Augmented Reality Interactive Storytelling Augmented Reality Interactive Storytelling, or ARIS for short, is a place-based storytelling and gaming platform that uses servers and mobile devices to engage learners in completing measurable objectives. Content authors use a web-based tool to create experiences using points of interest defined on a map, associating experiences, interactions, and assessment with each location.
PURPOSE »» Simple campus tours won’t take much time. Complex interactions »» Supports critical thinking and will take significantly more setup. higher order skills development using active learning techniques. »» Once your experience is stable, maintenance is minimal, but will »» Augments real-world experiences involve keeping devices updated and places with educational with the latest ARIS software. content in context. »» Fosters positive relationships CONSIDERATIONS between students, teachers, and the community. »» Network availability/capacity »» Time (production, participation) PROCEDURE »» Environment (weather, »» Tutorials and guides are available accessibility, etc.) on the ARIS web site to help you »» Student access to devices and understand the ARIS system and get resources started with creating an interactive story. Links to these resources are on the nwacco.org site. »» Difficulty developing and implementing in ARIS depends on ADVANCED the complexity of your project.
Find out more at » nwacco.org/card/augmentedreality http://www.nwacco.org/card/
References – Augmented Reality Interactive Storytelling
»» Holden, Christopher L., and Julie M. Sykes. “Leveraging Mobile Games for Place-Based Language Learning.” International Journal of Game-Based Learning 1.2 (2011): 1-18. Web. »» Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge UP, 1991. Print. »» Gagnon, David J. “ARIS An Open Source Platform for Developing Mobile Learning Experiences.” Thesis. University of Wisconsin - Madison, 2010. ARIS-Gagnon-MS-Project.pdf. Http:// arisgames.org, 9 Dec. 2010. Web. Backward Design Backward design is a course development method that starts with the end in mind and promotes organization and active assessment. Instead of the traditional method of designing your course around content or textbooks, ask: what should students be able to do after completing the course?
PURPOSE 4. Make sure your activities and supporting course materials reflect This process helps you design the kind of critical thinking and a course based on course goals enduring knowledge and skill (competencies that students need that you want at the heart of to develop) instead of around your course. the content. CONSIDERATIONS PROCEDURE »» Working backwards from goals 1. List your main 5-6 learning rather than starting with content outcomes. Make sure they are or a textbook can be challenging. specific, measurable, performance- »» Retooling a pre-existing based learning goals. course using this method may 2. For each outcome, determine require removing some an activity or experience (and extraneous content. what students will deliver) to demonstrate their mastery of the content. 3. Break down each major learning outcome and activity into BEGINNER logical order, with subtasks and learning goals.
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References – Backward Design
»» Sample, Mark. “Planning a Class with Backward Design.” Weblog post. ProfHacker Planning a Class with Backward Design Comments. Chronicle of Higher Education, 31 May 2011. Web. 27 June 2014. »» Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. Bloom’s Taxonomy Bloom’s Taxonomy can be used to help develop measurable learning objectives for students. The current version of Bloom’s Taxonomy consists of six categories, listed here from higher order to lower order: Create, Evaluate, Analyze, Apply, Understand, and Remember. Effective teaching guides students from remembering toward creation.
PURPOSE Bloom’s Cognitive Taxonomy Hierarchy (2001): Use Bloom’s Taxonomy to create higher order HIGHER ORDER learning objectives that are specific, measurable, and 6. Create: Generating, Planning performance-based. Having 5. Evaluate: Checking, Critiquing clear and organized objectives 4. Analyze: Differentiating, Organizing helps teachers to: »» deliver appropriate 3. Apply: Executing, Implementing instruction; 2. Understand: Interpreting, Exemplifying »» design valid assessments; 1. Remember: Recognizing, Recalling »» align instruction/ assessment with the LOWER ORDER objectives.
CONSIDERATIONS Identifying learning objectives requires careful, thorough analysis of lectures, lessons, BEGINNER and activities.
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References – Bloom’s Taxonomy
»» Marzano, Robert J., and John S. Kendall. Designing & Assessing Educational Objectives: Applying the New Taxonomy. Thousand Oaks: Corwin, 2008. Print. »» Armstrong, Patricia. “Bloom’s Taxonomy.” Vanderbilt University Center for Teaching. Center for Teaching, n.d. Web. 25 June 2014. »» Anderson, Lorin W., and David R. Krathwohl. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman, 2001. Print. Backward Design: Choosing Tech for Teaching Develop learning goals before selecting a technology to support teaching and learning. Choose technology that advances instructional goals rather than distracting from them.
PURPOSE experience frustration due to their inexperience with technology tools. Choosing a technology based on »» When beginning to incorporate specific learning goals allows for the technology, start small and best fit for the activity and leads to scaffold the experience for less frustration in the long run. students. Begin with one tool for one assignment and build up to PROCEDURE more over time as you become »» Seek: What support units exist for more comfortable and confident. faculty to incorporate technology? »» Ask: What should students get CONSIDERATIONS out of this activity/experience/ »» Software changes rapidly and is assignment? sometimes difficult to support. »» Ask: How much time should be »» Consider the learning curve before devoted to students mastering the selecting an application. technology versus completing the »» Try not to be seduced by “cool” or content-based learning objectives? trendy technology that doesn’t Is the technology easy to use? Is really advance learning goals. learning the technology part of the goal? »» To decrease their stress levels, explain to students that this is a new assignment and it might have some glitches, or that they may BEGINNER
Find out more at » nwacco.org/card/choosetechnology http://www.nwacco.org/card/
References – Backward Design: Choosing Tech for Teaching
»» Pitler, Howard, Elizabeth Ross. Hubbell, and Matt Kuhn. Using Technology with Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development, 2012. Print. »» Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. Classroom Response System (Clickers) Classroom Response Systems, or “clickers,” come in the form of personal handheld remote response devices or applications for existing devices (phones, tablets, laptops, etc.). Answers are collected and displayed for instant review in class or stored for later review.
