Participants will explore ways in which online technology, such as YouTube and VoiceThread, can be used in and outside of the classroom to encourage students’ enthusiasm and facilitate language learning. Participants will survey the surprising project outcomes and explore the flexible grading rubrics (i.e., those that become more rigorous as each assignment’s intensity increases). Participants will also review and critique sample student projects, learn how to create a video, and design a workable rubric to take back to his or her own classroom.
Research in Distance Education: from present findings to future agendas conference.
Design for Learning strand presentation.
Tim Neumann
London Knowledge Lab, Institute of Education
Strategies for Getting Administrative and Faculty Buy-In for UDL3Play Media
The twentieth century saw access to higher education broaden in several significant ways. Formerly under-served populations of students were the targets of concentrated efforts to provide opportunities for college study: women, veterans, first-generation college learners, students from disadvantaged socioeconomic backgrounds, people with disabilities. To help make educational materials and teaching practices inclusive for all learners, this webinar radically reflects on how to motivate and inspire colleges and universities to adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, the Coordinator of Learning Technologies in the Center for Teaching and Learning (CTL) at Northeastern Illinois University in Chicago, this webinar will explore strategies for getting administrative and faculty buy-in for UDL. Thomas will focus on key shifts to make at your institution that will help demonstrate a measurable return on the investment of UDL.
This presentation will cover:
Training staff in Universal Design for Learning (UDL)
How to use UDL principles to increase student retention, persistence, and satisfaction
Motivating the adoption of UDL as part of campus culture
Getting administrative, budgetary, and faculty buy-in for UDL
How to expand the use of UDL elements beyond the legally required minimum
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
The Future of Closed Captioning in Higher Education3Play Media
With recent lawsuits, evolving legal requirements, and continuous advancements in technology, the question of closed captioning in higher education is one that is on a lot of people's minds. What does the future of captioning hold?
In this webinar, Sean Zdenek, author of the book Reading Sounds: Closed Captioned Media and Popular Culture and an Associate Professor at Texas Tech University, will answer exactly that question. Given the legal landscape, he will first focus on the hurdles and challenges of developing an infrastructure for closed captioning at the university level. Sean will then take a closer look at where closed captioning is going, focusing on the likely future requirements for, advancements in, and features of captioning.
This presentation will cover:
Developing an infrastructure for captioning at the university level
Training faculty & addressing faculty resistance
Economic analysis of captioning
Integrating closed captioning with lecture capture & video platforms
Faculty response to new captioning mandates
Future requirements for captioning
Current & future advancements in closed captioning technology
Advanced features that make captioning beneficial to all users
Teaching the Digital Humanities, University of Puget SoundRebecca Davis
These are slides from Digital Scholarship Seminar: Undergraduate Digital Humanities Courses. These slides describe an assignment using VoiceThread that was embedded in the UPS digital humanities course and were shared by Lauren Nicandri, Educational Technologist for the Social Sciences, and Laura Schick, Social Sciences Librarian, who co-taught this course at the University of Puget Sound.
http://www.nitle.org/events/event.php?id=100
Research in Distance Education: from present findings to future agendas conference.
Design for Learning strand presentation.
Tim Neumann
London Knowledge Lab, Institute of Education
Strategies for Getting Administrative and Faculty Buy-In for UDL3Play Media
The twentieth century saw access to higher education broaden in several significant ways. Formerly under-served populations of students were the targets of concentrated efforts to provide opportunities for college study: women, veterans, first-generation college learners, students from disadvantaged socioeconomic backgrounds, people with disabilities. To help make educational materials and teaching practices inclusive for all learners, this webinar radically reflects on how to motivate and inspire colleges and universities to adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, the Coordinator of Learning Technologies in the Center for Teaching and Learning (CTL) at Northeastern Illinois University in Chicago, this webinar will explore strategies for getting administrative and faculty buy-in for UDL. Thomas will focus on key shifts to make at your institution that will help demonstrate a measurable return on the investment of UDL.
This presentation will cover:
Training staff in Universal Design for Learning (UDL)
How to use UDL principles to increase student retention, persistence, and satisfaction
Motivating the adoption of UDL as part of campus culture
Getting administrative, budgetary, and faculty buy-in for UDL
How to expand the use of UDL elements beyond the legally required minimum
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
The Future of Closed Captioning in Higher Education3Play Media
With recent lawsuits, evolving legal requirements, and continuous advancements in technology, the question of closed captioning in higher education is one that is on a lot of people's minds. What does the future of captioning hold?
