Using Technology in Higher Education

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Presented at the 2009 TABPHE Conference in Austin, TX by
Heather M. Biagas
Assistant Professor
Austin Community College
Hospitality Management Program

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Using Technology in Higher Education

  1. 1. Uses of Technology in Higher Education Presented by Heather M. Biagas, MHA Web 2.0 Linkedin Facebook BlackBoard Podcasting eBooks
  2. 2. Objective <ul><li>To assist attendees in exploring the various avenues to distribute course material. </li></ul><ul><li>To provide attendees various options to eliminate the non-verbal disconnect between the educational institution and the student </li></ul>
  3. 3. What is BlackBoard? <ul><li>Allows instructors the opportunity to provide students access to course content </li></ul><ul><li>Anywhere at anytime via the internet </li></ul><ul><li>Can enhance teaching and learning efforts </li></ul><ul><li>Instructors have the opportunity to post: </li></ul><ul><ul><ul><li>PowerPoint Presentations </li></ul></ul></ul><ul><ul><ul><li>Captivate Video </li></ul></ul></ul><ul><ul><ul><li>Audio, such as classroom lectures </li></ul></ul></ul><ul><ul><ul><li>Animation </li></ul></ul></ul>
  4. 4. How is Blackboard Used? <ul><li>Add Course Content </li></ul><ul><li>Manage Users, Create Question Pools and Tests </li></ul><ul><li>Manage E-mail, Grades and Course Statistical Reports </li></ul><ul><li>Manage and Grade Discussion Boards </li></ul><ul><li>Manage Learning Units, Adaptive Release and Self & Peer Assessments </li></ul>
  5. 5. Creating an Assignment <ul><li>Begin by: </li></ul><ul><li>Selecting Control Panel </li></ul><ul><li>Choose content area </li></ul><ul><li>Select assignment from the drop-down menu on the far right of the screen </li></ul><ul><li>Click go </li></ul>
  6. 6. Creating an Assignment <ul><li>Enter the assignment name, points possible, a brief description and the due date. </li></ul><ul><li>Click Submit to finish editing the assignment </li></ul>
  7. 7. Creating an Assignment <ul><li>This is the student view of </li></ul><ul><li>the assignment. </li></ul><ul><li>The student creates their response using the appropriate software such as Microsoft Word </li></ul><ul><li>Then attaches their file with any comments to the instructor </li></ul><ul><li>When a student submits an assignment it will appear in the Gradebook </li></ul><ul><ul><li>This is where instructors can access the submission and and grade it. </li></ul></ul><ul><li>Instructors will see all assignments submitted by each student enrolled in the course but students see only their submission </li></ul>
  8. 8. Suggestion, Disable the Digital Drop Box <ul><li>What is the Digital Drop Box? </li></ul><ul><ul><li>Digital Drop Box is a feature that is designed to facilitate file exchange between students and instructors within the Blackboard system. </li></ul></ul><ul><ul><li>The drop box feature is generally used as a method to submit assignments for grading and/or revision. </li></ul></ul><ul><ul><li>As mentioned in my previous slide, I choose to use the “create and assignment” option over digital drop box </li></ul></ul>
  9. 9. Discussion Board vs. Blackboard Chat <ul><li>Blackboard Chat tool is course specific, which means that you can only chat with people registered in your course. </li></ul><ul><ul><li>It is a real-time communicational tool on a topic posed by the instructor </li></ul></ul><ul><ul><li>The chat occurs at scheduled times so that all students can collectively exchange information. </li></ul></ul><ul><ul><li>Very similar to Instant Messaging (IM) </li></ul></ul><ul><li>Discussion Board works with those registered in your course but: </li></ul><ul><ul><li>A Discussion Forum Thread needs to be initiated by the instructor </li></ul></ul><ul><ul><li>Students then reply to the posted thread but this is done over a period of days or a week. </li></ul></ul>
  10. 10. Respondus <ul><li>Respondus is a software package used to develop assessments, exams and surveys from print form to electronic form. </li></ul><ul><li>Once created in a specific format the document can be uploaded using Respondus and transferred to Blackboard or WebCT. </li></ul><ul><li>This software allows instructors to take previously used paper course material and transform it into electronic material that can be edited before distribution </li></ul>
  11. 11. Creating a Test in Respondus <ul><li>The Respondus Authoring Tool on the main interface screen gives an instructors a variety of exam development options. </li></ul>
  12. 12. Creating a Test in Respondus <ul><li>Opening and modifying an existing test file </li></ul><ul><li>Select the Open icon from the Respondus Authoring Tool main screen </li></ul><ul><li>Select the name of the Respondus file (.RSA) you want to modify. </li></ul><ul><li>You can select files from your Respondus Projects folder, your Respondus Archive folder, or browse your system for the file. </li></ul>
  13. 13. Creating a Test in Respondus <ul><li>There are a variety of question creation options available to an instructor: </li></ul><ul><ul><li>Multiple Choice </li></ul></ul><ul><ul><li>True and False </li></ul></ul><ul><ul><li>Essay </li></ul></ul><ul><ul><li>Matching </li></ul></ul><ul><ul><li>Ordering </li></ul></ul><ul><ul><li>Fill in the Blank </li></ul></ul><ul><ul><li>Multiple Answers </li></ul></ul><ul><ul><li>Calculated questions </li></ul></ul>