PURPOSE participants with one another’s opinions. Clickers enable pre-made or on-the- »» Assign clickers for the term, and fly quizzing and polling, allowing all use them to replace paper quizzes. participants to actively engage with »» Since clicker software is often the presented material. Anonymous proprietary, check with your polling is also useful to elicit campus technology support to see participation from those who would if your institution supports specific otherwise be hesitant to speak. manufacturers.
PROCEDURE CONSIDERATIONS Generally, clickers are best for »» Requires students to have access short, multiple-choice quizzes to, and in some cases to purchase and to stimulate discussion and and/or register, devices. engagement. Also: »» Clickers are dependent on some »» Poll a class in real time to gauge sort of signal to work, such as an comprehension of concepts internet connection. and determine how much review is needed. »» Conduct introductory, non-graded polling to take class attendance. »» Use class poll responses as a BEGINNER discussion prompt to engage
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References – Classroom Response System (Clickers)
»» “7 Things You Should Know About Clickers.” EDUCAUSE Homepage. ELI, 15 May 2005. Web. 27 June 2014. »» Bruff, Derek. Teaching with classroom response systems: creating active learning environments. San Francisco: Jossey-Bass, 2009. Print. Team-based Learning Group projects are an active learning strategy that help students move beyond passive receipt of information. Team-based learning allows students to participate in their own knowledge construction, to apply their knowledge to real-world situations, and to deepen the learning experience.
PURPOSE »» Add peer assessment to alleviate fears of unfair grading practices. Choose a team-based approach when »» Allow enough time to complete a project is too complex to complete the group project, and consider independently. having fewer course objectives.
PROCEDURE CONSIDERATIONS »» Design the project to enable Instructors need to set up group everyone to contribute equally. projects carefully and have a plan to Group projects that are too small can result in one or two people facilitate and assess each project; it completing all the work. may be necessary to sacrifice goals »» Assign groups of 4 -7 students. like covering all the desired content. »» Assign group roles, or allow group members to determine roles. »» Balance the group by pairing weak and strong skills together. »» Ensure that teams start their first meeting by making a contract or charter. »» Check in regularly to ensure INTERMEDIATE groups are making progress.
Find out more at » nwacco.org/card/teambasedlearning http://www.nwacco.org/card/
References – Team-based Learning
»» Fink, L. Dee. “The Key Ideas of Team Based Learning.” Team-based Learning: A Transformative Use of Small Groups. Ed. Larry K. Michaelsen, Arletta Bauman. Knight, and L. Dee Fink. Westport, CT: Praeger, 2002. N. pag. Print. Creating a Welcoming Online Community A welcoming community allows students to learn through social negotiation (asking and answering questions, showing empathy and concern, etc.).
PURPOSE »» Use a tool such as a discussion board or blog and have students »» Create a community of learners introduce themselves and explain who are connected to one another, what they hope to gain from as well as to the instructor taking the class, along with their »» Create opportunities for student- personal interests. to-student interactions »» Make a separate discussion area for PROCEDURE students to talk about non-course topics. »» Consult with campus technology »» Consider using a variety of support for details on how to make “icebreaker” games to spice up the both informational pages and introduction process. discussion groups or blogs within the campus learning management CONSIDERATIONS system or preferred website builder (Google Sites, WordPress, »» “Introduce yourself” activities can Weebly, etc.). easily get stale for both you and students. Mix it up with a variety of »» Create a welcome page on activity types. the course website to orient students to the course layout and »» For online activities, up-front expectations. netiquette expectations and active moderation are important. »» Create a page about yourself. Include a picture or short video and post details of your academic interests and research focus, along BEGINNER with personal interests.
Find out more at » nwacco.org/card/welcometotheweb http://www.nwacco.org/card/
References – Creating a Welcoming Online Community
»» Conrad, Rita, and J. Ana Donaldson. Engaging the online learner: activities and resources for creative instruction. San Francisco, Calif.: Jossey-Bass, 2004. Print. »» “University of South Alabama.” . N.p., n.d. Web. 27 June 2014.
PURPOSE 2. Click My custom maps at the top left panel. Google Maps can be used to compile, 3. Click Create. organize, and present a variety of 4. Google Maps will open Maps location-related information. Map Engine Lite in a new tab. projects are interactive and can 5. Use Google Maps editing features be used for storytelling: students to add or edit places, lines, and can gather and communicate shapes. geographical information, interact with and distinguish CONSIDERATIONS between relevant geographical »» Students must have a Google data, use images for nonverbal account to create and save maps. communication, and gain knowledge »» Privacy concerns with place-based of historical, geographical, political, identification and student data/ cultural, social, and economic information perspectives. »» Google can update or eliminate services unexpectedly. PROCEDURE 1. Sign in to Google Maps (requires Google account). INTERMEDIATE
Find out more at » nwacco.org/card/googlemaps http://www.nwacco.org/card/
References – Google Maps
»» “Google Maps Help.” Google Maps »» “Google Maps Mania.” Google Maps Help. N.p., n.d. Web. 27 June 2014. Mania. N.p., n.d. Web. 27 June 2014.
