Emerging Tools for Teaching & Learning
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Emerging Tools for Teaching & Learning

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FREE or emerging tools for higher education. Engagement that changes the game.

FREE or emerging tools for higher education. Engagement that changes the game.

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  • Each technology I’ll talk about is a part of the wild-ride summer of redesign in a UWTT tech fellows program-- in 2012 15 faculty explored as classroom, content and collaboration container. 2013 – 17 faculty will work to collaboratively redesign their courses.
  • Thoughtful research is available regarding Google Apps for Education as a whole student e-portfolio or academic identity site. Deeper learning through identity and ownership.
  • Rising quickly as the most amazing meeting tool of the web, the bottom window of a Hangout shows all participants in thumb nail, automatically elevating whoever is speaking to full window. If you’re not in Google Plus, jump in, create your circle, come hangout with us.
  • And a game-changer in student scholarship that far too many learners don’t know of or don’t understand the implications of rank and referral when doing their research. If there was one practice I could magically place into the hands of students, it would be use and customization of Scholar.
  • On to the open cloud: Twitter. Instant access to social knowledge of a discipline. Follow your colleagues, mentors, heroes. Teach your students to do the same. Teach your students to participate, construct, share, critique.
  • Go mobile. Instantly tabulated polling . Accepts input via texting on phones or on your auto-created poll via the web and laptops. 40 responses free per question. If you have a larger class, try collaboration. Or buy the Presenter license for up to 250 inputs. Easier, quicker, friendlier than clickers.
  • IBM Research Group’s generous gift to the data visualization community. Teach your students to upload and visualize their data from more than 20 visualization options. One of your students might be the next Hans Rosling with Many Eyes.
  • Yes. We have fifty places to store files at UW but none are as easy to access from anywhere, from any device as from DropBox. Once you try it, you’ll never lose a file or wonder how to share with a colleague again. When Google Drive is not simple enough, use DropBox.
  • Playing no favorites, pick a graphic organizer. Teach your students to organize their thoughts and you have taught them to fish in their own sea of their knowledge. I’m nearly neutral : MindMeister is free, as is Xmind and FreeMind. I write the first draft of my scholarly work in MindMeister. Inspiration is available at the Bookstore for $50 and switches from concept map to outline view. How cool is that?
  • Arelativley unexplored tool in discovery learning- QR codes tap into the game design feature of mystery revealed.
  • Join the digital. Incorporate the world’s just-in-time, visual repositories for seeking knowledge. Containers moving toward shared knowledge, collective understanding, and streaming, screaming visual media. Traditonal textbooks should be afraid. Their days are numbered.
  • Apps will change education. They engage, they’re tactile, they’re facile and personal. They’re on our devices and our bodies.
  • Not your mother’s course management system, new learning environments are bringing the power of data and personalization to the learning experience – IF the course is designed for learning. Otherwise, it’s still course in a box.
  • Moving to supporting the learner in his/her discovery – tools for support and engagement. Jill and I wrote about this in EDUCAUSE Review regarding nudges to learner persistence.
  • If I can move 20% of my students closer to completion in online courses? Something important is happening. Students complete when they feel connected ..
  • For learners that don’t love the lecture, for our reflective, focused learner…cloud applications that allow for self-paced, engaged, connected learning. UWT is supporting independent learners in self-study to satisfy language requirements.
  • And that’s my 20. Thank you so very much for your patience. Please feel free to contact me if you’d like more info on cool free stuff or for me to talk slower.

Emerging Tools for Teaching & Learning Emerging Tools for Teaching & Learning Presentation Transcript

  • + More Diplomas: Emerging Tools for Teaching and Learning Colleen Carmean Assistant Chancellor for Instructional Technologies University of Washington Tacoma
  • University of Washington Tacoma: + Public, Urban-Serving, Diverse Population, First Generation, CC Transfer -the “New Traditional” Student
  • Faculty: + Transforming Culture PEDAGOGY of Emerging Tools Explored in the UWT iTechnology Fellows
  • + Google Apps
  • + Google Hangouts
  • +
  • + Twitter  Img of Twitter #tag
  • + Poll Everywhere  Img of Poll Everywhere
  • + Many Eyes (IBM Research Group)  Img of Many Eyes
  • + DropBox
  • + Concept Mapping
  • + Don’t Forget QR Code Generators
  • + Open Crowd Content: YouTube & TED; Khan Academy & Wikipedia & …
  • + Insert favorite APP here…  Google Earth,  Corkulous,  Attendance, Remind101,  Evernote, Word Press, Brushes,  Doceri, Keynote Remote, iNotebook,  30/30, GoodReader…  University-proprietary support services  -------some cost a bit, but they’re worth it.
  • + The Smarter Learning Environment • Analytics under the hood • • • • • • • Prerequisite conditions for the learner on new materials Learning outcomes based labeling Smart warnings, reminders, notices Condition-aware emails Summative assessment Integrated rubrics in grading and submission view Learner- customization (notices, view, RSS, reminders)
  • + WHOLE Learner Support Persistence: tinyurl.com/uwtppnudge
  • Student grades 90% 86% Students Earning As, Bs, or Cs (%) 86% 80% 73% 70% 60% Caveat: Sample too small for statistical significance 55.6% 50% 40% 30% 20% 10% 0% Online P+ Online No P+ F2F P+ F2F Control
  • Survey results • 71% said that they would recommend the mobile student support program to a friend or fellow student • A majority (57%) reported that the nudges helped them feel more motivated, enthusiastic, supported, optimistic, committed, and driven • A majority (53%) talked about the program with other students outside of pre-calculus “The program works. When I felt troubled about math, I would get a persistence text. That helped.” “They {the nudges} were helpful and motivating.” “They gave me great advice on improving my studying methods.” They were great …they were well timed and good messages.
  • + Independent Learning in the Cloud/Crowd  Self-study for competency credit in language requirement
  • + And that’s my 20. Colleen Carmean, PhD University of Washington Tacoma carmean@uw.edu