In this webinar, Sean Zdenek, author of the book Reading Sounds: Closed Captioned Media and Popular Culture and an Associate Professor at Texas Tech University, will answer exactly that question. Given the legal landscape, he will first focus on the hurdles and challenges of developing an infrastructure for closed captioning at the university level. Sean will then take a closer look at where closed captioning is going, focusing on the likely future requirements for, advancements in, and features of captioning.
This presentation will cover:
Developing an infrastructure for captioning at the university level
Training faculty & addressing faculty resistance
Economic analysis of captioning
Integrating closed captioning with lecture capture & video platforms
Faculty response to new captioning mandates
Future requirements for captioning
Current & future advancements in closed captioning technology
Advanced features that make captioning beneficial to all users
Teaching the Digital Humanities, University of Puget SoundRebecca Davis
These are slides from Digital Scholarship Seminar: Undergraduate Digital Humanities Courses. These slides describe an assignment using VoiceThread that was embedded in the UPS digital humanities course and were shared by Lauren Nicandri, Educational Technologist for the Social Sciences, and Laura Schick, Social Sciences Librarian, who co-taught this course at the University of Puget Sound.
http://www.nitle.org/events/event.php?id=100
This presentation introduces a study investigating the effectiveness of a webinar tool (Elluminate) on online learning environment from student-trainers’ perspective.
The 't' in tel software development for tel research problems, pitfalls, and ...Roland Klemke
At the core of TEL research are artefacts of digital technology, their design, implementation, application, and evaluation. Usually, these artefacts aim to fulfil a specific educational purpose and need to satisfy a number of requirements with respect to functionality, usability, scalability, or interoperability.
Software engineering is the discipline that structures, organises, and documents all aspects of the software development process in manageable steps. It explains all relevant stakeholder roles involved in the process and defines process models to handle the complexity of the software development process.
In research oriented projects, software engineering goals and research goals often collide: Software engineering strives to provide a fully fledged system with a complete set of functionality and a broad coverage of use cases. Research aims for evaluating testable hypotheses based on specific aspects of a system. This leads to the problem that the complexity of the design steps, complexity of the derived/developed solution contradicts easy to measure results. Furthermore, project contexts and research contexts often collide, leading to the question how to develop technology that fulfills development needs and research needs.
The lecture looks at typical situations, which occur in technology-oriented research projects and tries to show approaches to handle the inherent complexity within these.
References
Tchounikine, P.: Computer Science and Educational Software Design. Springer Berlin Heidelberg, Berlin, Heidelberg (2011).
Goodyear, P., Retalis, S.: Technology-enhanced learning Design Patterns and Pattern Languages. Sense Publishers (2010).
Mor, Y., Winters, N.: Design approaches in technology-enhanced learning. Interact. Learn. Environ. 15, 61–75 (2007).
Bjork, S., Holopainen, J.: Patterns in Game Design (Game Development Series). Charles River Media (2004).
Calvo, R.A., Turani, A.: E - learning Frameworks = ( Design Patterns + Software Components ). In (Goodyear & Retalis, 2010).
Wang, F., Hannafin, M.J.: Design-Based Research and Technology-Enhanced Learning Environments. Source Educ. Technol. Res. Dev. 53, 5–23 (2005).
Kirkwood, A., Price, L.: Technology-enhanced learning and teaching in higher education: what is “enhanced” and how do we know? A critical literature review. Learn. Media Technol. 39, 6–36 (2014).
Ross, S.M., Morrison, G.R., Lowther, D.L.: Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning. Contemp. Educ. Technol. 1, 17–35 (2010).
APacLSP: Disciplinary perspectives on English for Science cahafner
This is a presentation given at the Second Conference of the Asia-Pacific Association of LSP and Professional Communication, held in Kuala Lumpur, July 15-17, 2010.
10 Tips for Creating Accessible Online Course Content3Play Media
In our media-centric society, the desire and need for online learning is at an all-time high. However, as more academic content goes online, the industry is running into a stumbling block as they struggle to make their online courses accessible. With recent lawsuits in higher education and updates to Section 508 on the horizon, it is more important than ever that online learning content be made accessible to students with disabilities.
In this webinar, Janet Sylvia, Web Accessibility Group Leader and Web Accessibility Trainer, will provide you with 10 tips for making your online course material accessible.