PURPOSE »» E-Portfolios: students maintain e-portfolios containing work Blogging prepares students for samples and evidence of learning. discussion, promotes sharing of ideas, »» Magazine, Journal, Newspaper and fosters learning. Examples include: Publication: collaboration for »» Individual Academic Blog: student-produced content. students create personal blogs to reflect on their learning. The blogs PROCEDURE may be private, shared with the »» Determine the learning objective instructor or group, or fully public. or the purpose of the blog. Threaded commentary promotes »» Find the tool supported by your dialogue between learners and institution. their classmates, instructors, or the broader community. CONSIDERATIONS »» Course Website: the blog site functions as a course website and »» If blogs are not integrated may include pages for resources, thoughtfully, students can perceive news and announcements, or them as busywork or irrelevant. forums for discussion. This can »» Best practice requires the be used as an alternative to the instructor to read and comment on learning management system. the blogs, which takes time. »» Learning Communities: allow sharing of students’ coursework with a larger learning community. BEGINNER
Find out more at » nwacco.org/card/blogging http://www.nwacco.org/card/
References – Journaling / Blogging
»» “Blogs in Higher Education: Pedagogy, Practice, and Really Simple Syndication (RSS).” EDUCAUSE Homepage. N.p., 1 Jan. 2004. Web. 27 June 2014.
PURPOSE PROCEDURE Most instructors say, “Students need 1. Gain attention. to learn about x,” or, “I need to cover 2. Tell learners the learning objective. x amount of information with my 3. Stimulate recall of prior learning. students.” But the mind is not a 4. Present information. vessel to be filled, the way you can 5. Provide learning guidance. fill a pitcher with water. The great 6. Elicit performance educational theorist Robert M. Gagné (provide practice). (1916-2002) discovered that learning 7. Provide feedback. happens most effectively and 8. Assess performance. efficiently when the mind is activated 9. Enhance retention and transfer to and attention is sustained in certain other contexts. ways. He created a structure that he Students learn most from events called “the nine events of learning” to 6 and 7: practice and feedback. describe how this process takes place Instructors who focus on providing for most learners. practice and feedback to their students realize the largest gains in learning.
BEGINNER
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References – Robert Gagné’s Nine Events of Instruction
»» Clark, Donald. “Robert Gagné’s Nine Steps of Instruction.” Robert Gagné’s Nine Steps of Instruction. Donald Clark, n.d. Web. 27 June 2014.
PURPOSE 5. Now go back to study and refine the connections/relationships Mind maps can be useful for making created. decisions/problem-solving, organizing ideas (your own or other people’s), CONSIDERATIONS creative thinking, brainstorming, »» Mind mapping can feel improving memory and imagination, uncomfortable/unnatural to and facilitating collaboration. people unaccustomed to working in a non-linear structure. It takes PROCEDURE practice to get used to. 1. Pick a topic to be the central »» Not good for organizing very large theme of the mind map. amounts of text 2. Write that topic in the center of the »» Personalized maps can be writing space (including a relevant confusing to outside viewers. sketch/image is helpful). 3. Record free-form ideas as keywords surrounding the central topic, connecting them back to the central concept with branches. Try not to censor or moderate. BEGINNER 4. Continue adding branches from the central topic or subtopics until all ideas are included.
Find out more at » nwacco.org/card/mindmap http://www.nwacco.org/card/
References – Mind Mapping
»» Hescock, Kimmy. “Technology Across »» “Mind Maps®: A Powerful Approach to the Curriculum.” Mind Mapping. Oregon Note-Taking.” Mind Mapping Training State University, n.d. Web. 27 June 2014. from MindTools.com. N.p., n.d. Web.
PURPOSE »» Establish a schedule for the entire online discussion. Within that »» Learners achieve deeper critical schedule, give deadlines to: thinking as they incrementally develop group engagement, 1. Prepare: Complete assigned which challenges and encourages reading, viewing, researching, etc. each participant’s thinking. 2. Initiate: Begin the group »» Learners develop a sense of safety discussion with an initial post to within the group by experiencing give the group a strong start. a high level of commitment in the 3. Converse: Reply to peers. In a community. large group, have learners reply »» Instructors have more to a specified small number of opportunities to give feedback colleagues so that the task does that helps learners continuously not overwhelm. improve. 4. Synthesize: Participate in an instructor-guided synthesis. PROCEDURE CONSIDERATIONS »» Focus the discussion by providing guiding questions in advance Students can engage inauthentically and sharing ground rules for by echoing other posts. online etiquette.
INTERMEDIATE
Find out more at » nwacco.org/card/discussonline http://www.nwacco.org/card/
References – Engaging Learners in Online Discussions
»» Glass, Kathy. “What Exactly Are Essential »» Paloff, Rena M., and Keith Pratt, eds. Guiding Questions and How Do They Building Online Learning Communities: Frame Effective Units of Instruction? Effective Strategies for the Virtual .” HOPE Foundation. 9 May 2011. Classroom. 2nd ed. San Francisco: Web. 20 Feb. 2014.
PURPOSE 4. Prepare your desktop for recording. IMPORTANT: Close For teaching: Screencasts are applications that may contain often used to describe a step-by- confidential information step process, for lab or specialized before recording! software tutorials, for online lecture 5. Record your screencast. Keep in delivery, and for instructional videos. mind screen resolution and size. For an assignment: Students can 6. Publish your video in a format easily create screencasts for projects such as accessible to your students (YouTube, a digital story, online presentations, your course web page, etc.). tutorials, and documentation. CONSIDERATIONS PROCEDURE »» Underestimating the time involved 1. Create a script or outline. Define for a professional-quality project the topic and learning objectives »» Choosing software that is to open the narration. either too simplistic or overly 2. Test audio and video equipment. complicated for your project For higher-quality screencasts, use »» Poor-quality recordings due to commercial screencasting software poor location and substandard and a headset or microphone webcam/microphone designed for podcast recording. 3. Practice! INTERMEDIATE Find out more at » nwacco.org/card/screencast http://www.nwacco.org/card/
References – Screencasting
»» Educause Learning Initiative. “7 »» “Screencasting to Engage Learning things you should know about (EDUCAUSE Review) | EDUCAUSE.edu.” screencasting.”Educause Publication, Screencasting to Engage Learning March 15 (7): 2006.