  14. 14. Importing a Test into Respondus <ul><li>An instructor can create exam content in a variety of formats (e.g.: MS Word, text, etc.) </li></ul><ul><li>Once the document had been formatted then files can be import into the Respondus Authoring Tool. </li></ul>
  15. 15. Publishing an Exam to Blackboard <ul><li>To publish to Blackboard, the following actions should be performed: </li></ul><ul><ul><li>Select the Preview and Publish tab. </li></ul></ul><ul><ul><li>Select the Publish to Blackboard tab. Note: if you have not opened, created or imported an exam file, Respondus will prompt you to select an exam file. </li></ul></ul><ul><ul><li>Click on the Publish Wizard icon </li></ul></ul>
  16. 16. Web 2.0 – Future of Education <ul><li>Web 2.0 is many different things to different people. </li></ul><ul><li>Web 2.0’s exchanges information faster in a real-time interaction </li></ul><ul><li>Web 2.0 is social, it’s open, it’s letting go of control over your data, it’s mixing the global with the local. </li></ul><ul><ul><li>It is about new interfaces - new ways of searching and accessing Web content. </li></ul></ul><ul><ul><li>And last but not least, Web 2.0 is a platform - and not just for developers to create web applications like Gmail and Flickr. </li></ul></ul><ul><ul><li>The Web is a platform to build on for educators, media, politics, community, for virtually everyone in fact! </li></ul></ul>
  17. 18. Wiki <ul><li>A Wiki provides an integrated authoring, editing, annotating, and feedback environment. </li></ul><ul><li>Every thought, every idea, and every modification can be captured, re-assessed, and integrated into a developing whole. </li></ul><ul><li>In an educational setting, the Wiki provides the location and the tools, and the instructor provides the general and specific goals for each stage of writing. </li></ul><ul><li>The Wiki, is a great tool to help facilitate students’ collaboration and knowledge construction. </li></ul><ul><li>The actual purpose of a Wiki is not to simply communicate information, but to invite participation at the level of input that will contribute to the understanding and application of the information shared. </li></ul><ul><li>http://en.wikibooks.org/wiki/Main_Page </li></ul>
  18. 19. What is Podcasting? <ul><li>According to Wikipedia, a podcast is “a web feed of audio files (although increasingly people are applying the term to video and other media) that is placed on the Internet for anyone to download. </li></ul><ul><li>Thousands of podcasts are being published for both local and global audiences on a multitude of topics. </li></ul><ul><li>One excellent resource to find classroom podcasts is the Education Podcast Network (EPN) </li></ul><ul><li>The real power of podcasts comes not only from their publication for a potentially global audience via the Internet, but also from the ability listeners have to time and place shift when they enjoy podcasts. </li></ul><ul><li>Using portable digital music players (including but not limited to an iPod), anyone can listen to a podcast in their car, at the gym, or while multi-tasking during some other activity. </li></ul>
  19. 20. Benefits of Podcasting <ul><li>Price </li></ul><ul><ul><li>One of the frequent problems with new educational innovations is their expense. </li></ul></ul><ul><ul><li>  In the case of podcasting, however, a microphone is the only piece of required hardware or software some classrooms may not have already that isn’t free. </li></ul></ul><ul><li>Audience </li></ul><ul><ul><li>The potential of publishing for a global audience is precisely the characteristic of podcasts which gives them so much motivational power for student writing. </li></ul></ul><ul><ul><li>Students have received email feedback from all over the United States, press coverage in the New York Times, and audio comments from listeners across the world. </li></ul></ul><ul><ul><li>Students can get very excited when they realize other people besides their classroom teacher are listening to and responding to the ideas they are sharing via a classroom podcast. </li></ul></ul><ul><li>Communication </li></ul><ul><ul><li>Audio podcasting encourages students to communicate without many of the bells and whistles that often accompany other types of multimedia. </li></ul></ul><ul><ul><li>Using video cameras and software, students can worry about things like lighting, prop placement, and camera angles. These issues may detract rather than add to the communicative value of a student presentation. </li></ul></ul>
  20. 21. Benefits of Podcasting <ul><li>Window into the classroom </li></ul><ul><ul><li>Just as blogs can provide an immediate as well as archived window into the mind of authors and thinkers, classroom podcasts can provide needed windows into the educational environment. </li></ul></ul><ul><ul><li>The educational process is a highly complex enterprise, and the benefits as well as challenges of this undertaking cannot be understood through a tabular chart of published test scores in the local newspaper. </li></ul></ul><ul><ul><li>Both teachers and students can utilize classroom podcasts to share the successes and challenges of their educational exploits with each other and a broader community. </li></ul></ul><ul><li>Interactivity </li></ul><ul><ul><li>Podcasters can realize the benefits and excitement inherent in interactive web 2.0 dialog by permitting individuals to send email to a class podcast address (controlled by the teacher) or by leaving comments on a class podcast blog feed. </li></ul></ul><ul><ul><li>These comments can be moderated by the teacher, so inappropriate comments or spam are not visible to either students or web visitors. </li></ul></ul><ul><li>Creativity </li></ul><ul><ul><li>Podcasting can be a creative outlet for students and teachers alike to express ideas, share perceptions, and even show off intellectually. </li></ul></ul>
