The document discusses different technologies that can be used to match teaching messages or goals with appropriate mediums. It describes Animoto, a website that allows users to create short videos by uploading pictures and adding text and music. This medium could introduce new concepts, engage students, and initiate critical thinking. It also describes Poll Everywhere, a response system that allows testing students' preparation, engaging students, and providing immediate feedback through polls on websites or via text. Finally, it discusses Flatworld Knowledge, an open textbook platform that aims to lower costs and increase access and format choices for students through digital and print textbooks and study aids.

1. The Technology of Teaching: Matching the Medium to the Message Ida M. Jones Brian R. Levey David D. Schein Message Medium Jones: http://animoto.com/ Levey: http://www.polleverywhere.com/ Schein: http://www.flatworldknowledge.com/

2. The Technology of Teaching: Matching the Medium to the Message Ida M. Jones Brian R. Levey David D. Schein Message Medium

4. Student Engagement,

5. Initiate Critical Thinking about a ScenarioMedium: 30 Second Videos-Animoto

6. Animoto (http://animoto.com/) Create an account

7. Animoto (http://animoto.com/) Select “Create a video”

8. Animoto (http://animoto.com/) Select a video style

9. Animoto (http://animoto.com/) Select pictures

10. Animoto (http://animoto.com/) Add selected pictures & text

11. Animoto (http://animoto.com/) Add music

12. Animoto (http://animoto.com/) Add music selection

13. Animoto (http://animoto.com/) Create video

14. Animoto (http://animoto.com/) Wait for video

16. Student Engagement

17. Initiated Critical Thinking about a ScenarioAnimoto: http://animoto.com/

19. Engage Students

20. Provide Immediate FeedbackMedium: Slicker Than Clickers-Poll Everywhere

21. Slicker than Clickers: Poll Everywhere—A Web and Text-Messaging Student Response System ~ The Technology of Teaching: Matching the Media to the Message ALSB 2011 Annual Conference ~ Brian R. Levey University of Notre Dame

22. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

23. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

24. Resource name and location Poll Everywhere Web and text-messaging student response system http://www.polleverywhere.com/

25. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

26. Pedagogical Goals What pedagogical goals is this resource designed to accomplish? Increase student engagement Improve critical thinking skills Improve substantive or content knowledge Improve ability to provide feedback to students Improve reasoning skills

27. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

28. Cost estimate for faculty On the one-hand . . . It’s free! (If you want/need 30 responses or less per poll, e.g., 30 students or less per class) On the other hand . . . There’s tiered pricing depending on number of responses per poll (e.g., students in your class) And number of users (e.g., faculty at your institution who want to use the service) http://www.polleverywhere.com/plans

29. Cost estimate for students On the one-hand . . . It’s free! Assuming students have: Unlimited or generous texting plans Or laptop and Wi-Fi On the other hand . . . It’s the price of a text message x ? questions per class x ? classes

30. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

31. Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class

32. Attendee take-aways Register w/ Poll Everywhere https://www.polleverywhere.com/signup/

33. Attendee take-aways Create a poll in Poll Everywhere http://www.polleverywhere.com/my/polls/new

34. Attendee take-aways Begin thinking about how to use Poll Everywhere How I use it in class Reinforcing the reading with a question students probably will get right Getting students’ attention with a question they’ll probably get wrong Addressing potentially sensitive issues through anonymous participation

35. question students probably will get right Original, Inc., sells its product under the name "Phido." Quik Corporation begins to market a similar product under the name "Fido." This is most likely ____ a. a theft of trade secrets. ____ b. copyright infringement. ____ c. patent infringement. ____ d. trademark infringement.

36. question students probably will get right

37. question students probably will get right Original, Inc., sells its product under the name "Phido." Quik Corporation begins to market a similar product under the name "Fido." This is most likely ____ a. a theft of trade secrets. ____ b. copyright infringement. ____ c. patent infringement. ____ d. trademark infringement. KEY TAKEAWAY: KNOW THE DIFFERENCE BETWEEN A TRADEMARK, PATENT, COPYRIGHT & TRADE SECRET

38. Question students probably will get wrong Mary offers to pay Mike $50 if he runs naked from the Main Building at the University of Notre Dame to LeMans Hall at St. Mary’s College. Mike can accept the offer only by completing the contract performance. If Mike does run naked from the Main Building to LeMans Hall, he and Mary will most likely have formed ____ a. a bilateral contract. ____ b. a unilateral contract. ____ c. a quasi contract. ____ d. no contract.

39. Question students probably will get wrong

40. Question students probably will get wrong Mary offers to pay Mike $50 if he runs naked from the Main Building at the University of Notre Dame to LeMans Hall at St. Mary’s College. Mike can accept the offer only by completing the contract performance. If Mike does run naked from the Main Building to LeMans Hall, he and Mary will most likely have formed ____ a. a bilateral contract. ____ b. a unilateral contract. ____ c. a quasi contract. ____ d. no contract.