Cameras and mobile devices often record very large video files by default. To make these files more manageable and shareable, reducing file size by 16 times or more, use a conversion tool like Handbrake.
PURPOSE CONSIDERATIONS Convert large videos created by video »» You can tweak Handbrake’s recording equipment (smartphones, settings to meet your needs. video recorders, laptops, etc.) to a Generally, the “average bitrate” will standard format and size that can be have the greatest impact on file “picture quality and file size.” shared and uploaded easily. »» Don’t delete the original, large file PROCEDURE unless you’re certain you won’t need it later for editing or 1. Install Handbrake. archival purposes. 2. Open a large video file using »» Handbrake is not designed for Handbrake. ripping copyrighted DVDs. 3. Adjust settings to meet your »» If the video is still too large, needs. consider posting on YouTube and 4. Output (transcode) the video into sharing the link. a smaller format that’s better for distribution. 5. Keep the original file for editing or archival purposes.
ADVANCED
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References – Compressing Video for Sharing
»» “HandBrake The Open Source Video Transcoder.” HandBrake: Open Source Video Transcoder.
PURPOSE 2. Choose a platform based on the features you desire. If uncertain, »» Understand how to use social get advice from your campus media platforms for academic and technology support. professional purposes (beyond casual/personal use). 3. Stay connected. Social media is most effective with ongoing »» Foster collaborative learning interaction/communication. experiences in and outside the classroom. CONSIDERATIONS »» Build ongoing community and network with peers and mentors. »» Requires active participation to be effective »» Provide a guided opportunity for learners to create and manage »» Choosing an appropriate platform their digital identities. can be confusing for social media novices. PROCEDURE »» Experience does not guarantee expertise; learners require 1. Decide the purpose for which guidance in developing you want to incorporate social good digital citizenship and media into your curriculum (as a effective use of social media for backchannel, a collaboration tool, academic purposes. a resource collector/organizer, part of a project assignment, and/or a communication tool). INTERMEDIATE
Find out more at » nwacco.org/card/socialmedia http://www.nwacco.org/card/
References – Social Media
»» “5 Ways To Make Students Better At Sharing Online - Edudemic.”Edudemic.
PURPOSE CONSIDERATIONS »» Learn to write neutral, »» Student changes to public pages expository text. may be quickly removed or edited »» Experience writing in a peer- by existing page editors. reviewed setting. »» Students are working in a public »» Hone information and technology forum, not a private site. literacy skills. »» Practice research skills: Wikipedia articles are evaluated by references to reliable sources.
PROCEDURE INTERMEDIATE »» Identify content that needs contributors. »» Practice and peer review. A private test wiki can help build confidence by providing 1. “7 Things You Should Know About a peer support group to review Wikipedia | EDUCAUSE.edu.” contributions before publishing Accessed June 25, 2014. http://www. to Wikipedia. If this is not educause.edu/library/resources/7- possible, Wikipedia User pages things-you-should-know-about- work well as a sandbox. wikipedia. »» Publish.
Find out more at » nwacco.org/card/editwikipedia http://www.nwacco.org/card/
References – Wikipedia Editing
»» 7 Things You Should Know About Wikipedia | EDUCAUSE.edu.” Accessed June 25, 2014. http://www.educause. edu/library/resources/7-things-you- should-know-about-wikipedia. »» “Wikipedia.” Wikipedia. Wikimedia Foundation
PURPOSE 4. Decide on a deployment system (class web page, learning »» Increase student engagement. management system, badging »» Provide extrinsic rewards for site, stickers). intrinsic achievements. 5. Define for students the steps »» Involve the pleasure center of necessary to receive each badge. the brain. 6. Award badges as students »» Foster community. acquire skills. »» Provide instant feedback on progress. CONSIDERATIONS
PROCESS »» It can be hard to find a balance between ease of achievement 1. Determine which skills are and value. going to be represented with »» Since leaderboards expose student specific badges. information, they can raise FERPA 2. Some suggestions: attendance, concerns. commenting on posts, sharing resources, leading a group, creative solutions, presentation skills. 3. Design a digital badge for each skill using either a badge design site or (if you want to get creative) software such as Photoshop ADVANCED or Illustrator.
Find out more at » nwacco.org/card/badging http://www.nwacco.org/card/
References – Gamification / Badging
»» “7 Things You Should Know About »»
PURPOSE CONSIDERATIONS When using web-based tools with Failure to format and close your text editors (e.g., popular learning tags properly could result in strange management systems and blogs), a formatting or improper page display. basic understanding of HTML and Make a test version first. commonly used tags can be EXAMPLE HTML PAGE helpful to complete certain formatting functions. PROCEDURE
Paragraph Content
When you view the HTML version- of a web page, elements look like
- List Item 1 this:
- List Item 2
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References – HTML Editing
»» “HTML.” W3Schools Online Web Tutorials. N.p., n.d. Web. 27 June 2014.
PURPOSE elements that will compete with your content. Slide design is critical for maintaining »» Know when to add content to a audience engagement and content slide and when to create a separate retention. handout for your audience. Printed PROCEDURE slides should not be a substitute for a handout with additional »» Stick to key concepts. Slides should details or resources. support content, not deliver it. »» Keep slide density low. 20 words or CONSIDERATIONS less per slide is ideal. »» Adding multimedia elements to a »» Use large font sizes (no less than slideshow may require you to test 28 point). their display and playback on the »» Use a limited color palette (3-5 machine you will be presenting colors). from. »» Slide contrast should be high (dark »» Slide presentations may appear background with light text). differently on different operating »» Avoid bullet points where possible. systems (Windows vs. Mac). Varying slide layout will help »» For maximum compatibility maintain audience attention. between computers, avoid »» Avoid overwhelming audience nonstandard fonts and themes. with visual clutter and animations. »» Use high-quality images and avoid stock themes. Stock themes tend to incorporate distracting visual BEGINNER
Find out more at » nwacco.org/card/presentationslides http://www.nwacco.org/card/
References – Slide Presentation Design Basics
»» Reynolds, Garr. Presentation Zen Design: Simple Design Principles and Techniques to Enhance Your Presentations. Berkeley, CA: New Riders, 2010. »» “Technology Across the Curriculum.” PowerPoint.
