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Allan Gyorke

Mobile Media Kit for Campus Instructional Designers | ETS - 5 views

ets.tlt.psu.edu/...campus-instructional-designers

Commonwealth Campuses Media Commons mobile media kit audio video mobility iPod Touch

shared by Allan Gyorke on 02 Jun 11 - No Cached
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • ...13 more annotations...
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • Allan Gyorke on 02 Jun 11
     
    "If the campus instructional designers had a mobile media kit, how would they use it? We weren't sure and Jackie didn't want to speak for all of them, so we sent out a survey and got back some really interesting ideas including ones like these: To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech"
  • Allan Gyorke on 02 Jun 11
     
    I wouldn't normally bookmark my own posts, but this Cole asked for this information and I thought it would be interesting to others.
Cole Camplese

Is lecture capture the worst educational technology? | Mark Smithers - 32 views

www.masmithers.com/...e-worst-educational-technology

psutlt

shared by Cole Camplese on 15 Mar 11 - No Cached
  • Cole Camplese on 15 Mar 11
     
    Should we be investing in a University wide initiative?
  • ...12 more comments...
  • Allan Gyorke on 15 Mar 11
     
    This is a pretty standard critique. Reasons for lecture capture from my readings on class podcasts: Accessibility (physical, sensory, and learning disability), time shifting (TiVo), exam review, increased student satisfaction, ESL students, hybrid learning, and student feedback (on presentations). I could probably list several more. Smithers doesn't really address these kinds of uses. He also mentions that preparing short videos to augment classroom materials is a worthwhile effort, and we'd get desktop capture along with the system that we'd purchase.
  • Chris Millet on 15 Mar 11
     
    When I first started thinking about lecture capture, what this article is saying pretty much summed up my position. Lectures represent poor instruction, and all lecture capture does is perpetuate that. I've come to have a more nuanced perspective on this issue than this author seems to have. First, there are certain realities we have to deal with. Large-enrollment courses and large lecture halls aren't going away anytime soon. In fact, they're only going to get more common as higher educational institutions try to operate more efficiently. Given this, as educational technologists, we need to look into technologies which provide the best teaching and learning experience with this contraint. Clickers are a good example of encouraging student engagement in large lecture halls. Lecture capture can improve this situation in a number of ways. If a student falls behind and is not able to ask questions due to the sheer size of a section, they can review the lecture later and engage with peers using the collaboration features of most lecture capture systems. Faculty can use lecture capture to create supplementary materials to supplement their instruction and minimize rote lecture, which may open an opportunity for incorporating critical dialogue in class. There are many other ways to use lecture capture to address the difficult teaching challenge of large lectures. Second, one situation that came up numerous times in my focus groups was that lecture captures helped students particularly in courses where the content was particularly challenging or informationally dense. No matter how good an instructor is, there are times that information presented in a lecture needs to be reviewed, and the presence of a lecture capture system provides that capability. Good systems, like the ones we're looking at, capture multiple sources like slides and document cameras, do OCR to make content searchable, etc., so review is a fairly rich experience.
  • Chris Millet on 15 Mar 11
     
    (continued.. Diigo cut off my comment) Third, another affordance good lecture capture systems offer is collaboration. Reviewing a lecture capture is not a one-way consumption of a capture, but rather a place for contextual discussion of course materials with peers, or a place for students to ask targeted questions regarding a particularly difficult section of a lecture. Given that this discussion is contextual, it's often far more useful than an LMS discussion area. Finally, this technology aids teaching by offering instructors the ability to more easily see where students are having problems (via observing what sections they are reviewing the most or where they have the most questions) so they can address this in class. There's more value in lecture capture beyond what I've suggested here, such as in supporting distance or hybrid instruction (another growing need at this institution). Perhaps the problem is in the name 'lecture capture', as this doesn't really encapsulate much of what I just described. And there's definitely a faculty training need created here, in order to help develop pedagogies to properly leverage this technology and not just perpetuate bad teaching. But I think that's the case with any technologies we introduce. In short, this article provides a very one-dimensional view of lecture capture, and is probably based on observations of a small handful of poor uses. I think we can do better, and I am much more hopeful about this technology.
  • bkozlek on 15 Mar 11
     
    I think the original author would argue that the points you bring up would be better suited by series of short desktop recordings. It is a better way to present informationally dense materials. Students can collaborate around the desktop recording as much as a recorded lecture, and analytics on desktop recordings can reveal areas where students are struggling just as well as a recorded lecture. To the first point of classrooms getting larger - maybe it is incumbent on ed technologists to find ways to increase efficiency in ways other than increasing capacity of lecture halls - like allowing faculty to present content from their desktop via the web and rethinking the assumptions of getting everyone together in a large room. I certainly don't have all the answers or all the information, but just a little advocating for the devil.
  • Chris Millet on 15 Mar 11
     
