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Video Everywhere is a new technology tool that I am exploring as a way to introduce video into my online classes. I plan to use this tool to introduce my students to each module in my online classes. Video Everywhere recordings benefit all students who need repetitive review of material and feedback. Video assists deaf students as well by allowing them to record and share sign language. Video Everywhere helps students who are enrolled in classes that are taught in non-native languages, giving them exposure to vocabulary and pronunciation according to their Web Site. I am looking forward to incorporating this tool into my classes.

Posted: Like all college and university faculty, August means finalizing fall syllabi and lesson plans, and pre-reading articles for fall courses. For many professors, this process includes thinking (or rethinking) on how to leverage social media to engage students in the semester's learning.

Having experimented with social media for learning -- especially Twitter -- across my courses, I am convinced that social media offers powerful opportunities to connect with students, by providing new ways for them to own the learning....

Really outstanding but lengthy session on how to use a wiki in teaching. Within the first 20 minutes he talks about using a wiki for his own course notes--he can access from any computer when he has a thought; an example, he says, of "cloud computing." He also explains how he started using a wiki for student note-taking. None of his students were taking notes because his lecture was "making sense." Instructor's (Richard Buckland) worry was that maybe later it WOULDN'T make sense. He tried handing out notes to studetns, each student taking turns keeping notes, and others. One student suggested a wiki and he says it's worked fantastically! COLLABORATIVE LECTURE NOTES. Now when he lectures he displays a brief outline of his notes which students then mark-up for themselves. Students now own their notes! He reviews at night and sees where students have trouble. He does NOT change the notes. He waits because often students will comes back to fix. But if he sees the error persists by the next lecture, then he knows he needs to correct a misconception.

If you use Google Talk (Google's instant messaging client) or just chat from inside your GMail account, you can set up a HTML "badge" that you can copy on to any webpage so that visitors can just click a link and start chatting with you. I've used a badge copied on to my Blackboard site to allow students to instant message me. The advantages are that the student doesn't need to sign up for a Google account to use this, and they don't even have to know your gmail account address to chat with you since you can make the badge say whatever you like.

One potential casualty when courses move online - or even when face-to-face courses incorporate web-based technologies - is collaboration. Many instructors fear they will lose opportunities to interact with their students - and that their students will lose the ability to interact with one another.

"Health and Safety To Go! CCOHS produces FREE monthly podcasts designed to keep you current with information, tips and insights into the health, safety and well-being of working Canadians. We call it "Health & Safety To Go" because you download and listen to the podcasts at your own convenience."

"Web 2.0" has become a catch-all buzzword that people use to describe a wide range of online activities and applications, some of which the Pew Internet & American Life Project has been tracking for years. As researchers, we instinctively reach for our spreadsheets to see if there is evidence to inform the hype about any online trend. What follows is a short history of the phrase, along with some data to help frame the discussion.

Back again to Twitter but this time with a wonderful collection of more than 50 ideas and tips on how to put this popular social networking and microblogging tool to work in your classroom.

Back again to Twitter but this time with a wonderful collection of more than 50 ideas and tips on how to put this popular social networking and microblogging tool to work in your classroom.

I never thought Snapchat would work in a classroom setting. I think it's time for me to stop being too old school and meet my students in the middle and allow them to enjoy my messages in whatever reasonable way that is necessary.

This helps. It gives a good path to how to use this teaching and learning tool.

Millennials live and breathe on social media, so teachers are learning how to incorporate the medium into the classroom successfully. In doing so, teachers not only encourage students to engage actively in the material, but they also provide online communities for students that might not exist for them in real life.

Suggestions include: having students use Twitter, Facebook and Flickr to share work, using hashtags to live tweet, requiring students to blog, using LinkedIn to reach out to experts, using Google Hangouts for virtual office hours, post assignments and messages in Edmondo, conducting class in Second Life.

