FloridaStateUniversity_Navarre.ppt - Virtual Case Study

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  • 1. Hot Topics in Technology: What’s New and How to Use it Effectively Florida State University Rachel Navarre (team leader), Holly Radford, Jill Peerenboom and Candace Ford
  • 2. E-mail and Institutional Spam
  • 3. Hot Topics in Technology  E-Mail and Institutional Spam  Blogs  Podcasting  Virtual Classrooms  Streaming Videos
  • 4. What is e-mail?  E-mail stands for electronic mail  E-mail is a means of sending messages from one individual to another through communications such as computers, PDA, and cell phones  Institutions have embraced e-mail as a means, or the means, of communicating with the campus community  When too many campus-wide e-mails are sent out through the campus listserv, institutional spam can occur. Institutional spam is a negative side-effect of campus emailing.
  • 5. Why is E-mail Important?  Convenient - Can be sent from any location; no need for envelopes or stamps  Instant - No waiting for phone calls or letters in the mail  Up-to-the-minute - Provide important announcements, emergency information  Broad reach - contact limitless number of people at the same time with a click of a button
  • 6. Benefits of E-mail  E-mail allows for the dissemination of information to students  Can inform them about important events and campus announcements  Quick way to communicate with the masses  Convenient way for students to contact faculty/staff instead of visiting office hours  Student might be more willing to ask questions via e-mail instead of in class  E-mail is helpful for commuter students to contact faculty/staff
  • 7. Drawbacks of E-mail  If the receivers do not check their e- mail accounts regularly, time-sensitive e-mails may not be read in time  E-mails may not reach the intended recipient  Examples: E-mails accidentally filter into junk e-mail box, e-mails are deleted, e- mails are sent to wrong users
  • 8. Drawbacks of Institutional Spam  If campus-wide listservs are overused, students can become desensitized to the e- mails  From this desensitizing, students choose to ignore or delete campus e-mails  Many campuses use the same listservs for important academic announcements as well as social events  When e-mails are given the same weight, students choose to ignore all campus e-mails
  • 9. How to use Campus E-mail Effectively  If e-mail is going to be used by the campus to relay important information, create a campus communication policy  Ex: E-mail is the campus’ official means of communication to the university  Differentiate campus e-mails by importance so students do not become desensitized and delete important information
  • 10. Blogs
  • 11. What are Blogs?  Websites in the form of an online journal  Generated by one or more users  Interactive: readers can post reactions in comments section and the author can respond  First emerged in 1994, became popular in 1999
  • 12. Why are Blogs Important?  More than 57 million blogs existed as of October 2006  100,000 new blogs are created daily  Blogs are widely accessible to anyone with an internet connection  Students familiar with social networking sites (such as Facebook and MySpace) are familiar with the concept of posting public journals
  • 13. Benefits of Blogs  An alternative to paper journals and e-mail discussions  Students can be notified by RSS (Really Simple Syndication) when the blog is updated  Blogs are publicly accessible, allowing students to communicate with peers from other schools, distance learners, and potential students
  • 14. Drawbacks of Blogs  As with other methods of class participation, some students may participate more and get more benefit from the use of the blog than others  Successful blog writings are usually the result of a desire to share information with others, some students may lack this desire  Interaction on individual blogs may be less substantial than those on group blogs
  • 15. How to use Blogs Effectively  In the classroom:  Track student reflection of in-class or practical experience for use in discussion  Build community and facilitate communication among class members  To track student development:  Set up individual blogs for new students and provide them with guided questions to aid in academic and personal advising
  • 16. Podcasting
  • 17. What is Podcasting?  A podcast is a media file that is distributed over the Internet using syndication feeds, for playback on portable devices such as iPods or other MP3 players and personal computers  Students would be able to access free of charge recorded podcasts from a university created website distributing podcast files or an outside podcast file service such as iTunes U
  • 18. What is Podcasting?  Class lectures, guest speakers, discussion groups, or any other forms of instruction are converted to MP3 files for students to download  University campuses provide either their own site to host the podcasts for students to download or many websites have been created to facilitate this process. These websites include: iTunes U, Pick-a-Prof, Webcast.Berkley, BoilerCast.
  • 19. Why is Podcasting Important?  Podcasting has been growing steadily over the last three years as an alternate form of instruction. It blends common student technology such as iPods and other MP3 players with classroom teaching and communication.  Many schools have taken on this form of instruction such as Duke University, Purdue University at West Lafayette, Stanford University, Drexel University, University of Michigan School of Dentistry, University of Wisconsin Madison, and University of Missouri School of Journalism.