    That's a good point, Brad. You're right that desktop capture applications can do some of what systems like Echo360 can do. Something like Camtasia Relay is a good example of a desktop capture app that publishes into a centralized system, which could then integrate into an LMS, blogs, or whatever. I would say that Echo360's personal capture solution might be able to produce a more rich capture of multiple sources, and has some other collaboration and analytics features that Camtasia doesn't (can you tell I've been evaluating these tools for the last two months?). But still, you might say Echo360 is overkill if primarily what you want to do is desktop recording. I'm not convinced that that's all faculty will want to do, or if that's the right approach pedagogically speaking. But I guess that's why we need to pilot this stuff. I agree that packing students into larger and larger classroom isn't the right answer being more efficient. To some extent it's inevitable though, at least until more modern pedagogies that include active and social learning become more mainstream, and there's proven technology to support that on a large scale. Maybe lecture capture is just an interim step towards that model. I'm not sure..
  • gary chinn on 02 Apr 11
     
    this is a highly relevant article for me. by way of background, my director & I have been making the rounds to faculty meetings for the departments in our college (there are 13 in total) to talk about our center and what we do. one of the first comments/questions we get has something to do with lecture capture as a proposed "online course" model. for myriad reasons, I am against the notion that lecture capture can represent the foundation of a high-quality online learning experience. and, in fact, I am positive that the reason it comes up so often is that it is far and away the lowest burden on faculty in terms of effort: no course redesign; no reconsideration of teaching approaches; no change in anything, really, just record an already-ongoing in class presentation and stream it. I think it's lazy work and leads to a subpar instructional experience. that said, I have no issue with it at all as an ancillary resource for a res class. in fact, the content covered in many of our classes would benefit from allowing students to go back and review example problems, equations, in-class demos, etc.
  • Allan Gyorke on 02 Apr 11
     
    At the ELI meeting, I went to an excellent session by some folks at George Washington University where they're using lecture capture as the primary delivery platform for a distance education program. According to them, it works very well and both on-campus and on-line students are happy with the program. My notes are here: http://www.personal.psu.edu/asg102/blogs/portfolio/2011/02/echo-360-at-george-washington.html
  • Chris Millet on 02 Apr 11
     
    Lecture capture is just a technology. It can be used poorly (using it to re-broadcast bad teaching) or it can be used well (to prompt students and facilitate in-class discussion). The important thing is to understand its affordances and apply sound instructional design to its use. Again, I think people get hung up on the term "lecture capture" and miss all the other compelling uses of the technology. It take your point though, Gary, and there is a chance that these systems will encourage people to be lazy and call it innovative teaching practice anyway. But isn't that true with any technology?
  • gary chinn on 03 Apr 11
     
    good points, chris. again, my issue is with lecture capture as the foundation (ie primary content delivery approach) of a completely online course. as a way to making materials available outside of a residential course, I think lecture capture has clear application. we've also been working on "classroom flip" models for years in our college, which provide students with recorded lectures in preparation for in-class meetings. our architectural engineering department has done a good deal of these over the years and refined his process. so there is clear value to providing recordings of lectures. my criticisms are in the specific context of online instruction. we're incorporating lots of screencasts and other shorter video clips into courses currently under development, and have been doing so since I joined the center three years ago. but in terms of effective content delivery in an online environment, 50-minute captured lectures are a poor approach; if folks are interested in more info, I have a lit review I assembled last year on this exact issue. in short, long uninterrupted blocks of video are a poor choice for engagement & the realities of learner attention. however, steps can be taken to address these issues with pacing and building in opportunities for learner-to-content interaction within the larger elearning framework. to put another way, many of the benefits of redesigning for distance instruction are not the obvious ones: tasks such as revisiting learning objectives; reconsidering how interaction will work; reconsidering the balance between student-centered and instructor-led content delivery; how central student discussions or presentations are to mastery of specific course goals; and so on. i'm of the mind that simply posting recorded lectures does not force a closer examination of the course, and thus is philosophically equivalent to posting PPT slides/PDFs and calling that an online course. would we (as learning design professionals) la
  • Cole Camplese on 03 Apr 11
     