PROCEDURE »» Find pages with exact words or phrases, filter to exclude specific Search vs. I’m Feeling Lucky: terms, include specific terms, or find Search returns a list of results. I’m ranges of numbers. Feeling Lucky takes you directly to the Narrow results by top result. »» Language/region: useful to find Find exact terms: Use quotation non-English or international results. marks around the “word or phrase”. »» File type: find only sound files, Exclude terms from your search: use PDFs, or Word documents. a minus sign immediately in front of »» Usage rights: very useful to find the -word. open source or Creative Commons Explore the Settings page: materials for educational uses. Visit www.google.com and click on CONSIDERATIONS “Settings” in the bottom right corner of the browser window. »» Advanced operators are powerful, but take time and effort to use Search Settings creates personal effectively. search preferences associated with »» When searching for media, not your Google account. all content is properly tagged for »» Filter for explicit results. sharing, reuse, or modification. »» Receive instant search results as »» Google can update or eliminate you type. services unexpectedly. Advanced Search allows you to refine search parameters to refine results. BEGINNER
Find out more at » nwacco.org/card/advancedsearch http://www.nwacco.org/card/
References – Advanced Google Searching
»» “Cheat Sheet - Google Guide.” Interactive Online Google Tutorial and References - Google Guide.
PROCEDURE Development: Build complete lesson/course on the structured Analysis: High level analysis and sequence developed during the definition of course objectives and design phase. sequencing of the lesson/course within broader context. Consider Implementation: Deliver the course. prior learning challenges and Consider techniques to maximize strengths. efficiency of instructional time and student engagement. Design: Utilize Backward Design (see Backward Design card) to construct Evaluation: Both formative and the learning process. summative assessments are part of this model, including what students learn, effectiveness and engagement 1. Identify desired outcomes or learning objectives (see Bloom’s of the learning activity, and student Taxonomy card). perception. 2. Determine how students will demonstrate mastery. 3. Break down and scaffold learning; identify intermediate steps to build toward mastery. 4. Create structured sequence of learning activities (see also Gagné’s 9 Events of Instruction card). BEGINNER
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References – ADDIE Instructional Design
»» Ryder, Martin. “Instructional Design Models.” »» Gagné, Robert M. Principles of Instructional Instructional Design Models. University of Design. Belmont, CA: Thomson/Wadsworth, Colorado at Denver, n.d. Web. 09 July 2015. 2005. Print.
CONCEPTS History: a list of all pages visited since the last time the browser Page: a single document on the history was cleared. Internet. Cache: a snapshot of a page the Site: a collection of pages. browser stores on your hard drive. Window: the framework browsers Cookies: a piece of code the browser uses to display pages. saves on your hard drive to store Tab: a window nested into another information as you navigate within browser window. a site. NAVIGATION Plug-ins: allow you to view different kinds of media. Web Address or URL (Uniform Resource Locator): address of a CONSIDERATIONS page, often prefaced with http:// »» WiFi/ethernet network connection https:// and/or www. required. Address Bar: area that displays the »» If a page/site doesn’t function well, current URL. switch browsers. Navigation buttons: actions like »» Don’t ignore browser security Back, Forward, Refresh/Reload, Home. updates. Links: text or images that jump to »» Only download files from a another page or site. reputable source. Bookmark/Favorite: a method of directly linking to a frequently BEGINNER visited page. Find out more at » nwacco.org/card/browser http://www.nwacco.org/card/
References – Browser Basics
»» “Internet 101: Browser Basics.” GCFLearnFree.org. N.p., n.d. Web. 09 July 2015.
PURPOSE CONSIDERATIONS Understanding fair use helps If a copyright owner disagrees instructors and students make with your interpretation of what informed decisions about what constitutes as fair use of their work, it content they should or should not is possible the dispute will need to be use without permission, avoiding resolved legally. copyright infringement and potential lawsuits.
PROCEDURE Four main factors determine fair use of copyrighted material: 1. Purpose and character of use. 2. Nature of the copyrighted work. 3. Amount and substantiality of the copyrighted work to be used. 4. Effect on the value or potential market of the original work.
BEGINNER
Find out more at » nwacco.org/card/copyright http://www.nwacco.org/card/
References – Copyright and Fair Use
»» “The Campus Guide to Copyright Compliance.” Copyright Clearance Center. Web. 10 July 2015.
Blended teaching often refers to courses where a portion of the seat-time is replaced with out-of-class or technology-facilitated learning.