  • 20. Benefits of Podcasting  Students that were absent from class can stay on track with their coursework  Students may review the lecture for clear understanding or to review for an exam  Students may slow down the lecture if having trouble understanding certain aspects  Students who speak English as a second language can listen to the lecture multiple times for clarification  Podcasting can be used for the instruction of foreign language classes
  • 21. Benefits of Podcasting  Students cannot only download one specific class but have the entire semester’s lecture download automatically as the lectures become available on the website  Mobility of lecture or review; students can listen to class lectures while waiting on the bus or doing laundry  Students already use technology of iPods and MP3 players; this technology plays into their interests and comfort with technology  Can be used not only for classes but to spread important information of campus news to alumni and the community
  • 22. Benefits of Podcasting  Students can listen to music by other students on campus or commentary from the football game and other sporting events on campus  Student volunteers can be utilized to set up equipment for podcasting in classrooms and can also be educated on the operations and troubleshooting of the technology  Podcasting can be used as homework; students must listen to a lecture before coming to class and the classroom experience can be used for discussion and hands-on experiments  Faculty or staff will not have the worry of a couple students in the class falling behind because he or she knows that the students can listen to the lecture again
  • 23. Drawbacks of Podcasting  Students will download the lectures and not attend class  Faculty have to be willing to participate and facilitate recording procedures  Embracing podcasting might leave behind students who can’t afford MP3 players  Who owns lectures? There are mixed opinions on whether podcasts should be open to the public or only students at the university  Some students will show up, sign the attendance sheet, and leave class knowing they can listen to the podcast at a later time  There is little evidence that podcasts can hold students’ attention any better than classroom lectures
  • 24. Drawbacks of Podcasting  Students do not want to spend any more time listening to lectures than the time assigned to classroom instruction  There will be costs to buying, setting up, and distributing the podcast equipment to the students. It will cost both time of faculty and staff as well as money to purchase equipment.  Podcast service providers that handle podcast files may back out of the service at any time
  • 25. How to use Podcasting Effectively  Convene a technology committee or department to handle podcasting and take responsibility off of the faculty  Have students set up and transfer podcasts so they can learn the process and equipment  Make the classroom lectures half and half so students need to come to class to learn specific things or questions for an exam
  • 26. Virtual Classrooms
  • 27. What are Virtual Classrooms?  Online communities through which students engage in learning  Instructors use these communities to facilitate discussion, share information, and collect assignments from students  Can be used as a component of a course that meets online and still has a face-to-face component (known as a hybrid course)  It is accessible via the Internet, 24 hours a day, 7 days a week
  • 28. Why are Virtual Classrooms Important?  Student culture is shifting to one in which communication is constant and information is easily accessible  Virtual classrooms provide students with access to information  Can be used to target non-traditional students
  • 29. Benefits of Virtual Classrooms  Provides learning opportunities to students who would not normally enroll, thereby creating revenue  No defined work day for instructors because classroom can be accessed 24/7  Can free up classrooms and reduce class sizes  Learning is student-driven and students must take accountability for their own learning
  • 30. Drawbacks of Virtual Classrooms  Instructors tend to take existing curriculum and transplant it into virtual classroom  Instructors are inadequately trained in developing curriculum that will be useful in an online environment  Students may experience isolation and frustration  Can be difficult to know if the student enrolled is the person actually completing assignments
  • 31. Drawbacks of Virtual Classrooms  For online classes, visitation and accreditation must also be done online, so accrediting agency must be trained to assess online environments  Both student and teachers must read and write more than they would in a traditional classroom setting  All learning mediums must be supported by technology; if technology fails so does learning
  • 32. How to use Virtual Classrooms Effectively  System engages student/community  Learning outcomes are flexible and largely determined by learners  Students must feel part of and take ownership in online community  Encourage online visits by multidisciplinary experts around the globe that can help students identify misconceptions in previous learning
  • 33. How to use Virtual Classrooms Effectively  Time must be given to discuss with instructors what technologies are available  Instructors need to be able to pick from a variety of technologies to meet their needs and preferences  Greatest challenge is lack of face-to-face contact  Students ideas must be central to the learning process
  • 34. Streaming Videos
  • 35. What are Streaming Videos?  Streaming videos are videos that are hosted on video-sharing websites that can be viewed without having to download the file  Anyone can watch the videos, forward them on to friends, or post their own videos
  • 36. Why are Streaming Videos Important?  New, emerging technology  Can be used in the classroom as supplemental material  Non-traditional method of teaching  New millennial generation of students are more engaged in the classroom when technology is used
  • 37. Benefits of Streaming Videos  Constant flow of new information  100 million clips are viewed each day on YouTube, a popular streaming video site  Useful for finding hard-to-find video clips and current event topics  Easy access to videos during the lecture or outside of the classroom  Since downloading the videos is not required to view, it eliminates the worry of viruses
  • 38. Drawbacks of Streaming Videos  Difficulty in determining which videos are from credible sources  Students and professors may question if they are violating any copyright laws  With the use of recording devices, professors’ lectures are subject to being captured and posted on the Internet  Since videos are posted by the public, they can also be removed by the public. A video clip available one day may not be there the next day.