    I think it is better than the Aqua Bar, that's for sure ;-). I also wonder if this discussion would have happend as a comment thread to a blog post ... I doubt it. I like that the discussion is happening though. I wonder if we should organize an open discussion with people from around campus to see what they think. Conversations with designers and faculty might prove really interesting. Would the implementation of LC in all GPC's on campus change the design models for web courses or the world campus? Would that be a good thing? I just don't know. Anyone want to consider this as a way to get a larger conversation going?
  • gary chinn on 03 Apr 11
     
    aside: is there a character limit for these comments? I was looking over my second comment and the last 2 paragraphs are truncated. here they are: i'm of the mind that simply posting recorded lectures does not force a closer examination of the course, and thus is philosophically equivalent to posting PPT slides/PDFs and calling that an online course. would we (as learning design professionals) laugh at the notion that posting slides from a lecture constitutes a "quality course?" I think we might. and if we would, what makes a recorded lecture different? in my opinion, not much. and according to the educause quarterly article from 2009, there's no empirical evidence of an impact (pro or con) on grades, test scores or learning outcomes. anyway, thanks for the good discussion. I like this diigo thing, it's certainly got a leg up on delicious in the conversation department. :)
  • gary chinn on 03 Apr 11
     
    regarding a larger discussion, I think there would be interest. some collegues & I talked about it as a possible topic for the all-ld meeting late last fall, but the timing didn't work out. I've had conversations about it with elearing peers because "why don't we just post lectures as an online course?" is a common question from faculty. how, specifically, lc might change things is an interesting question. the ability to quickly & easily capture video would certainly have a benefit to online learning units, even if it's not full lectures. but something akin to a "one button studio" for faculty to create a quick demo/intro/expand on a confounding point? that would be great for sure.
  • Chris Millet on 04 Apr 11
     
    It would be great to get others involved in this discussion. Lecture capture has the potential to very broadly affect teaching and learning at Penn State, and there no better time than now to develop our thinking and strategies on the subject. The weekly All-ID meetings and the Learning Design Summer Camp would both be great forums for the discussion. A focused discussion with World Campus would be a good idea as well.
  • gary chinn on 04 Apr 11
     
    agree that all-ld is a good place to talk about things. would you be interesting in providing an overview of the lc committee's work? what you're looking for, how vendors are being evaluated, etc? then perhaps we could segue into a discussion of the larger implications with the group. if that sounds reasonable, we can talk to jeff about getting on the agenda. as for a focused session with WC, that's a good idea. I wonder if it could be a WC + online learning units from colleges, since we'd all be interested in impacts for online instruction.
gary chinn

Think You're An Auditory Or Visual Learner? Scientists Say It's Unlikely : Shots - Heal... - 0 views

www.npr.org/...er-scientists-say-its-unlikely

learning teaching research

shared by gary chinn on 13 Sep 11 - No Cached
  • When he reviewed studies of learning styles, he found no scientific evidence backing up the idea. "We have not found evidence from a randomized control trial supporting any of these," he says, "and until such evidence exists, we don't recommend that they be used." Willingham suggests it might be more useful to figure out similarities in how our brains learn, rather than differences. And, in that case, he says, there's a lot of common ground. For example, variety. "Mixing things up is something we know is scientifically supported as something that boosts attention," he says, adding that studies show that when students pay closer attention, they learn better.
  • gary chinn on 13 Sep 11
     
    along with the whole generational differences in learning (netgen, etc) angle, learning styles have always seemed suspect. perhaps it's the way it has been communicated, but regardless I thought this story was an interesting one.
Cole Camplese

7 Things You Should Know About the Modern Learning Commons | EDUCAUSE - 4 views

www.educause.edu/...227141

psutlt LearningSpaces commons library

shared by Cole Camplese on 26 Apr 11 - No Cached
  • The learning commons, sometimes called an “information commons,” has evolved from a combination library and computer lab into a full-service learning, research, and project space. As a place where students can meet, talk, study, and use “borrowed” equipment, the learning commons brings together the functions of libraries, labs, lounges, and seminar areas in a single community gathering place. The cost of a learning commons can be an obstacle, but for institutions that invest in a sophisticated learning commons, the new and expanded partnerships across disciplines facilitate and promote greater levels of collaboration. The commons invites students to devise their own approaches to their work and to transfer what they learn in one course to the work they do for another.
  • Cole Camplese on 26 Apr 11
     
    This is a critical discussion today and will be more important going forward. If TLT wants to create a vision related to creating the best learning spaces in higher education we need to better understand what is and isn't working.  My emerging goal is to establish a strategic direction that has us look at our spaces on a continuum from very informal to very formal in a consistent and systematic way.
  • Allan Gyorke on 26 Apr 11
     
    The writing process around this particular 7 Things paper was a lot of fun. I got a real sense that what we're doing with the Media Commons spaces, especially plans for the Knowledge Commons and Ritenour are in line with the kinds of spaces being developed at other universities. There was a lot of discussion around the political side of these spaces since the physical space, staffing, and resources don't fall into a neat hierarchy of organizational structure. Anyway, I'd really enjoy being part of a discussion about space design. There are a set of recommendations that the informal learning spaces group generated two years ago that haven't been acted upon. Not that those recommendations are still the right way to go, but it's a starting point for some of the discussion: http://tlt.its.psu.edu/about/reports/2009/Learning-Spaces-Vision.pdf/view
Jamie Oberdick