PURPOSE group work facilitate greater collaboration in learning? When considering reducing face-to- Can all learning objectives be face class time, that which cannot accomplished by weaving together be done well out-of-class using the in-class and out-of-class instructional technologies becomes elements? the emphasis for the face-to-face 5. Evaluate and review the course class sessions. design before, during and after teaching to determine whether PROCEDURES students are accomplishing the 1. Start with measurable learning learning objectives. objectives and course materials. CONSIDERATIONS 2. Plan, chronologically, the learning units: course materials, learning »» This “reversed” course design activities and assessments. (considering use of instructional 3. Explore, identify, refine and technologies before deciding on clarify the use of instructional face-to-face class session planning) technologies for out-of-class is less intuitive. learning, assessments and »» Those who prefer less use of homework. technology will not be inclined 4. Consider the best use of face-to- to consider it before the in-class face time. What might students experience. struggle with that could be addressed in person? Can INTERMEDIATE
Find out more at » nwacco.org/card/blendeddesign http://www.nwacco.org/card/
References – Course Design Strategies for Blended Teaching (or Learning)
»» Biggs, John. “Aligning teaching and assessing to course »» McGee, Patricia, and Abby Reis. “Blended Course Design: objectives.” Teaching and Learning in Higher Education: A Synthesis of Best Practices.” Journal of Asynchronous New Trends and Innovations 2 (2003): 13-17. Learning Networks 16.4 (2012): 7-22. »» Bonk, Curtis J., and Vanessa Dennen. “Frameworks for »» Smith, Robin M. Conquering the Content: A Blueprint research, design, benchmarks, training, and pedagogy for Online Course Design and Development. John Wiley in web-based distance education.” Handbook of & Sons, 2014. distance education (2003): 331-348. »» “Hybrid Courses: Faculty Development.” Hybrid Courses: »» Caulfield, Jay. How to design and teach a hybrid course: Faculty Development. Learning Technology Center, UW Achieving student-centered learning through blended Milwaukee, 2015. Web. 10 July 2015:
PURPOSE »» YouTube (https://www.youtube. com) There are a variety of uses of video »» Jing (https://www.techsmith.com/ including the following: jing.html) »» Talking head »» Screencast-o-matic (http://www. »» Faculty introduction, lecture, end screencast-o-matic.com) of week summary. »» Smart phone or tablet apps »» Demonstration of skill/technique. »» Video/audio assignment feedback. CONSIDERATIONS »» Screencasting »» Use a script. »» Orientation to a course/LMS. »» Be aware of file formats. »» Instructions for in-class »» Tie to learning outcomes/ assessment. objectives. »» Visual representation of a white »» Keep length to around 5 minutes board. per video. »» Use of software particular to the class. »» Voice over powerpoint narration. A variety of software can be used to create instructional video: »» Camtasia (https://www.techsmith. com/camtasia.html) INTERMEDIATE/ADVANCED
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References – Creating Instructional Video
»» Deck card: Screencasting
PURPOSE 3. Tune compression settings to lowest acceptable quality level Finding the best compression format with optimal file size reduction. for an image yields the highest image quality with the smallest file size. TOOLS
PROCEDURE »» Desktop apps: Photoshop, Gimp, or iPhoto. 1. Open the image in the image »» Web-based/mobile processing: editing tool. Pixlr. 2. Save a copy of your file using the »» Compressors: gifsicle, jpegtran, best compression format for your optipng, pngquant. image and needs: »» JPEG: best option if transparency CONSIDERATIONS or animation aren’t needed. »» Keep copies of your original »» GIF: used for small images or uncompressed images. illustrative images with blocks »» Only compress your images once. of the same color. Supports »» For online projects, “Save for the animation and transparency. Web” or “Optimize for the Web” »» PNG: good for images with option found in most image uniformly colored areas. Uses editing tools. lossless compression which results in a higher quality image, but files sizes are larger. Supports transparency.
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Resources – Digital Image Compression
»» http://www.html5rocks.com/en/tutorials/speed/img-compression/ »» https://en.wikipedia.org/wiki/Image_file_formats »» https://developers.google.com/web/fundamentals/performance/optimizing-content- efficiency/image-optimization?hl=en Digital Image Editing Basics Fundamentals of creating, editing and sharing digital images.
PURPOSE resizing, enhancing images, creating montages or saving to Digital images originate from a the web. variety of sources (digital cameras, scanned images, saved images PROCEDURE from the web, or screenshots from a Tools for working with digital images: computer) and are useful for courses. »» Photoshop - industry standard Key concepts image editor »» Digital images are composed »» Gimp - free and Photoshop-like of a grid of pixels (diminutive »» Mac users - OSX comes with Photo illuminated squares) app »» Resolution - number of pixels per »» Cloud based - Pixlr, Google Photo displayed inch (ppi) or dots per Storing images: Flickr, Google Photo, inch (dpi) of a printed image iCloud »» Image size or pixel dimensions convey total number of pixels Sharing images: Instagram, Flickr used in an image. An image used CONSIDERATIONS on a web page may only be 300 px wide, while an image suitable Web photos may be copyrighted. for print might be closer to 3000 Consider Creative Commons licensed px wide photos. Be sure to indicate clear »» Start big - you can always scale usage rights when sharing. down. »» Common tasks: cropping, rotating, BEGINNER
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References – Digital Image Editing Basics
»» Cofield, Melanie. "Digital Imaging »» Digital Imaging Tutorial - Basic Basics - Introduction." Digital Imaging Terminology." Digital Imaging Tutorial Basics. UT Austin, 2005. Web. 10 July - Basic Terminology. Cornell University 2015.
PURPOSE »» Make sure content accessible online is protected by login. In Student educational records (other most cases online work should be than directory information) are viewable only by members of the considered confidential and may class. not be released without students’ »» Check terms and conditions and written consent. The exception is privacy agreements of external directory information unless the online services you use. student asks to have this information »» When requiring students to restricted. Student information publicly post information caution stored electronically, including use of them about posting personal educational technology that creates information. a record of student activity, must be »» Never provide lists or other secured and available only to those information about students enrolled in classes for a with a need to know. commercial purpose. PROCEDURE CONSIDERATIONS »» Follow your institution’s FERPA »» Ask for student consent before policy. releasing information. »» For online instructional activities, »» Check data governance policies. use services provided by your institution or contracted provider.
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References – FERPA
»» “Family Educational Rights and Privacy Act (FERPA).” Education. Web. 10 July 2015.