  • 39. How to use Streaming Videos Effectively  Capture students’ attention  Adds an interactive element to lectures  Videos can be assigned as homework for students to view outside of the classroom  Saves lecture time in class
  • 40. References Blog. (2007, February 17). In Wikipedia, The Free Encyclopedia. Retrieved 20:20, February 18, 2007, from http://en.wikipedia.org/w/index.php?title=Blog&oldid=108934839 Carnevale, D. (2006, October 6). E-mail is for old people. The Chronicle of Higher Education, 53(7), p. A27. Conway, C. (2006, November 13). YouTube and the cultural studies classroom. Inside Higher Ed. Retrieved February 18, 2007, from http://www.insidehighered.com/views/2006/11/13/conway. Dawson, K. M. (2007). Blog overload. The Chronicle of Higher Education, 53(22), C2. Edwards, M., et al. (2000). Unintended benefits of distance-education technology for traditional classroom teaching. Teaching Sociology. 28(4), 386-391. Krause, S. D. (2005). Blogs as a tool for teaching. The Chronicle of Higher Education, 51(42), B33.
  • 41. References Martindale, T., & Wiley, D. A. (2005). Using weblogs in scholarship & teaching. TechTrends, 49(2), 55. Melnick, B. (2002). Virtual Schools: Changing the face of Education. The English Journal. 91(5), 85-88. Podcast. (2007, February 17). In Wikipedia, The Free Encyclopedia. Retrieved 20:10, February 18, 2007, from http://en.wikipedia.org/wiki/Podcast Read, B. (2007, January 26). How to podcast campus lectures: Advice on getting your institution’s ‘coursecasting’ program off to a good start. The Chronicle of Higher Education. 53(21), A32. Read, B. (2005, October 28). Lectures on the go: As more colleges use ‘coursecasting’ professors are split on its place in teaching. The Chronicle of Higher Education. 53(10), A39. Read, B. (2005, September 9). Abandoning cassette tapes, Purdue University will podcast lectures in almost 50 courses. The Chronicle of Higher Education. 52(3), A32. Read, B. (2005, March 2). Drexel U. will give free ipods to students in school of education. The Chronicle of Higher Education. Retrieved on February 12, 2007. http://chronicle.com/daily/2005/03/2005030203n.htm
  • 42. References Spector, M. (2000). Trends and issues in educational technology: How far have we not come. ERIC-IT Newsletter. 21(2). Thacker, P. D. (2006, November 27). Return to sender. Inside Higher Ed. Retrieved February 17,2007 from http://www.insidehighered.com/news/2006/11/27/spam. Young, J. (2006, January 25). Apple releases free ‘i tunes U’ software to colleges for coursecasting. The Chronicle of Higher Education. Retrieved on February 12, 2007. http://chronicle.com/free/2006/01/2006012501t.htm Young. J. (2005, November 4). Stanford U. makes podcasts of lectures available through apple’s iTunes. The Chronicle of Higher Education. 52(11), A44. Young, J. R. (2002, May 31). The 24-hour professor: Online teaching redefines faculty members’ schedules, duties, and relationships with students. The Chronicle of Higher Education, 48(38), p. A31. YouTube. (2007, February 17). In Wikipedia, The Free Encyclopedia. Retrieved 20:57, February 18, 2007, from http://en.wikipedia.org/w/index.php?title=YouTube&oldid=108928856