Garden Rant: Forget Gen Y. Make way for Generation G. - 0 views

www.gardenrant.com/...make-way-for-generation-g.html

garden education technology learning

shared by Jamie Oberdick on 26 May 11 - No Cached
  • I spent a lot of time talking with and learning from gardeners from many different backgrounds and age groups who would no more hire a landscape designer than I would hire a personal stylist.
  • I feel even more strongly that many Gen Yers take a holistic approach to gardening and are comfortable reinterpreting the definition of what a garden can be.  For example, their commitment to the environment, their passion for figuring things out for themselves and their tendency to rely on the internet rather than on books
  • Whether it’s trading in lawn for meadows, ornamentals for edibles or chemicals for compost, the gardening world seems more open to change and innovation than ever before.
  • ...1 more annotation...
  • And in true Gen Y fashion, when we asked where she got her ideas, she explained most came from browsing Flickr (which coincidentally, is where we found her).
  • Jamie Oberdick on 26 May 11
     
    There are many parallels to how learning is changing and how gardening is changing. The concept of a gardener some may have as a fogey in a big floppy hat is as quaint as the concept of a knitter being an elderly lady with a cat or a professor being John Houseman in the Paper Chase.  Note how younger gardeners are learning - not from books. I see this constantly. They reject the idea of manicured lawns as not only old but of questionable morals given effects on environment. They believe in eating META local. They believe in collaboration and community. This is continuing adult learning, and it's blended learning.  Note where Emily Goodman got her idea for her garden design - not from a book. And guess what - it's not limited to age. Just interesting to me how stuff like this is happening in so many aspects of the world outside higher ed. I think this offers more evidence we need to keep up. 
gary chinn

Will a Harvard Professor's New Technology Make College Lectures a Thing of the Past? - ... - 3 views

www.good.is/...e-lectures-a-thing-of-the-past

flip psutlt lecture

shared by gary chinn on 03 Aug 11 - No Cached
Angela Dick liked it
  • Mazur sold attendees at the recent Building Learning Communities conference on this new approach by first asking them to identify something they're good at, and then having them explain how they mastered it. After the crowd shared, Mazur pointed out that no one said they'd learned by listening to lectures. Similarly, Mazur said, college students don't learn by taking notes during a lecture and then regurgitating information. They need to be able to discuss concepts, apply them to problems and get real-time feedback. Mazur says Learning Catalytics enables this process to take place.
  • gary chinn on 03 Aug 11
     
    anyone familiar with Learning Catalytics? sounds like it's invite-only, but might be worth a look.
  • ...2 more comments...
  • Allan Gyorke on 04 Aug 11
     
    I saw something else along these lines at ELI this year (I'll have to look up the notes). It was mostly about organizing students into discussion groups and assigning them a topic, role, position on the issue, etc... I could see us doing a hot team on several of these technologies. But about the flipping the classroom part of this article, we'll probably open a "Flip the Classroom" engagement initiative this fall to explore multiple approaches to creating the class preparation materials and in-class activities. Some of this is related to the Kahn Academy discussions we've been having. Some touch the lecture capture software that faculty could run in their offices to create personal captures going over material or key points. Anyway, I'd like to open this up to the creativity across Penn State and see what approaches people propose.
  • Angela Dick on 04 Aug 11
     
    Awesome article! This is very similar to the way we are designing the modules for our NIH project. Allan, I would love to be part of "Flip the Classroom" engagement initiative this fall. If there is anything I can do please let me know.
  • gary chinn on 04 Aug 11
     
    an engagement initiative seems like a good idea. many of the approaches are implementations of active learning strategies, and I think having faculty from multiple disciplines exploring and sharing is a good way to test the effectiveness of various approaches. we just met with faculty from architectural engineering who've been flipping since 2008. one observation they made was that they flipped to allow student teams to work on group projects during class time. I had always thought that was a good idea for logistical purposes (especially in a team-heavy college like engineering), but they made a point I had not thought of: using classroom flip in that manner also allowed for the teams to have access to faculty advice and guidance while they were meeting to work on their projects. that seems like it may have huge benefits, especially at key points in a group assignment. all a long way of saying, there's much to learn. the blended learning initiative was essentially a 'classroom flip' approach as well, so some of the ways faculty adapted instruction for those courses might be relevant here too.
  • Allan Gyorke on 04 Aug 11
     