41. Addressing potentially sensitive issues “I know none of you would ever shoplift a CD from the Notre Dame bookstore, but . . .” Have you ever downloaded copyright-protected music from the Internet without paying for it? • Yes • No

42. Addressing potentially sensitive issues

43. Addressing potentially sensitive issues Students have responded in a variety of ways: I’m stickin’ it to the man It’s only one song Everyone does it; we grew up in culture where it is considered ok It’s already been paid for It’s not tangible (there is no incremental cost or loss) I wouldn’t buy it; I only copy it because it’s free and so there is no lost sale to the artist, the record company I won’t get caught

44. Research supporting its use In-Class Polling: Less Teaching, More Learning?, Teaching with Technology Volume 2: The Stories Continue, Learning Technology Consortium, March 16, 2011 http://ltcessays.wordpress.com/category/essays/

45. Research supporting its use Clickers in a Classroom: Learning Outcomes and Student Reactions, Teaching with Technology Volume 2: The Stories Continue, Learning Technology Consortium, April 20, 2011 http://ltcessays.wordpress.com/category/essays/

46. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

47. Conclusion Posing a limited number of questions to a class using Poll Everywhere is: Engaging Cost-effective Fun So easy, a lawyer can do it!

48. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

49. Questions? Contact: Brian R. Levey Associate Teaching Professor University of Notre Dame 229 Mendoza College of Business Notre Dame, IN 46556 (574) 631-3560 blevey@nd.edu http://business.nd.edu

50. The Technology of Teaching: Matching the Medium to the Message Message: Bridging the Value Gap: Students & Textbooks Medium: E-Texts – Flatworld Pros and Cons

51. E-Texts – Flatworld Pros and Cons Dr. David D. Schein, MBA, JD, Ph.D. Assistant Professor Reginald F. Lewis School of Business Virginia State University ALSB 2011 Annual Conference “Technology of Teaching – Matching the Media to the Message”

52. Problem: The $200 Textbook

54. U

55. U Stewart Calculus $205 Campbell Biology $193 Brown Chemistry $207 Wade Psychology $155 Mankiw Economics $192 Ross Corp Finance $205

56. The Pain is notevenly distributed.

57. “With Their Whole Lives Ahead of Them” by Jean Johnson, Jon Rochkind. Amber N. Ott & Samantha DuPont Prepared with support from the Bill & Melinda Gates Foundation

58. U

59. U Students Respond (internet’s disruptive impact on textbook industry)

60. U Students Respond Publishers React (internet’s disruptive impact on textbook industry)

61. U Students Respond Publishers React (internet’s disruptive impact on textbook industry)

62. U Faculty Authors Students

63. Free & Open Textbooks byEXPERT AUTHORS

64. Great Textbooks Authors Faculty Students Student Choices Openly Licensed

65. Great Textbooks Authors Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported

66. Great Textbooks Faculty Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported Openly Licensed MIYO Platform

72. Soft Cover Books (PDF High-Res)

73. Print-it-Yourself Books (PDF Low-Res)

74. Mobile Reader Books (ePub & .mobi for iPad, Kindle, etc.)

75. Audio Books (.MP3)

76. Accessible Books (Daisy-Readable and Digital Braille)3. Adopt - students choose best format for them

77. Great Textbooks Faculty Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported Openly Licensed Customization Platform

78. Great Textbooks Students Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported Free Online Openly Licensed Customization Platform Web-Hosted Accessible Versions

79. Great Textbooks Students Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported Format Choices Openly Licensed Customization Platform Free Online

80. Great Textbooks Students Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported Format Choices Openly Licensed Customization Platform Free Online In Bookstore or Direct-to-Student Softcover

81. Great Textbooks Students Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported Format Choices Openly Licensed Customization Platform Free Online Softcover $35 / $70 $40 / $2.50 Audio $25 / $2.50 PDF $25 iPad / Kindle / Sony $25 iPhone FREE Web Book

82. Great Textbooks Students Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported Format Choices Openly Licensed Customization Platform Free Online Study Aids Audio Study Guides $14.95 / $2.50 Online Quizzes Digital Flashcards

83. U

85. Market Share Gain

86. Customer Retention

88. Control (content)

89. Control (new editions)

90. Affordability & Access

91. Income

92. Market Share Gain

93. Customer Retention

95. Affordable Choices

96. Immediacy / Longevity

97. Student Success!

98. Income

99. Market Share Gain

100. Customer Retention

101. Social Impact

102. Start with Quality

103. Control (content)

104. Control (new editions)

106. Great Textbooks Students Student Choices Openly Licensed Top Authors Professionally Developed Fully Supported Format Choices Openly Licensed Customization Platform Free Online Study Aids

107. Great Textbooks Seat License Model Institution Per User Seat License Openly Licensed Top Authors Professionally Developed Fully Supported Openly Licensed Customization Platform All Digital Formats & Study Aids Print Options FKW Hosted Print Books Included College Hosted Print Books Optional (via FWK or EdMap)

108. “Flat World Knowledge offered the Business School a bulk rate of $20 per student, per course that allows users to download digital textbooks, audio versions, iPad editions, as well as study aids..”

109. “Flat World Knowledge offered the Business School a bulk rate of $20 per student, per course that allows users to download digital textbooks, audio versions, iPad editions, as well as study aids..”

110. In Fall 2010 & Spring 2011,991 students at the Reginald F. Lewis School of Business registered for 1,352 Flat World Knowledge Textbooks and saved an estimated $135,000 in textbook costs. ©Andrew Feldstein 2011. All rights reserved. Used with permission.

111. 2 Primary Reasons For Creating the FWK Digital Initiative 1. Affordability: 47% of our students were purchasing textbooks. 2. Accessibility: Content needs to be available to students when, where, and how they want it. ©Andrew Feldstein 2011. All rights reserved. Used with permission.

112. Flat World Adoption Rate Fall & Spring ©Andrew Feldstein 2011. All rights reserved. Used with permission.

113. What are students saying? How Would You Rate Flat World Knowledge? ©Andrew Feldstein 2011. All rights reserved. Used with permission.