Janet will cover:
The challenges of making online course content accessible
The legal landscape for online learning and accessibility
Challenges and solutions for instructors and administrators
Developing an accessibility statement and accessibility policies
10 tips for creating accessible course content
Portland Community College: Best Practices for Video Captioning3Play Media
In this recorded session from AHEAD 2014, Portland Community College discuss their accessibility and captioning policies, as well as workflows and use cases for transcripts and closed captions. The topics covered are:
Accessibility policies and procedures
Captioning and transcription workflows
Strategies for addressing accessibility issues
Video search with interactive transcripts
Industry trends with captions and transcripts
Speakers
Haris Gunadi
Alternate Media Specialist | Portland Community College
Tole Khesin
VP of Marketing | 3Play Media
Presentation delivered to the National Leaders Forum of Australian Association of Distance Education Schools, Darwin Aug 2008 - \'Lifting Learning Engagement Through Interactive Technologies\'
This session will illustrate a sustainable development model for the teaching and learning of Chinese in Scotland and England, respectively. In 2008, Scotland had only one Confucius Classroom in one school. By 2010 there were 10 Confucius Classroom Hubs serving 15 school districts and hundreds of schools. This presentation will describe a sustainable model used to promote and develop Chinese language and culture across the curriculum in Scottish schools and coordinated by a national agency working in partnership with school districts. The national model in Scotland is guided by a set of principles that are relevant to anyone interested in developing Confucius Classrooms and significantly increasing the number of teachers and students learning Chinese language and culture. In England, the Specialist Schools and Academies Trust (SSAT) is an independent membership organization dedicated to raising the achievement of young people in schools, through our “by schools, for schools” approach. The SSAT Confucius Institute has 34 Confucius classrooms developing Chinese and the study of China across schools in their area and a national fund to make support available to all schools in England introducing Chinese and to progress the core issues around teaching resources, teacher training and appropriate assessment for learners.
The U.S.-China Institute at the University of Southern California and the SPICE Program at Stanford University, two California-based programs participating in the National Consortium for Teaching about Asia (NCTA), have provided some of the best curriculum resources on China in the country. Participants will learn
about their curricular materials and other programs for teachers, and will discuss free online CEU-eligible
courses and subsidized opportunities to travel to China.
A successful foreign language instruction program must effectively engage learners in ways that personalize and enliven the curriculum while motivating students to apply their learning to the real world. The learning environment is a key factor in determining the efficacy of learning, and as such it must be optimized. In this session, participants will discuss strategies for building a warm and active online community through welcome letters, discussion forums and group activities for collaborative learning. We will also focus on how to write an online course syllabus, and review the use of online assessment tools in online teaching.
This presentation introduces a study investigating the effectiveness of a webinar tool (Elluminate) on online learning environment from student-trainers’ perspective.
The 't' in tel software development for tel research problems, pitfalls, and ...Roland Klemke
At the core of TEL research are artefacts of digital technology, their design, implementation, application, and evaluation. Usually, these artefacts aim to fulfil a specific educational purpose and need to satisfy a number of requirements with respect to functionality, usability, scalability, or interoperability.
Software engineering is the discipline that structures, organises, and documents all aspects of the software development process in manageable steps. It explains all relevant stakeholder roles involved in the process and defines process models to handle the complexity of the software development process.
In research oriented projects, software engineering goals and research goals often collide: Software engineering strives to provide a fully fledged system with a complete set of functionality and a broad coverage of use cases. Research aims for evaluating testable hypotheses based on specific aspects of a system. This leads to the problem that the complexity of the design steps, complexity of the derived/developed solution contradicts easy to measure results. Furthermore, project contexts and research contexts often collide, leading to the question how to develop technology that fulfills development needs and research needs.
The lecture looks at typical situations, which occur in technology-oriented research projects and tries to show approaches to handle the inherent complexity within these.
References
Tchounikine, P.: Computer Science and Educational Software Design. Springer Berlin Heidelberg, Berlin, Heidelberg (2011).
Goodyear, P., Retalis, S.: Technology-enhanced learning Design Patterns and Pattern Languages. Sense Publishers (2010).
Mor, Y., Winters, N.: Design approaches in technology-enhanced learning. Interact. Learn. Environ. 15, 61–75 (2007).
Bjork, S., Holopainen, J.: Patterns in Game Design (Game Development Series). Charles River Media (2004).
Calvo, R.A., Turani, A.: E - learning Frameworks = ( Design Patterns + Software Components ). In (Goodyear & Retalis, 2010).
Wang, F., Hannafin, M.J.: Design-Based Research and Technology-Enhanced Learning Environments. Source Educ. Technol. Res. Dev. 53, 5–23 (2005).
Kirkwood, A., Price, L.: Technology-enhanced learning and teaching in higher education: what is “enhanced” and how do we know? A critical literature review. Learn. Media Technol. 39, 6–36 (2014).