    Angela: Let's talk about it. Gary: Tapping into first-hand experience would be great. I know a bit from the National Conference on Academic Transformation conference. The example that comes to mind is a flip where students learn about math through some short (5 minute) video tutorials and then attend "class" in a lab environment to work in teams and get access to the GA and faculty. It taps into a lot of the features of "student engagement" as measured by the National Survey on Student Engagement with factors such as increased student-student work, collaborative problem solving, immediate feedback, and increased student-faculty contact. Overall, an excellent design.
Allan Gyorke

MindTap - Cengage Learning - 4 views

www.cengagesites.com/academic

mobile learning eBook apps

shared by Allan Gyorke on 29 Apr 11 - No Cached
  • Allan Gyorke on 29 Apr 11
     
    "Say hello to MindTap. This program of digital products and services: * Engages students through highly interactive content including assignable and gradable learning activities * Offers instructors choice in content, adaptable learning paths, additive learning tools, and multi-platform/device support * Mashes up and orchestrates rich content, learning activities, and apps delivered in one cohesive context to drive higher levels of engagement and outcomes"
  • Allan Gyorke on 29 Apr 11
     
    Not sure if this product has legs or not. I may see a demo of it in a couple of weeks.
gary chinn

Reverse Instruction: Dan Pink and Karl's "Fisch Flip" | Connected Principals - 4 views

www.connectedprincipals.com/...1534

reverseinstruction flip Teaching

shared by gary chinn on 25 Apr 11 - No Cached
  • If kids can get the lectures, can get the content delivery and skill modeling as well (or often better) by computer lecture than in person, why do we have use precious class-time for this purpose?  Why do we, in the status quo,  replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to difficult problems at home, without us there to help? Increasingly,  education’s value-add is and will be in the coaching and troubleshooting when students are applying their learning, and in challenging students to apply their thinking to hands-on learning by doing and teaming:  so let’s have them do these things in class, not sit and listen.   We know that collaboration is a critical skill set which can’t be developed easily either on-line or at home alone– let’s have students learn it with us in our classrooms.   Let every classroom be a collaborative problem solving laboratory or studio.
  • gary chinn on 25 Apr 11
     
    not a new article, but I just found it. I think these kinds of strategies are good to have in mind when thinking through implications of lecture capture. "classroom flip" is one example, and a different spin on one that the Blended Learning Initiative at PSU explored; in this case, instruction would be delivered via video instead of text/graphics web pages, but the goal of freeing classroom time is the same.
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  • Allan Gyorke on 26 Apr 11
     
    That's one of the problems that we're having with the "lecture capture" term. In some of the scenarios that Chris Millet is putting together, faculty would be using the personal capture features to prepare learning materials for students (short bursts) and then use classroom time for discussion/debate/problems/group work. So then the question becomes how we design classrooms (or learning spaces or studios, labs, etc...) to support that kind of activity.
  • gary chinn on 26 Apr 11
     
    has great potential for mid-week short example problems or "muddiest point" videos as well. it seems like an important part of the roll-out would be communicating the possibilities beyond the straight lecture capture, many of which we've probably not thought of yet.
  • Allan Gyorke on 26 Apr 11
     
    Agreed there. I don't think we should even label it "lecture capture" if we can avoid that term. By the way, we are always looking for good Symposium speakers. If you happen to see someone who you think would be good to bring to a Penn State audience, the planning group would like to hear about it. Most of the ones we've had in the past few years have had a nice blend of an academic background, innovative thinking, understanding of cultural trends, have written popular books, and have excellent speaking skills. Dan Pink may be two into the workplace motivation side of things, but maybe not.
  • gary chinn on 27 Apr 11
     
    I think pink's an interesting guy & good writer. we actually emailed his reps when we were planning an innovation & engineering workshop because his book "drive" talks a good deal about mastery and that was a topic we were interested in. but the quote we received was ~$45k, which was over 3 times our speaker budget. who knows, though, he might have an ed discount. :) I always found esther hargittai's work to be very interesting, though she is perhaps too 'academic' for the purposes of the symposium.
  • Allan Gyorke on 27 Apr 11
     
    Yeah - no - that's a bit high. I'm not sure that he's the best choice anyway. Maybe we just buy some copies of his book instead.
  • gary chinn on 28 Apr 11
     
    I certainly don't envy the symposium planning group; it's a diverse audience, so finding a speaker who resonates with most attendees seems like a daunting task. as for the book, a few friends have told me that pink's 20 minute ted talk has pretty much everything that's in the book, save some examples. very interesting topic, though. would be good fodder for a 'book club' discussion. the other book that might be good for a group read is digital habitats: http://www.amazon.com/Digital-Habitats-stewarding-technology-communities/dp/0982503601/ref=sr_1_1?s=books&ie=UTF8&qid=1304001207&sr=1-1 there's info in there about communities of practice & technology stewardship that I really liked. who knows, perhaps Etienne Wenger could be an intriguing potential speaker? FYI, I have an extra copy of the book in my cube if anyone wants to borrow it.
Cole Camplese

