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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.

Mozilla's Popcorn Maker is an initiative by the Mozilla Foundation to create a software that uses the Popcorn.js API to add web-rich features to videos, without having to learn programming. The software can be used by video creators and...

I think that Mozilla has discontinued support for this product, at least according to their web page.

As we develop our online teaching skills, I think it is important we also address leadership in the online environment.

deeper learning, critical thinking

An estimated 96% of people with chronic medical conditions live with an illness that is invisible. Invisible disabilities can impact student performance, and that staggering stat means that invisible disabilities are more prevalent in classrooms and eLearning environments than you think. Watch a recording of the presentation below, or read on for highlights.

What accommodations are needed for eLearning students with "invisible" disabilities?

What accommodations are needed for eLearning students with "invisible" disabilities?

Factors to think of when deciding about synchronous/asynchronous activities in a classroom.

I love this website. I think that Coursera is an amazing resource for online learning and for learning in general. -Sergei

Thanks Sergei! These are some great resources!

This blog entry provides us with very useful ideas of using Twitter in education.

I must admit that when I first heard about Twitter I thought it represented the apex of what concerns me about internet technology: solipsism and sound-bite communication. While I obviously spend a great deal of time online and thinking about the potential of these new networked digital communication structures, I also worry about the way that they too easily lead to increasingly short space and time for conversation, cutting off nuance and conversation, and what is often worse how these conversations often reduce to self-centered statements. When I first heard about Twitter I thought, this was the example par excellence of these fears, so for many months I did not investigate it at all.

This article describes ways to use twitter to enhance academic work. With twitter, the class goes on beyond the assigned class period because (i) the technology is appealing, (ii) students have much to say/ask, (iii) students can 'talk' without concern for "who's (physically) in class that might make fun of me", and (iv) students respond in their own time. Twitter has the dual benefits of quasi-synchronous and asynchronous communication.

This was worth listening to. It inspired me to think about using Twitter as a teaching tool. Jesse Strommel convinced me it's worth a try.

Students hate discussion boards and mostly feel like they don't get anything out of them. They go into check box mode and real dialogue is lost. How can we fix them?

I used discussion board for 2 full semesters. I received feedback from my students in both ways: course reflection and my performance evaluation. The feedback was very positive. The assignment for the discussion boards would include an actual company with specific operations (inventory, quality, process design, etc.). Students were free to answer any questions and required provide a feedback to at least one of the classmates answer. Students felt connected to their classmates, shared different views, had an opportunity to learn from each other.

The title is a bit misleading but some of the recommendations discussed can definitely spark some life into DBs. DBs are a good way to foster engagement but unless properly done can mostly be seen by students as a one and done exercise.

This paper raises serious doubts regarding the success of our educational system in preparing students for the knowledge society. According to the author the knowledge economy "...holds the promise of changing, to our benefit, some of the most deep-seated and universal regularities of economic life and of dramatically enhancing productivity and growth. Its effects, however, have so far proved modest." The disruption brought by the new technologies can cause an even bigger inequality in societies. Worth thinking about it.

With the advance of web 2.0 technologies, there emerged a wide range of educational tools that we can use with our students in and outside the classroom.Collaborative web tools is one example. Using such websites, teachers will be able to help in holding online and real-time discussions with their students, help them in their projects and assignments, guide their learning, do back-channeling, and synchronously moderate discussion threads and many more. We have prepared for you a list of such tools that you can use with your students, check it and share with us what you think about it.

I think these are helpful Video lectures in chemistry. #TT2041

#TT2041

Thanks for sharing this article. I think more instructors will need this information since the sudden move to remote learning due to the pandemic. Great information! #TT2041

you can find many of these type of articles online. Students have major and I think valid issues with online proctoring

Linked resources of how to use universal design for development, procurement, and use of technology

Thanks for the great resource. I don't think we can ever have enough info on UDI, particularly how tech can support it.