PURPOSE license. Double-check the source to verify the media is covered by a Content creators use Creative creative commons license. Commons to set clear guidelines for using and distributing their work. If the license permits, follow With usage rights pre-established, instructions to download a copy requests to use the work are not of the media for offline use. Most required, provided the terms of browsers also allow you to download the Creative Commons license are images and other media to your hard followed. drive.
PROCEDURE CONSIDERATIONS Searching resources such as https:// Public domain works may be shared search.creativecommons.org/. Check/ or modified freely, but provide uncheck search options for allowed attribution of the work. If the media use such commercial, modification, is not licensed under Creative adaptation, etc. Don’t forget to check Commons or in the public domain, if attribution is necessary. consult Fair Use guidelines or contact the copyright holder for permission. When searching for media using a search engine (ie Google Image Search), restrict search results to those with a creative commons
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References – Finding Creative Commons Media
»» What Do Public Domain & Creative Commons Mean? Harvard Law School Library, 4 July 2015. Web.
PURPOSE or look for license information in the “About” and “Show More” areas OER is a framework for providing of the video’s description. If a video high quality, no-strings-attached is CC licensed, it will say Creative education resources that are free to Commons Attribution license (reuse use. allowed). If it says Standard YouTube PROCEDURE license, proper permission from the author must be obtained. OER must either be in the Public Domain or released with an open CONSIDERATIONS license CC (Creative Commons). YouTube and Google Video have Open Washington maintains http:// significant amounts of copyrighted www.openwa.org/find-oer/, a material, and some may upload convenient search guide with content to YouTube and falsely claim categories including open textbooks, it is theirs or covered by certain usage open course materials, open videos, rights. The burden for compliance and open images. Visit http:// is on the user, so when in doubt, www.openwa.org/module-5/ for contact the creator or do a little more instruction. research. YouTube.com is another resource for CC licensed videos. Include a Creative Commons filter during the search
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References – Finding Open Educational Resources (OER)
»» “Creative Commons Wiki.” Creative Commons. »» “What Are Open Educational Resources Web. 10 July 2015. (OERs)?” Communication and Information. »»
PURPOSE »» Google Slides: Web based collaborative presentation tool Research before choosing software offered through Google.. strengthens your presentation, »» Prezi: Web-based tool where maximizes meaning and minimizes the presentations are built on a large risk of unforeseen technical difficulties. canvas, rather than individual slides. Generally not transferable to other PROCEDURE presentation formats. Before choosing a tool, consider the »» Haiku Deck: Web-based and following: strongly visual, relying on images »» Type of content being presented. with minimal text. »» Ideas to be presented. CONSIDERATIONS »» Audience interaction with the presentation. »» Know limitations: Internet access, Possible list of tools available: cost, accessibility, and collaboration capacity. »» PowerPoint: Industry standard desktop presentation software from »» Research: Learn the software, the Microsoft Office suite. Includes a understand capabilities, and be able lite version available online. to solve common problems. »» Keynote: The Apple alternative to »» Be prepared: Have a PDF or PowerPoint tailored to Apple devices, PowerPoint backup saved to portable and saved in PowerPoint format. Uses storage if possible. If using own iCloud to sync across devices. laptop bring all required cables.
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References – Presentation Options
»» Roberts, Stu. “The Best Presentation »» Hoskins, Britta. “Which Presentation Software: Top 5 PowerPoint Software Should You Be Using.” The Hub: Alternatives.” TechRadar. N.p., 15 July The Marketing Technology Resource. 2014. Web.
PROCEDURE Roles and Ownership: Establish clear ownership, roles, and responsibility. There is no set formula or equipment Does the Makespace belong to list for creating a Makerspace, but a department, the library, or is it there are several critical features. It independent of your institution? requires flexible space to function as Who is responsible for supervision, laboratory, woodshop, workbench, funding, and maintenance? and gathering place, as well as a collection of tools and resources to Safety and security: Consider how support a range of activities. to control access to dangerous and/ or expensive equipment, as well as CONSIDERATIONS provide training and supervision. Function: Makerspaces are great for self-directed learning, but can also be an integral part of more formal learning. What community and function will the Makerspace serve? Funding: Your campus or community may already own a lot of the tools needed for a Makerspace. Look for donations of seldom-used equipment from your community. BEGINNER
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References – Makerspaces
»» “What Do You Need to Know to Get »» “Make: DIY Projects, How-Tos, Your Makerspace up and Running?” Electronics, and Crafts for Makers.” Make What’s a Makerspace? N.p., n.d. Web. 10 DIY Projects HowTos Electronics Crafts July 2015.
PURPOSE https://www.youtube.com/user/ khanacademy/videos Instructional videos can be used in fully online, hybrid/blended and www.Ted.com flipped courses. Including captions www.YouTube.com supports hearing impaired or English Include “,cc” in YouTube video searches as a second language students. for captioned videos.
PROCEDURE CONSIDERATIONS It can be an overwhelming task to »» Tie videos to student learning get started if you’re not familiar outcomes/objectives and inform students. with some of the types of resources »» Tie video to discussion, assignment available. Options include: or assessment. »» publishers (videos bundled with »» Closed captioning the textbook). support students needing »» library-restricted resources such as accommodations, as well as the database Films on Demand. students with various learning »» the web-PBS, Khan academy, TED styles. talks, YouTube, MERLOT, etc. »» Check links periodically and have www.MERLOT.org backup plans. www.TeacherTube.com www.PBS.org BEGINNER
Find out more at » nwacco.org/card/findvideos http://www.nwacco.org/card/
References – Online Instruction using videos: Selecting Instructional Videos
»» Bart, Mary. “Effective Uses of Video in »» WhHibbert, Melanie. “What Makes an the Online Classroom.” Web log post. Online Instructional Video Compelling? Faculty Focus. Magna Publications, (EDUCAUSE Review) | EDUCAUSE.edu.” 29 Aug. 2011. Web.