ELearning Platform Reviews - ETS - 3 views

ets.tlt.psu.edu/...ELearning_Platform_Reviews

ETS elearning reviews psutlt learning

shared by Cole Camplese on 07 Sep 11 - No Cached
  • Cole Camplese on 07 Sep 11
     
    In early 2010, Cole Camplese, then Director of Education Technology Services at Penn State, created a Web site (hereafter referred to as the OCDM wiki) that invited University Park learning designers and administrators to provide a summary of their unit's online course development models in order to capture a snapshot of practice at Penn State's main campus. In Summer 2010, an invitation was sent to the entire learning design community at Penn State to elicit the same information for other campus locations.  In January 2011, Ann Taylor, Assistant Director of the Dutton e-Education Institute in the College of Earth and Mineral Sciences and Chair of the Senate Outreach Committee, joined Camplese in his efforts to gather and analyze information about University-wide course development models. Several additional invitations were made to the University community, asking learning designers and administrators to update and/or to add their unit's online course development model summary to the OCDM wiki.
Jamie Oberdick

Online learning: The necessity and promise - 1 views

www.washingtonpost.com/...AFypkY2G_blog.html

K-12 blended learning online

shared by Jamie Oberdick on 14 May 11 - No Cached
  • Jamie Oberdick on 14 May 11
     
    "Rows of desks, teacher lectures, and passive learning won't lift us into the future. We need a serious, national discussion on what the 21st century classroom can and should look like, acknowledging the variety of ways that students learn, the multitude of tools they use to interact with the world, and the growing use of online learning."
bartmon

Creating a Meaningful College Experience in an Era of Streamlining - Commentary - The C... - 1 views

chronicle.com/...127893

shared by bartmon on 28 Jun 11 - No Cached
  • in many classrooms on today's traditional campuses, with class sizes in the hundreds of students, distance learning begins in the fifth row.
  • in many classrooms on today's traditional campuses, with class sizes in the hundreds of students, distance learning begins in the fifth row. At the same time, students spend much of their days holed up in their dorm rooms chatting with one another on Facebook. The opportunities to learn from other students and professors, in and out of class, are declining at the very time that we know such engagement is critical for learning.
  • We know students learn more when expectations are high and when feedback on what they need to do to improve is constant. I'm certain that my young friend, and his friends, would work harder if we expected it of them—but we don't.
  • ...1 more annotation...
  • We have to decide what students should learn and then offer courses that will enable them to achieve the goals we have set. The smorgasbord that currently exists is inefficient, ineffective, and meets the whims of the faculty rather than the needs of the students.
  • bartmon on 28 Jun 11
     
    Good editorial on large class size and disengagement across large institutions. A very student-centered piece that rings true on a lot of fronts.
Allan Gyorke

CDW-G Report: Campus Tech a Top Factor in College Selection and Perceived Career Succes... - 4 views

www.businesswire.com/...Campus-Tech-Top-Factor-College

learning spaces recruitment CLC ETS

shared by Allan Gyorke on 27 Jul 11 - No Cached
  • Allan Gyorke on 27 Jul 11
     
    "Eighty-seven percent of college students surveyed said they considered their institution's technology when selecting their college. This finding is also reflected in CDW-G's 21st-Century Classroom Report, which looked at educational technology in K-12 and found that 92 percent of current high school students say technology is an important consideration as they evaluate colleges. "
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  • Allan Gyorke on 27 Jul 11
     
    Jamie posted this to the Facebook wall and I thought it was worth looking at further. It's connected to what we are doing with our classrooms, Media Commons, EGC, learning space designs, Knowledge Commons, and mobile learning projects.
  • Allan Gyorke on 27 Jul 11
     
    Oh - and it reminds me of the University of Michigan learning spaces designs - Cole took pictures. I think it's their North Quad.
  • bartmon on 28 Jul 11
     
    I wasn't able to download the report w/o creating an account, but I'm curious *what* technologies are important to students as it pertains to selecting a university. Another highlight claimed that both faculty and students find 'virtual learning' and 'e-reader/mobile technologies' important. Not sure if those are the top 2 things kids look at when selecting a university...I would find that somewhat hard to believe. I know bandwidth cap still plays a role here in terms of on-campus housing post freshman year. Wonder if that also plays a role in university selection.
gary chinn