This article is aimed toward faculty in mathematics departments who are working to increase the number of high-achieving mathematics students from racial and ethnic minorities and for researchers investigating these endeavors. The Emerging Scholars Program (ESP) is one of the most widespread models for supporting such increases. It is also one of the oldest, so there is a considerable body of research, both quantitative and qualitative, related to its impact. Whether or not one chooses to implement an ESP, this discussion of the history, philosophy,

Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Vesely, Bloom, and Sherlock (2007) document that essential to the learning process is the student/student and student/teacher interaction, and building this community of learners is more challenging in online. Students in blended courses felt interaction may be better than in traditional courses. Students who feel silenced in onsite class discussions are more apt to contribute online. Seeking help can be a determining factor in successful learning. In the online communities, help is available virtually around the clock from the instructors and fellow classmates. Furthermore, through their experiences in the blended course, students would better understand the significance of managing their time, cultivating their study environment, regulating their effort, seeking appropriate support, and learning from classmates. In my experience, students reported that their online interaction with classmates had greatly assisted in their comprehension of course materials. Central to how they felt about blended learning was the quality and quantity of student and faculty interaction. In blended courses, students are often required to engage actively by reading and responding to discussion forum postings that become a permanent record of their participation and learning, rather than passively attending classes. Perceptions of interaction from faculty are also positive for blended courses. Faculty renovate their teaching methods by placing onsite lectures online and adding supplementary activities to aid student learning. Blended teaching and learning transforms education from "a command and control structure to a connect and collaborate environment" (Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006) which is more student-centered than faculty-controlled. For faculty, the quality

This paper addresses the faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and assess faculty's decisions to adopt these tools using the decomposed theory of planned behavior. In my experience, all assignments in our courses are taught and completed in computer labs, we are supposed to attend several hours or more of professional development, teaching assistants and faculty are encouraged to pursue a certificate in teaching with technology, and in addition, more experienced teaching assistants routinely share their knowledge and experience in working with different types of technology with their colleagues who are just starting. The attitude of faculty and their perceived behavioral control are the main concern to their intention to use the technology tools.

The idea of storyboarding was developed at the Walt Disney Studio during the early 1930s. storyboard for video production is essentially a large comic of the film or some section of the film produced beforehand to help directors, cinematographers and television commercial advertising clients visualize the scenes and find potential problems before they occur. Often storyboards include arrows or instructions that indicate movement.More recently the term storyboard has been used in the fields of web development, software development and instructional design to present and describe, in written, interactive events as well as audio and motion, particularly on user interfaces and electronic pages.

Teaching students in the 21st century has new implications for today's classroom at all educational levels. Accompanying these implications are expectations that faculty must engage students through instructional strategies and activities of value to students. Twenty-first century learners live in an age of new technologies and information sharing. Cell phones, laptops, handheld PCs, electronic devices, and social online communities are a few examples of students' constant immersion in technology (see Figure 1). The exception to this constant exposure can be found in the classroom. One might reasonably ask, "How are faculty integrating technology into the curriculum to enhance learning?"

This article provides a good global study of faculty, and addresses the needs, technology needs in particular, that are essential to faculty effectiveness as we transition to the 21st century classroom.

An article on Twitter for teachers, from Edudemic, a site that distributes stories around teaching, learning, and the impact of technology on education.

In addition to the comment that populated itself below, I want to add that this link contains a list of etiquette rules for Twitter that I think are very useful for a newbie. Twitter has proven itself to be an indispensable tool for educators around the globe. Whatever skill level you may be, Twitter is downright fun and worth your time. So here's a useful guide that we curated from Edudemic's archives in an effort to put something together that was a bit easier to read than random blog posts.

Adobe offers a number of free courses that can help you learn tech tools. Some of the courses are self-paced and others are collaborative. Occasionally they have an extensive Train the Trainer course. When I took it in 2016, it was an 8 week course with an additional 20 days tacked on to the end to finish course requirements. I liked the focus on the importance of creativity in education and best practices in adult learning theory. It is the closet thing to a MOOC that I have taken. If you take it, pay close attention to how to track your posts...the platform makes it a little difficult to go back and look at the responses to your posts when you did not initiate the first post.

I am a maker! This video shows the Morse Code generator/trainer that I created as an introductory Arduino project. I used the Elego Super Starter Kit which goes for about $30 right now on Amazon. I used three tutorials for the bits and pieces: Green LED; Push Button; 1602 LCD Module. I then wrote C code to write the Arduino sketch that makes it all work together. I am looking forward to making more and more fun electronics video in the future. But what to make next?

Hi Brad, What a fun project! This looks like a great way to motivate students to apply what they're learning.

Thanks! I'd like to think it'd be at least a little something different for them to try.

Recent article on using social media

TT1921 (M Oyeleye) Prof. Garrett, What a great article to read! I was intrigued with this question, which I have tweaked a bit - "How can we as educators make the best use of Twitter or Diigo to help connect our students with amazing, inspiring personalities in the various fields we teach"?. Please, I will be interested in any response or comment on this?

One of many good articles for this week's study. I especially liked the Facebook uses.