PROCEDURE CONSIDERATIONS »» Determine the set of skills or »» Creating a dozen discrete skills achievements to be certified with badges is a simple task. Creating badges and whether you intend to a system with multileveled and provide a formal supplementary scaffolded achievements is a much academic credential or informal more complex undertaking which evidence. requires significant preparation »» Depending on the scope of the and development time. project, decide if you will create »» Standards used and the reputation badges independently or use of the issuer impacts the validity of a badging service. A number the badge. of badging services offer a »» Badges may work best as a complete toolkit for creating, supplement to traditional issuing, verifying, and managing credentials as they have not yet digital badges. Popular options gained widespread acceptance. include Mozilla’s Open Badges Infrastructure (OBI), Credly, and BadgeOS.
BEGINNER/INTERMEDIATE
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References – Skills Badging & Tanscripts
»» “7 Things You Should Know About Badges.” Educause Learning Initiative (2012): n. pag. Educause Library. Educause, June 2012. Web.
PURPOSE CONSIDERATIONS A professional site can help »» Does your institution have colleagues and prospective students templates to help get you started? learn more about you, while a »» Be conscious of posting student course website can free you from the data on a public site that may conflict with FERPA policies. constraints of the LMS and bring your »» How accessible is your site? Does it materials to a broader audience. work well on mobile devices? FORMULATING QUESTIONS »» Does your content adhere to copyright and intellectual property Some questions to consider before policies? getting started: »» What is the primary purpose of your site? »» Who is your target audience? »» What content will you include? »» What options/tools are provided by your institution? »» Do you want dynamic content or will the content be mainly static? »» How interactive do you want your site to be? »» Do you plan to embed media (youtube, flickr, etc.) on your site? INTERMEDIATE
Find out more at » nwacco.org/card/wantwebsite http://www.nwacco.org/card/
References – So you think you want a website?
»» Kozlek, Bradley, and Boone Gorges. “7 Things You Should Know About WordPress.” Educause Library. Educause, 2 Sept. 2011. Web.
PURPOSE 2. Set up a tablet on the telepresence robot and install necessary Telepresence robots have several software. educational uses. Students who are 3. Have remote participant download homebound or temporarily away the software or app on their from class can use a telepresence computer or device to control the robot to fully participate in a class or robot. field trip. Instructors could continue 4. Transport the robot to the to teach while traveling, particularly classroom. if used in conjunction with a video 5. Connect. stream of the entire classroom. CONSIDERATIONS Additional uses include guest lecturers and test proctoring. »» WiFi network »» Physical room configuration PROCEDURE »» Expense 1. Purchase a telepresence device. Consult technology department for assistance. BEGINNER
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References – Telepresence Robots
»» McGee, Monique. “The Robots Are Coming: »» Joel, Mitch. “Don’t Be Afraid of the Robots.” Robotic Telepresence In the Classroom.” Harvard Business Review. Harvard Business Student Innovation Fellowship Program. Review, 18 Dec. 2012. Web.
PURPOSE »» Internet connection quality is key. »» Replace informal face-to-face. »» Arrive early! Start your software at least 5 minutes early to avoid last »» Allow guest speakers, students and minute glitches. faculty to participate remotely. »» Have a backup plan. PROCEDURE/HOW-TO TIME TO IMPLEMENT AND DIFFICULTY »» Work with web conference tools supported and recommended by Skype, Google Hangout or Apple’s your institution. Facetime are quickly accessible and »» Use equipment appropriate easier to use. Services that provide for your need. While built-in a virtual classroom for multiple webcams/microphones are fine remote participants will require more for informal video chats, check planning and practice. with your institution for check-out options and recommended high CONSIDERATIONS quality webcams, microphones Don’t underestimate the time and displays for more formal involved in learning and using conferences. systems. »» Plan ahead: current classroom or special web conferencing room. Require everyone tests. »» Verify the software is installed and works as expected and test. »» Test audio. »» Close programs on computer not being used. BEGINNER/INTERMEDIATE
Find out more at » nwacco.org/card/webconf http://www.nwacco.org/card/
References – Web Conferencing Considerations
»» “7 Things You Should Read About Video collaboration-cyberspace-cpltl-study- Communication.” Educause Learning web-conferencing-platforms>. Initiative (2013): n. pag. Educause »» “Video Conferencing FAQ.” University of Library. Educause, March 2013. Web. Iowa Information Technology Services. PURPOSE CONSIDERATIONS A professional site can help »» Does your institution have colleagues and prospective students templates to help get you started? learn more about you, while a »» Be conscious of posting student course website can free you from the data on a public site that may conflict with FERPA policies. constraints of the LMS and bring your »» How accessible is your site? Does it materials to a broader audience. work well on mobile devices? FORMULATING QUESTIONS »» Does your content adhere to copyright and intellectual property Some questions to consider before policies? getting started: »» What is the primary purpose of your site? »» Who is your target audience? »» What content will you include? »» What options/tools are provided by your institution? »» Do you want dynamic content or will the content be mainly static? »» How interactive do you want your site to be? »» Do you plan to embed media (youtube, flickr, etc.) on your site? INTERMEDIATE Find out more at » nwacco.org/card/measureoutcomes http://www.nwacco.org/card/ References – Writing Measurable Learning Outcomes »» “7 Things You Should Read About Video collaboration-cyberspace-cpltl-study- Communication.” Educause Learning web-conferencing-platforms>. Initiative (2013): n. pag. Educause »» “Video Conferencing FAQ.” University of Library. Educause, March 2013. Web. Iowa Information Technology Services.