News: 'Now You See It' - Inside Higher Ed - 2 views

www.insidehighered.com/...the_brain_science_of_attention

teaching attention brain

shared by gary chinn on 24 Jun 11 - No Cached
  • Q: What are some of the ways that you've applied ideas and research about attention and learning in your own classroom? A: I rarely lecture anymore. I structure my classes now with each unit led by two students, who are responsible for researching and assigning texts and writing assignments and who then are charged with grading those assignments. The next week, two other students become our peer leaders. Students learn the fine art of giving and receiving feedback and learning from one another. I structure midterms as collaborative “innovation challenges,” an incredibly difficult exercise which is also the best way of intellectually reviewing the course material I’ve ever come up with. In other words, more and more I insist on students’ taking responsibility for their learning and communicating their ideas to the general public using social media.
  • If you want to learn more, you can find syllabuses and blogs on both the HASTAC and the DMLCentral site. I posted about “This Is Your Brain on the Internet” and “Twenty-First Century Literacies.” I also led a forum on interactive pedagogy in large lecture classes.
  • gary chinn on 24 Jun 11
     
    haven't read the book, but it might have some good stuff...
Chris Millet

Mobile Learning Research | ACU Connected - 0 views

www.acu.edu/...index.html

ACU mobile mobile learning

shared by Chris Millet on 10 Aug 11 - No Cached
  • Chris Millet on 10 Aug 11
     
    Outcomes from Abilene's mobile learning research.  This seems to be similar to our Faculty Fellows program, but just focused on mobile.
Cole Camplese

"Narrate, Curate, Share:" How Blogging Can Catalyze Learning -- Campus Technology - 1 views

campustechnology.com/...ing-Can-Catalyze-Learning.aspx

psublogging blogging ci597 psutlt

shared by Cole Camplese on 10 Aug 11 - No Cached
  • "Narrate, Curate, Share" is the framework in place for the upcoming fall semester as the Virginia Tech Center for Innovation in Learning partners with Tech's new Honors Residential College to bring 21st-century innovation to the tradition of residential learning with a program-wide blogging initiative.
  • bkozlek on 10 Aug 11
     
    well thought out and beautifully communicated vision for an educational blogging platform. Blogs@psu has had the motto, "create, reflect, connect". If I could take the liberty to translate Campbell's phrase into the lingo bandied about at PSU, it would be "reflect, meta-reflect, connect".
Cole Camplese

Free Online Class Shakes Up Photo Education | Raw File - 4 views

www.wired.com/...lass-shakes-up-photo-education

photography education open opencourseware openeducation

shared by Cole Camplese on 14 Aug 11 - No Cached
  • “The key thing is to use existing architecture where possible. Institutions develop institutionalized approaches. Like locking themselves into inefficient, inappropriate and expensive software systems,” says Worth “Twitter granted me access to the discourses that I wanted to listen to, learn from, and engage with.”
    • Cole Camplese
      Cole Camplese on 14 Aug 11
       
      This is the money quote and one to think about as we adopt various technologies for teaching and learning.
  • “That ideological program is pushing an out-moded model of learning, where more time in the classroom listening to a teacher’s broadcast is the goal. Thinking creatively about teaching demands an emphasis on engagement. Leveraging social media technologies to extend learning beyond the classroom is central to engagement.”
  • The classes are centered around experimentation with – and use of – social media tools, because Worth believes them essential to his students’ future career. In the internet age, the photographer is not only a producer, they are also distributor and publisher. Getting the University to adopt services like Flickr, Soundcloud, Audioboo, Twitter and Google Docs was essential to eliminate any barriers to entry, but it was a difficult battle to wage.
  • ...1 more annotation...
  • Worth uses Twitter as “a listening device” and a means “to tune the network.”
  • bkozlek on 15 Aug 11
     
    A lot to think about here - How the practice of so many disciplines are changing due to changes in media How open Education doesn't just mean some pages put up on the web - Actually open people, not just open content. How the existing communications systems out there are the fertile ground that communities of practice sprout from, not institutional management systems. The future will be found at the confluence of these trends.
gary chinn

How Big Can E-Learning Get? At Southern New Hampshire U., Very Big - Technology - The C... - 0 views

