|Debbie Bridges||Digital Storytelling: Using Images and a Personal Voice to Teach and Understand Culture, Community, and Connection|
|Sarah Fishman-Boyd||How to Use Turnitin.com to Prevent Plagiarism|
|Rebecca Forrest||Using “Clickers” for Peer Instruction in Physics|
|Sandy Frieden||Teaching Film Online|
|Richard Gunasekera||Forensics on the Web and in the Lab - “Online CSI”|
|Abigail Hubbard||Ten Years in the Trenches: Lessons Learned|
|Rex Koontz||Experiences in Podcasting to Extend the Classroom|
|Shawn McCombs, Keith Houk, Craig Crowe, & Dale Higginbotham||Podcasting in the Curriculum: Effective Implementation and Delivery|
|Jeff Morgan||Authoring WebCT Quiz Content for Mathematics and Science Courses Using a Computer Algebra System|
|Barba Patton||Synchronous Meeting and Collaboration: Using Breeze to facilitate online review sessions.|
|Bernard Robin||Digital Storytelling in Higher Education: Is this a Technology Tool I Can Use in My Instruction?|
|Lorraine Stock||Hybrid-izing the Traditional Chaucer Course: A Pedagogical Pilgrimage|
|David Wallace & Heidi Bragg||Learn, View, Do|
|Lori Whisenant||"Hybrid"-izing a Large Section: 10 Insights to Consider|
|Cheryl Willis & Susan Miertschin||Instructional Uses of Tablet PC's in Stem Learning Environments|
|Lois Zamora, Mary Gray, & Sabrina Marsh||Paper to Pixels: Making Student-Created Web Projects Part of Your Course|
Curtis Bonk is a Professor of Instructional Systems Technology at Indiana University and an adjunct in the School of Informatics. Dr. Bonk is also a Senior Research Fellow with the DOD's Advanced Distributed Learning Lab. He has received the CyberStar Award from the Indiana Information Technology Association, Most Outstanding Achievement Award from the U.S. Distance Learning Association, and Most Innovative Teaching in a Distance Education Program from the State of Indiana. Dr. Bonk is in high demand as a conference keynote speaker and workshop presenter. He is President of CourseShare and SurveyShare (http://php.indiana.edu/~cjbonk/).
Digital Storytelling: Using Images and a Personal Voice to Teach and Understand Culture, Community, and Connection
Every community has a memory of itself.
Not a history, nor an archive, nor an authoritative record...
A living memory, an awareness of a collective identity woven of a thousand stories.
Center for Digital Storytelling, www.storycenter.org/index1.html
Creating digital stories to illustrate communication concepts enables students to give “face” and “voice” to culture and relationship, community and connection. By extending the examination of intercultural and interpersonal communication beyond academic research, digital stories allow students and their audience to share meaning, increase understanding, develop appreciation, and stimulate application to their own lives.
As I look at the human story I see two stories. …
One is of people who live…the events that arrive;
the other is of people who live…the events they create.
Margaret Anderson, U.S. editor and memoirist
I will share my experience incorporating digital storytelling in the teaching of intercultural and interpersonal communication, providing assignment specifics, resource list, implementation process, and samples of student work.
The first law of story-telling.... Every man is bound to leave a story better than he found it.
Humphrey, Mrs. Ward, British novelist.
How to Use Turnitin.com to Prevent Plagiarism
Many years ago, I read an article in the American Historical Association's bulletin about a new, web-based plagiarism detection service, turnitin.com, and persuaded the History Department to purchase a site license. The next year, the University decided to purchase a license for the entire campus. Just as students can use the internet to cheat, most of us are capable of searching the internet to detect plagiarism when a suspicious paper comes in. However the value of turnitin.com exceeds its utility as a search tool. In my experience, it can also deter cheating. I can demonstrate how to use it and we can discuss its value in preventing academic dishonesty.
Using “Clickers” for Peer Instruction in Physics
Peer Instruction is a teaching method that uses conceptual questions presented during class, followed by peer discussion of the questions. This method is most easily implemented using “clickers”, also known as student response pads. This approach engages the students during class, helps them learn underlying principles, and promotes student interaction. All of these aspects of peer instruction help students to succeed in the introductory physics courses.
Teaching Film Online
Film presents an opportunity for visual arts criticism, for cross-cultural understanding, for critical thinking and for an extremely robust exchange of ideas among students with quite diverse backgrounds—and all online. Selected Topics in German Cinema is a Core course in Visual and Performing Arts Criticism taught alternately face-to-face (with the majority of discussion online) or completely online to as many as 45 students. This presentation will focus on strategies and logistics for adapting film study to online delivery.