Ross, S.M., Morrison, G.R., Lowther, D.L.: Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning. Contemp. Educ. Technol. 1, 17–35 (2010).
APacLSP: Disciplinary perspectives on English for Science cahafner
This is a presentation given at the Second Conference of the Asia-Pacific Association of LSP and Professional Communication, held in Kuala Lumpur, July 15-17, 2010.
10 Tips for Creating Accessible Online Course Content3Play Media
In our media-centric society, the desire and need for online learning is at an all-time high. However, as more academic content goes online, the industry is running into a stumbling block as they struggle to make their online courses accessible. With recent lawsuits in higher education and updates to Section 508 on the horizon, it is more important than ever that online learning content be made accessible to students with disabilities.
In this webinar, Janet Sylvia, Web Accessibility Group Leader and Web Accessibility Trainer, will provide you with 10 tips for making your online course material accessible.
Janet will cover:
The challenges of making online course content accessible
The legal landscape for online learning and accessibility
Challenges and solutions for instructors and administrators
Developing an accessibility statement and accessibility policies
10 tips for creating accessible course content
Portland Community College: Best Practices for Video Captioning3Play Media
In this recorded session from AHEAD 2014, Portland Community College discuss their accessibility and captioning policies, as well as workflows and use cases for transcripts and closed captions. The topics covered are:
Accessibility policies and procedures
Captioning and transcription workflows
Strategies for addressing accessibility issues
Video search with interactive transcripts
Industry trends with captions and transcripts
Speakers
Haris Gunadi
Alternate Media Specialist | Portland Community College
Tole Khesin
VP of Marketing | 3Play Media
Presentation delivered to the National Leaders Forum of Australian Association of Distance Education Schools, Darwin Aug 2008 - \'Lifting Learning Engagement Through Interactive Technologies\'
This session will illustrate a sustainable development model for the teaching and learning of Chinese in Scotland and England, respectively. In 2008, Scotland had only one Confucius Classroom in one school. By 2010 there were 10 Confucius Classroom Hubs serving 15 school districts and hundreds of schools. This presentation will describe a sustainable model used to promote and develop Chinese language and culture across the curriculum in Scottish schools and coordinated by a national agency working in partnership with school districts. The national model in Scotland is guided by a set of principles that are relevant to anyone interested in developing Confucius Classrooms and significantly increasing the number of teachers and students learning Chinese language and culture. In England, the Specialist Schools and Academies Trust (SSAT) is an independent membership organization dedicated to raising the achievement of young people in schools, through our “by schools, for schools” approach. The SSAT Confucius Institute has 34 Confucius classrooms developing Chinese and the study of China across schools in their area and a national fund to make support available to all schools in England introducing Chinese and to progress the core issues around teaching resources, teacher training and appropriate assessment for learners.
The U.S.-China Institute at the University of Southern California and the SPICE Program at Stanford University, two California-based programs participating in the National Consortium for Teaching about Asia (NCTA), have provided some of the best curriculum resources on China in the country. Participants will learn
about their curricular materials and other programs for teachers, and will discuss free online CEU-eligible
courses and subsidized opportunities to travel to China.
A successful foreign language instruction program must effectively engage learners in ways that personalize and enliven the curriculum while motivating students to apply their learning to the real world. The learning environment is a key factor in determining the efficacy of learning, and as such it must be optimized. In this session, participants will discuss strategies for building a warm and active online community through welcome letters, discussion forums and group activities for collaborative learning. We will also focus on how to write an online course syllabus, and review the use of online assessment tools in online teaching.
Two regional education centers will share technology-mediated models used to provide equal access to Chinese programs. Southern Oregon ESD will share an interactive video conferencing model and will outline steps to starting a similar program. Video examples from K–5 classes and Chinese culture experiences used to enhance instruction will be featured. WSWHE BOCES will share a hybrid
model used to support a K–12 extracurricular program — including curriculum and asynchronous
activities — that offers a similar level of instruction to traditional programs. The curriculum model and asynchronous activities will be introduced. Participants will be encouraged to increase access to
Chinese language programs by using powerful technology tools.
n this session, participants will discuss the importance of partnerships and articulation among various
Chinese teaching institutions, using as a model a successful partnership between a Confucius Institute and a community-based heritage language school. This collaboration benefits both institutions in promoting Chinese language and culture locally, offering professional development to teachers, and increasing students’ motivation to learn Chinese. Then participants will focus on partnerships between K–12 public schools and community-based heritage language schools, which can create a short-term solution to teacher shortage issues in the former by recruiting teachers from the latter. They can also provide a long-term opportunity for K–12 public schools to experience Chinese culture via the heritage
schools’ cultural activities.