chronicle.com/...128809

E-Learning online

shared by gary chinn on 30 Aug 11 - No Cached
  • In a former textile mill in downtown Manchester, the university's president, Paul J. ­LeBlanc, has installed a team of for-profit veterans who help run a highly autonomous online outfit that caters to older students, with classes taught mostly by low-paid adjuncts. Their online operation is the institution's economic engine, subsidizing its money-losing undergraduate campus, known as University College, whose 2,350 students enjoy a new dining hall, Olympic-size pool, and small classes taught largely by full-time professors. "The traditional campus, in some ways, now has the resources to be even more traditional," Mr. LeBlanc says in his office on the suburban main campus, four miles from the online college. "And the nontraditional, with this split, has the ability to be even more nontraditional."
  • "It doesn't seem to me to be the 'disruptive innovation' that's going to transform things," says Richard Arum, a professor of sociology and education at New York University and one of the authors of Academically Adrift, a harsh critique of undergraduate learning. "It seems to me like just business as usual.
  • A lucrative one, too. With 7,000 online students, up from 1,700 four years ago, the College of Online and Continuing Education is on track to generate $73-million in revenues this year and more than $100-million next year. It posted a 41-percent "profit" margin in the 2011 fiscal year. The university plows the surplus into new buildings, employee salaries, financial aid at the traditional campus, and improvements in the online program.
  • ...3 more annotations...
  • But can a mainstream organization harness a disruptive innovation? "With few exceptions," he writes in The Innovator's Dilemma, that approach has succeeded only when managers "set up an autonomous organization charged with building a new and independent business around the disruptive technology."
  • Ms. Cohen, the math professor, has felt that some online courses failed to match those offered face to face. She is in a unique position to judge, as a full-time professor who teaches both in classrooms and online, and who also serves on the Web college's curriculum committee. Visiting online classes in past years, she found personal interaction with students lacking. Online faculty were teaching without any tests, only assignments and discussion. "That's not teaching a math course," she says.
  • Nationally, undergraduates complement their educations with online classes, but little evidence exists that students under 23 are actively pursuing all or the majority of their study online, says Mr. Garrett, of Eduventures
  • gary chinn on 30 Aug 11
     
    very interesting article from the chronicle, touching on online teaching, innovation, instructional quality, faculty roles, and the needs of different student populations.
Cole Camplese

2010 Letter to Shareholders - 2 views

www.sec.gov/...dex991.htm

social amazon

shared by Cole Camplese on 29 Apr 11 - No Cached
  • Invention is in our DNA and technology is the fundamental tool we wield to evolve and improve every aspect of the experience we provide our customers. We still have a lot to learn, and I expect and hope we’ll continue to have so much fun learning it. I take great pride in being part of this team.
  • nvention is in our DNA and technology is the fundamental tool we wield to evolve and improve every aspect of the experience we provide our customers. We still have a lot to learn, and I expect and hope we’ll continue to have so much fun learning it. I take great pride in being part of this team.
  • Cole Camplese on 29 Apr 11
     
    I like that statement quite a bit.  Would love to think about that as a starting point for the way we think about TLT.
  • bkozlek on 29 Apr 11
     
    Amazon had to invent its own technology to power its sales business. If you want to chart a new course for the ways things are done, you have to be willing to invent your own technology.
Allan Gyorke

Penn State Live - Garden of delights: The Arboretum at Penn State - 1 views

live.psu.edu/53752

mobility mobile learning ipad ipod college of education

shared by Allan Gyorke on 22 Jun 11 - No Cached
  • Chris Millet on 22 Jun 11
     
    A project out of College of Ed that ETS collaborated on.  This group created some augmented reality apps for the iPod and iPad to help young students (I believe 3rd or 4th grade) learn about their natural environment, in particular how to identify trees.  Pretty cool stuff.
  • Allan Gyorke on 28 Jun 11
     
    "During the event, faculty and staff led children through a variety of hands-on learning stations. For example, Zimmerman, along with Associate Professor of Education Susan Land and a team of six education graduate students, led a station titled, "Tree Investigators," in which they used iPads and iPods (provided by Penn State's Educational Technology Services) to give the kids an in-depth lesson on how to identify trees. "We used iPads to figure out what type of tree we were planting," said Collin Wayne, a student from Park Forest Elementary School, who attended the event. "We were in groups and we used a tree-finder app. You take a picture of a symbol and it tells you about the tree.""
  • Allan Gyorke on 28 Jun 11
     
    Penn State Live article about a College of Education project. Elementary school students used iPads and iPod Touches to interact with data about trees in the arboretum. We talked with Susan Land and Heather Zimmerman about the project and helped out by loaning them some equipment. Future partnerships with them are in the works.
Cole Camplese

Simply Speaking - Teaching and Learning with Technology - 5 views

tlt.its.psu.edu/...simplyspeaking

learning teaching education technology

shared by Cole Camplese on 18 Oct 11 - No Cached
  • Simply Speaking is a series of brief videos created by Teaching and Learning with Technology that explain technology topics in everyday language and with a little humor. They are modeled after the "... in plain english" videos that explain more general technologies such as Google Docs.
  • Allan Gyorke on 18 Oct 11
     
    "Simply Speaking is a series of brief videos created by Teaching and Learning with Technology that explain technology topics in everyday language and with a little humor. They are modeled after the "... in plain english" videos that explain more general technologies such as Google Docs."
  • Allan Gyorke on 18 Oct 11
     
    A new page to show all of the Simply Speaking videos that we have created over the past couple of years. Other ideas for similar videos like this are in the works, such as one to explain the importance of open educational resources and another talking about the ideas behind flipping a course.
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