  21. 22. What is Facebook? <ul><li>Facebook is a social networking website </li></ul><ul><li>Users can join networks organized by city, workplace, school, and region to connect and interact with other people. </li></ul><ul><li>People can create blogs, add friends, and create and update their personal profiles. </li></ul><ul><li>Facebook recently surpassed Myspace in amount of visitors, making Facebook the top social networking site, followed by Myspace and Twitter. </li></ul>
  22. 23. Facebook <ul><li>One strength of Facebook is that it is application-based </li></ul><ul><li>There are several education-related applications that many educators have begun to integrate directly into classroom teaching. </li></ul><ul><li>http://www.collegedegree.com/library/college-life/15-facebook-apps-perfect-for-online-education </li></ul>
  23. 24. What is LinkedIn? <ul><li>The purpose of LinkedIn is to allow registered users to maintain a list of contact details of people they know and trust in business. </li></ul><ul><li>The people in the list are called Connections . Users can invite anyone (whether a site user or not) to become a connection. </li></ul><ul><li>This list of connections can then be used in a number of ways: </li></ul><ul><ul><li>A contact network is built up consisting of their direct connections, the connections of each of their connections (termed second degree connections ) and also the connections of second degree connections (termed third degree connections ). </li></ul></ul><ul><ul><li>This can be used to gain an introduction to someone you wish to know through a mutual, trusted contact. </li></ul></ul><ul><ul><li>It can then be used to find jobs, people and business opportunities recommended by someone in one's contact network. </li></ul></ul>
  24. 25. LinkedIn <ul><li>Groups: </li></ul>
  25. 26. What is Twitter? <ul><li>Twitter is a social networking and micro-blogging service that allows its users to send and read other users' updates (known as tweets ) </li></ul><ul><li>Tweets are text-based posts of up to 140 characters in length. </li></ul><ul><li>Updates are displayed on the user's profile page and delivered to other users who have signed up to receive them. </li></ul>
  26. 27. Using Twitter <ul><li>Class Chatter : </li></ul><ul><ul><li>Often, student conversations continue inside and outside of class, which are not always directly related to class material. </li></ul></ul><ul><ul><li>When something comes up outside of class that reminds students of in-class material, it often gets twittered. This served as a reinforcement/connection between the material and the “real world.” </li></ul></ul><ul><li>Classroom Community : </li></ul><ul><ul><li>Students can use Twitter to develop a sense of each other as people beyond the classroom space, rather than just students they saw twice a week for an hour and a half. </li></ul></ul><ul><ul><li>This carries with it a range of benefits, from more productive classroom conversations (people are more willing to talk, and more respectful of others), and also provides insight into what type of students they are. </li></ul></ul><ul><li>Instant Feedback : </li></ul><ul><ul><li>Because Twitter is always on, and gets pushed to your cell phone if you set it up this way, it is a good way to get instant feedback. </li></ul></ul><ul><ul><li>Students can also use this when doing their classwork, trying to understand the material. Tweet: “I don’t understand what this reading has to do with New Media? any ideas?” Other students then respond. </li></ul></ul>
  27. 28. Using Twitter <ul><li>Follow a Professional : </li></ul><ul><ul><li>Students can follow someone else who is on Twitter, who interests them. </li></ul></ul><ul><ul><li>For example if they are thinking about journalism they should follow NewMediaJim who works for NBC and Tweets about being on Airforce One, covering the Middle East etc. This is a rare inside, “real-time” view into journalism. </li></ul></ul><ul><li>Grammar : </li></ul><ul><ul><li>Surprisingly Twitter is actually good for teaching grammar. </li></ul></ul><ul><ul><li>Because of its short form, those who tweet often abbreviate and abuse grammar rules, developing their own unique “twitter rules.” </li></ul></ul><ul><ul><li>This helps to demonstrate, both how all communication needs rules/structure and how important something like a comma or a period can be. </li></ul></ul><ul><li>Public NotePad </li></ul><ul><ul><li>Twitter is really good for sharing short inspirations, thoughts that just popped into your head. </li></ul></ul><ul><ul><li>Not only are they recorded, because you can go back and look at them, but you can also get inspiration from others. </li></ul></ul><ul><ul><li>This is really useful for any “creative” based class. </li></ul></ul>

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