Forensics on the Web and in the Lab- “Online CSI”
The multi-disciplinary discipline of forensic science has recently received certain hype from the popular television series CSI. From the stories of Sir Arthur Conan Doyle of the well known detective character Sherlock Holmes, to Perry Mason and Agatha Christie mystery stories; society has been intrigued by the elements of mystery. Furthermore, the multi-disciplinary nature of the discipline, which includes basic science, criminalistics, sociology, psychology, and a number of other basic disciplines lends to it being taught as a hybrid course using WebCT.
This hybrid online course- Introduction to Forensic Science, which included some field trips to a crime labs etc. was recently successfully taught to undergraduates via WebCT. Of significance were practical experiments that were available in an online environment that can be conducted without or with very little supervision. These experiments were performed by students in a close-by campus laboratory or in their own home. Data collected helped students learn from the practical hands-on experience. The theory combined the use of online forensic web sites, online movie clips, and the use of a text book.
CSI: Reality, by Marx M. Houck, Scientific American, July 2006.
Ten Years in the Trenches: Lessons Learned
Supported by a department chair who said, “if it’s legal and doesn’t cost us money, you can do it,” I began teaching fully online courses in 1996. In the past ten years, there have been abundant opportunities to learn how to use technology to enhance learning experiences, rather than allow technology to dictate learning environments. “Lessons learned” includes insights about how to enhance student interaction, capitalize on technology, manage expectations, and become more efficient working in a virtual learning environment. Most recently, teaching a course about managing virtual teams has provided a platform to “practice what we teach.”
This session will explore the fundamental questions of "Why use podcasting at all" and "What are its most effective uses?" Through a series of case studies, you will learn about Koontz's experiences with using podcasts as a way to extend his classroom and give students a way to apply their knowledge to real-world situations. Koontz will discuss the aspects of the project that he found most effective and the changes that the podcasts brought about in his students and their learning. He will be talking specifically about a project running this semester that attempts to give the students an idea of good art history writing through the combination of podcast commentaries and canonical articles, as well as the successful relationship forged with the MFAH to use podcast tours to get students engaged with real art objects.
Shawn McCombs, Keith Houk, Craig Crowe, Dale Higginbotham, Communication, College of Liberal Arts and Social Sciences
Podcasting in the Curriculum: Effective Implementation and Delivery
The iPod has become a cultural phenomenon, bringing with it a new way of reaching our students. Podcasting curriculum content is making its way to college campuses across the Nation, and UH is no exception. Find out how the UH School of Communication has been using Podcasting and where we hope to go from here.
Authoring WebCT Quiz Content for Mathematics and Science Courses Using a Computer Algebra System
The Department of Mathematics at the University of Houston has authored a multitude of questions for use in its first and second year mathematics courses by using a script developed in the computer algebra system Maple. Similar scripts could be developed in Mathematica or other computer algebra systems. We discuss the process and our present use of WebCT.
Using Breeze, A Synchronous Meeting and Collaboration Tool
The mission of the Center is to help students excel on the TExES exams, the comprehensive exams for teacher certification in Texas. Many study sessions are held face-to-face, however, since we have students at three different campuses, scheduling is often difficult. Adobe Breeze Meeting is software which allows us to conduct online, synchronous meetings and collaborations with students conveniently from their home or office computer. Students need only an internet connection, web browser and the free Flash Player plug-in to participate. Conducting review sessions online has made it possible for more students to attend and have an opportunity to practice sample questions and discuss strategies for passing the exams. We will demonstrate a few minutes in a real-time online session to highlight the tools and options available in a meeting room and also show some clips recorded from other Breeze meeting sessions.
Digital Storytelling in Higher Education: Is this a Technology Tool I Can Use in My Instruction?
There are many definitions of “Digital Storytelling,” but in general, they all revolve around the idea of combining the art of telling stories with a variety of digital multimedia, including images, audio, and video. Just about all digital stories bring together some mixture of digital graphics, text, recorded audio narration, video clips and music, to present information on a specific topic. As is the case with traditional storytelling, digital stories revolve around a chosen theme and often contain a particular viewpoint. The stories are typically just a few minutes long and have a variety of uses, including the telling of personal tales, the recounting of historical events, and as a means to inform or instruct on a particular topic.
There are numerous ways that Digital Storytelling can be used as an effective teaching and learning tool. Educators can create their own stories as a way to present new material to students, enhance and contextualize content, or facilitate discussions. Digital Storytelling can also be a potent tool for students who create their own stories. The process can capitalize on the creative talents of students as they begin to research and tell stories of their own, as they learn to use the library and the Internet to explore rich, deep content while analyzing and synthesizing a wide range of information. Students who create their own digital stories develop enhanced communications skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. As they learn to create stories for an audience, the process allows them to present their ideas and knowledge in an individual and meaningful way.