The EACEA invited the NIFLAR project to share experiences on ICT and Digital media for key competences at the International EDEN congress which was held in Valencia (9-12 June-2010)
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
3. This presentation will include:
The basics of Voicethread
Creative uses in and out of the classroom
Project ideas and examples
Assessment rubrics
Project feedbacks
4. What is VoiceThread?
easy upload of images,
video, audio, or Word
documents
possibility of adding text,
audio, video comments
and doodles
distribution of
VoiceThreads to
individuals or groups.
http://voicethread.com/
5. Project training and support
internet connection for VoiceThread
access, uploading entries and
viewing/responding to classmates
webcams /microphone to record video
/audio “entries”
orientation in language lab
6. Creative uses in and out of classroom
Interviews with native speakers
Skit project
Video Journaling
Oral presentation
(Students were broken into groups of 3 or 4 students each )
7. The objectives of these activities
To provide a platform for students to regularly voice
their opinions and exchange ideas with each other after
class in Chinese.
To help students reflect on their learning activities and
instructional materials in class.
To provide a new media for students to students /
instructors to students interaction in Chinese.
To expose students to authentic communication by
interaction with native speakers.
To help students apply their newly learned knowledge
and skills to real situations.
8. Project sample:
interviews with native speakers
pre-task: readings and questions
core task: interview a native speaker;
record with Flip camcorder;
upload to VT
Post- task: summarize this interview on VT;
view group members’ interviews, and
leave comments.
10. Project sample:
skit performance
Choose topic and design a public-interest
advertisement
perform and record it by Flip camcorder
upload to VoiceThread
view at least one ad from other groups
and leave voice comments
21. Project feedbacks
How much does the project help you express ideas in
Chinese outside of the classroom?
-Some, but helpful 84% - a lot 6%
How much does the project help you make improvement in
listening comprehension?
-Some, but helpful 69% - a lot 12%
How much does the project help you increase your
knowledge of Chinese culture?
-Some, but helpful 48% - a lot 28%
How much does the project help you identify the
strengths and weaknesses of your presentation?
-Some, but helpful 38 % - a lot 42%
22. Project feedbacks
It is useful to learn others’ opinions from their video
presentations.
-agree 60% - strongly agree 33%
The comments or feedbacks from classmates and
instructor are helpful.
-agree 78% - strongly agree 22%
Simulated interviews with native speakers are very
helpful.
-agree 71% - strongly agree 22%
It is a good opportunity to practice Chinese in
the skit performance.
-agree 45% - strongly agree 55%
23. Advantages:
-good user interface, fun to make project
-it is interesting to hear people’s response, it is also helpful on
identifying errors.
-it was good to be able to see my presentation and be able to self
evaluate my Chinese pronunciation
-very cool, easy to use
-I could watch myself and see where I went wrong
-has a lot of potential
-I can learn my own weaknesses
-allows speaking practice
-let you use language outside of classroom
-provides an opportunity to get a lot of feedback
Disadvantages:
-100 mb upload limit
-there were technical difficulties
90% students would like to recommend the use of Voicethread in Chn126
in the future.
24. Conclusions:
Encouraging active participation in target language use regardless
of distance and space; stored-and-forward communication is easily
accessible
Promoting the use of multiple communication modes from receptive
to productive and interpersonal, interpretive and presentational
communication;
Providing a wide range of participation from one-to-one, one-to-
many and many-to-many
Making good use of multiple communication devices to extend
maximum language contact hours and frequency of interaction
among teachers and students and between native speakers and
non-native speakers
Providing an opportunity to get a lot of feedbacks and the student’s
productive samples were collected for assessment.
25. references
Honggang Jin (2009) Participatory Learning in Internet Web technology: A
study of Three Tools in the Context of CFL Learning Journal of Chinese
Language teaching Associate, 26-45
Augar, N., Raitman, R. & Zhou, W. (2004). From e-learning to virtual
learning community: Bridging the gap. Paper presented at the International
Conference on Web-Based Learning, Advances in Web-Based Learning -
ICWL 2004, Beijing.
Lipponen, L. (2002). Exploring foundations for computer-supported
collaborative learning. In G. Stahl (Ed.), Computer Support for Collaborative
Learning: Foundations for a CSCL community. Proceedings of the
Computer-supported Collaborative Learning 2002 Conference (pp. 72-81).
Hillsdale, NJ: Erlbaum
Sidney L.Hagn, Tamara Stassen, Grading Classroom Oral Activities: Effects
on Motivation and Proficiency Foreign Language Annals 22,No 3,1989