for the task is not easy sometimes. Featured here are some of the top education apps in the iTunes App Store.

Getting Started There are so many apps, and a lot of apps have similar functionality. Weeding through the top free or $.99 apps can be daunting. When searching for education apps, always start by navigating to the Education category in the store. Then navigate to the row of iTunes collections.

Use iAnnotate to read, mark-up, and share PDF, DOC, PPT and image files. Choose the pen, highlighter, typewriter, stamp, straight-line, note, underline, strikeout, voice recording and date stamping. Copy and paste annotations, even between documents.

I MAGE 6.2 Notability

I MAGE 6.3 iAnnotate

Story Telling / Presentation App Adobe Voice, Shadow Puppet and Explain Everything are some great story telling apps. Adobe Voice is a simple easy to use app, it does a lot of the process for you. Shadow Puppet allows for more freedom and creativity.

M OVIE 6.7 Adobe Voice - Introduction

Features & Benefits: Adobe Voice - Free Use voice to create stunning animated videos in minutes. No filming, just talk and tell the story. Persuade, inform and inspire your students with easy to consume video.

Features & Benefits: Shadow Puppet - Free Shadow Puppet allows you to easily create videos in the classroom. Search the Library of Congress, Creative Commons and other resources to add images and content to your presentation. Record your voice and add music, draw and interact with images as you record.

M OVIE 6.8 Shadow Puppet - Story Creation

Click and download the apps

Section 4

Accessibility

If you are deaf or hard of hearing, you can communicate in a variety of ways with iOS features like FaceTime video calling and unlimited texting. And assistive technologies such as closed captions and mono audio help you enjoy your content.    Innovative iOS technologies make the Multi-Touch screen easily accessible to those with physical or motor challenges who find it hard to tap or use gestures. And features like Siri let you control your iOS device just by talking.

Introduction iPhone, iPad, and iPod touch also come with assistive features that allow people with disabilities to experience the fun and function of iOS. With these innovative technologies built right in, iOS devices become powerful and affordable assistive devices.    If you are blind or have low vision, you can use VoiceOver, an advanced screen reader, to get the most from your iOS device. And Siri and Dictation help you type, launch apps, and read your calendar.

iOS devices are fun and powerful learning tools for people with attention challenges or other cognitive and learning disabilities. You can minimize visual stimulation to help with focus, limit access to a single app, and tap to easily access text-to-speech tools and definitions.

Vision VoiceOver is a revolutionary screen reader that lets you know what’s happening on your Multi-Touch screen — and helps you navigate it — even if you can’t see it. Touch the screen to hear what’s under your finger, then use gestures to control your device.

Zoom is a built-in magnifier that works wherever you are in iOS, from Mail and Safari to the Home and Lock screens. And it works with all apps from the App Store. Turn Zoom on for full screen or picture in picture mode, allowing you to see the zoomed area in a separate window while keeping the rest of the screen at its native size. You can adjust the magnification between 100 and 1,500 percent and access multiple filter options in either mode. Invert Colors and Grayscale: If a higher contrast or a lack of color helps you better see what’s on your display, iOS lets you invert the colors or enable grayscale onscreen. Once you set your filter, the settings apply systemwide, even to video, so you get the same view no matter what you’re seeing.

Hearing Closed Caption: Watch movies, TV shows, and podcasts with closed captions. Just look for the CC icon to buy or rent captioned movies from the iTunes Store or find captioned podcasts in iTunes U. Download straight to your iOS device to watch on the go. iOS also supports open captions and subtitles. You can even customize captions with different styles and fonts.

Visible and Vibrating Alerts: iPhone lets you know when something’s up, in a way you’ll notice. It delivers both visual and vibrating alerts for incoming phone and FaceTime calls, new text messages, new and sent mail, and calendar events. You can set an LED light flash for incoming calls and alerts. Or have incoming calls display a photo of the caller. Choose from different vibration patterns or create your own. Hearing Aids made for iPhone: Based on a new Bluetooth technology designed by Apple, these advanced hearing aids provide outstanding sound quality, offer many helpful new features, and couldn’t be easier to set up and use.

Physical and Motor Skills Assistive Touch lets you adapt the MultiTouch screen of your iOS device to your unique physical needs. So if you have difficulty with some gestures, like pinch, you can make them accessible with just a tap of a finger. Or create a custom gesture. And if you have trouble pressing the Home button, you can activate it with an onscreen tap. Gestures like rotate and shake are available even when your iOS device is mounted on a wheelchair.

Switch Control is a powerful new accessibility technology for anyone with impaired physical and motor skills. Switch Control allows you to navigate sequentially through onscreen items and perform specific actions using a variety of Bluetooth-enabled switch hardware. Dictation lets you talk wherever you would type. Tap the microphone button on the keyboard, say what you want to write, and your iOS device converts your words (and numbers and characters) into text. So it’s easy to type an email, note, or URL — without typing at all.

Learning and Literacy Guided Access helps people with autism or other attention and sensory challenges stay focused on the task (or app) at hand. With Guided Access, a parent, teacher, or therapist can limit an iOS device to stay on one app by disabling the Home button, and limit the amount of time spent in an app. Speak Screen: We all learn in different ways. Some of us learn better when more than one sense is engaged simultaneously. If you have a learning disability like dyslexia, Speak Screen can help with reading. Turn on Speak Screen and swipe down from the top with two fingers, or just tell

Siri to Speak Screen and have all the content of the page read back to you. You can also have words highlighted as they’re being read, so you can follow along. Even the voice’s dialect and speaking rate can be adjusted to suit your needs. Safari Reader: For some students, navigating the web can be a sensory overload. Safari Reader reduces the visual clutter on a web page by removing distractions. It strips away ads, buttons, and navigation bars, allowing you to focus on just the content you want.

Speech People with speech impairments can also benefit from iOS features. FaceTime lets you communicate visually, whether you use sign language, gestures, or facial expressions. iMessage lets you chat with others via text. And Speak Selection helps with speech development by speaking the words you’re reading. Or you can compose your own text and have your iPhone, iPad, or iPod touch speak for you. There are also over 100 third-party speech apps that can turn your iOS device into a powerful augmentative communication device. Third Party Accessibility Apps  77