The undergraduate Chaucer course is an intensive literature class about texts created in a culture located across an ocean and over five centuries removed from that of contemporary students, and written in a difficult language that is at best a distant, sometimes unrecognizable ancestor of modern English. The themes and genres of medieval literature are strange, and visualizing this temporally remote and geographically distant period is difficult for students native to Houston, which does not even boast a pseudo-gothic cathedral. Chaucer's Canterbury Tales are a text about medieval people on a pilgrimage to Canterbury, the shrine of Thomas Becket, telling tales in a storytelling contest to alleviate boredom. Teaching this material in a regular face-to-face class is difficult enough; to make the medieval period come alive, extensive "show and tell" of pictures, films, and music are usually employed. Much more challenging is the task of keeping students engaged when the material is presented through distance learning, which adds yet another layer of "distance" from the course materials.
Having agreed to teach Chaucer as a "hybrid" course, with 50% of course content delivered through electronic or other means, Lorraine Stock set out on her own pedagogical pilgrimage, attempting to create or find available and suitably engaging content to compensate for the 50% of class time that she would not be meeting her students. Organizing the course around the metaphor of "pilgrimage," she constructed the curriculum as a pilgrimage, tracing the students' journey from ignorance about Chaucer and medieval life to mastery of The Canterbury Tales. Using an interactive map of the pilgrimage route from London to Canterbury as the course guide, she constructed learning modules about the phenomenon of pilgrimage in general, Chaucer's life, major historical events in Chaucer's period (the Black Death and the 1381 Uprising of Peasants), the different literary genres practiced by Chaucer, and other topics. Materials created or found and utilized include self-created webpages about the content (featuring text and images), radio programs, photo galleries, QuickTime film clips, music files, podcasts, and other materials. Employing "gaming" in the design of the course's writing projects, Stock assigns each student a medieval pilgrim identity, which they research and then create a self designed persona, in whose "voice" they write for assigned writing exercises.
Stock will share the strategies she employed to create such material, the methodologies employed by the ever-invaluable CLASS iDT staff to help her realize her goals, and war stories about the pitfalls of web-based teaching.
Learn, View, Do
Students in Pharmacy’s 4-year professional degree program must perfect clinical skills such as taking blood pressure, conducting osteoporosis screenings, and performing diabetic foot exams. The challenge has been how to provide a quality and consistent didactic experience. To meet this challenge, clinical professors developed compact discs that present content in the format of a narrated lecture, a video demonstration, and links to supportive evidence-based clinical guidelines. By shifting traditional lecture and skills demonstration from classroom to portable electronic format to be completed prior to class, class time can now be devoted to skills practice and performance assessment. Furthermore, quality and retention of learning activities are improved since students can reference the CD to review and re-train themselves.
As with teaching any course, hybrid course instruction can be approached from many different perspectives about the best strategies, techniques and tools one can employ to accomplish course objectives or outcomes. The complexities and challenges of a large section add additional dimensions to be carefully considered when making design and delivery choices.
This presentation will offer strategies that have proven successful so far, for a course that combines business law, ethics, and writing into a large section hybrid course. From online lectures, designed to address multiple learning styles and ensure continuous access, to assessment approaches that leverage the strength of each modality (face to face and online), audience members will be able to evaluate each strategy for it's merits and take away ideas to adapt to their specific disciplines and courses.
Instructional Uses of Tablet PC's in Stem Learning Environments
Tablet PCs are becoming more popular as teaching tools to create and enhance a technology enabled learning environments. In 2004, Willis and Miertschin identified tasks that information workers in a learning environment (i.e., faculty and students) need to perform to get their work done—note-taking, creating and giving presentations, document markup, teaming and collaboration, and information management. They further proposed that because of their form factor and capability for pen input and control, tablet PCs are an appropriate tool to enhance learning environments for undergraduate STEM disciplines. Tablet PCs emerged in 2003 as an integration of several technologies including pen input and control together with handwriting recognition, audio input and control together with voice recognition, plus integrated mobile technologies such as Intel® Centrino® mobile technology. The resulting single footprint hardware package spawned software development and inspired educational experimentation, especially in areas where keyboard input is not ideal, such as symbol-rich abstract mathematical representation of physical and social phenomena. Since that time, the authors have personally experimented with and promoted to their colleagues applications of the Tablet PC to improve instruction and learning in STEM areas. This presentation will relate tablet PC functionality to the tasks required of faculty and students as information workers.
Mary Gray, UH Writing Center
Sabrina Marsh, College of Education
Paper to Pixels: Making Student-Created Web Projects Part of Your Course
Dr. Lois Zamora, Department of English, Mary Gray, UH Writing Center, and Sabrina Marsh, College of Education, describe a collaborative project that allowed students in an upper division English course to learn a new literacy, explore the possibilities of visual rhetoric, and create essays that came alive on the web. Students attended a two-week workshop in the UH Writing Center where they learned the basics of Microsoft FrontPage and transformed their traditional essays into projects designed for a world-wide audience. All student projects appeared on a central site and became part of the course content. The instructors, along with members from the class, will outline the planning, execution, and results of incorporating web authorship into the course.