The document details Stephen Dann's innovative use of technologies in education, highlighting various digital tools like blogs, YouTube, and social media to enhance student engagement and feedback loops. It discusses challenges with technology in the classroom and proposes solutions such as using anonymous feedback channels and multimedia resources to support learning. Additionally, it emphasizes the importance of clear expectations and timely responses to student inquiries.

1. Innovative use of technologies in education
SHOWCASE: STEPHEN DANN

2. Visual Feedback Loop
• Cards replace “hands up if” question
– Green card for yes
– Red card for no
– Yellow card for maybe
• Put up the yellow card when…
– You feel lost
– I’m going to fast
– I’m making no sense
Yes No Maybe

3. Youtube, Soundcloud, Formspring, Twitter, course blog, oh my!
TECH IN THE CLASSROOM

4. A history...
• Hosted my courses online in 1998-1999
– Which melted the hosting server
• reprimanded for issuing a denial of service attack
– A.K.A. 120 students getting their assignment questions…
• “The server was not intended for such high traffic activity”
– Switched to my own host (1999-2001)
• “Students should not be required to access a website to find
out their course readings”

5. Server Killer

6. Online audio hosting in 2000s
“Students should not be required to go to a website to download audio of the lectures”

7. The ANU Tech Trials
Tech (prior) Course Twitter
• 2006-2007 Blogger • eMarketing
• 2007- ANU Blogs • Social Marketing
• Intro
• Slidecast presentations! • Strategy
• YouTube video • Business Decision
assignments! Making
• Blogs as assignments!

8. “Do we have to use the internet?”
STUDENT FEEDBACK

10. DESPITE THAT…

11. THE SCENARIO

12. MKTG2001
Score Problem to solve…
2.2 I had a clear idea of what was expected of me in this course
2.6 The teaching and learning activities supported my learning
3.3 I had ready access to the learning opportunities provided in this course
2.8 The assessment seemed appropriate given the goals of the course
2.3 The feedback I received during the course supported my learning
2.3 Overall…Experience of learning

13. Preferred Option: Kill it with fire.

14. The Challenge
Score Problem to solve…
2.2 I had a clear idea of what was expected of me in this course
2.3 The feedback I received during the course supported my learning
Bonus Round Challenge:
• The Lecture is 2-4pm Friday.
• The Tutorials are Tuesday, Wednesday, Thursday
• Week 1 is the Bush Week holiday.
• Nobody likes the content (fear of statistics)
• Subject has a reputation for horror
• Topic area has a horrible reputation across the sector.

15. Plan B: Throw technology at the solution
Problem Solution
Expectations
• Clear idea of expectation Video Briefings.
• Friday lecture Monday Content
Feedback loops
• Studentwards Assessment Feedback, Low tech, high touch
• Lecturerwards Ah, now we have a problem…
• Lecturer Capture Consultation Timing
Subject is scary Remote access / anonymous questions
Wattle is creepy Open non tracked channels

16. Caveat: Why not all through wattle?
• Wattle’s lovely and all…
– Doesn’t have automated timed releases (blog)
– Streams like a dammed river (Youtube)
– Times out during a lecture (Twitter)
– Student preference (Yikes!)
– DLD is not a media server (No kidding)
– Can’t schedule appointments(Meet.me)
– Forum is awfully crude (Twitter)
Plan B

17. Expectations
• What tech lets me set the direction for the course?
– Command and control approach
– Information outbound
Blog: http://mktg2001.weblogs.anu.edu.au/
YouTube: http://www.youtube.com/drstephendann
Soundcloud: http://soundcloud.com/drstephendann
Wattle: Uglier than strictly necessary
Plan B

18. Sunday Night at the Subject
• Draft slides (week’s content)
• Draft blog post
– Windows Live Writer
• Record briefing video
– Canon Vixia pack
• Edit/Upload video to YouTube
– Windows Live Movie Maker
– Convert video to mp3 using VLC
• Upload audio to Soundcloud
• Update blog with links (Y, S), post blog
• Update Wattle with links (B, Y, S)
• Record preview lecture on DLD
Plan B

19. Feedback Loops
• Lecturerwards feedback
– How can I react quickly to short questions?
– How can I react quickly to urgent questions?
– How can I get students to ask the embarrassing
questions with the straightforward answers?
Twitter: http://twitter.com/mktg2001 | @mktg2001 | #mktg2001
Formspring: Ask a question
E-mail: mktg2001@anu.edu.au
Plan B

20. Feedback Loops
• Studentwards feedback
– What generic advice can be sent outbound?
– How can I reframe student assessment expectation?
– What can I do with individual task data on aggregate?
Blog: http://mktg2001.weblogs.anu.edu.au/
YouTube: http://www.youtube.com/drstephendann
Soundcloud: http://soundcloud.com/drstephendann
Plan B

21. Aggregate and Individual Feedback
Plan B

22. Aggregate and Individual Feedback
Plan B

23. Lecturer Capture
http://meetme.so/stephendann http://www.scheduleonce.com/meetme.aspx
Plan B

24. Subject is scary
• Anonymous inputs
– Wattle anonymous
– Formspring
– Quora*
* Didn’t work out so well, aka Formspring was so much better
Formspring: Ask a question
Plan B

25. Summary of Technologies
Blog: http://mktg2001.weblogs.anu.edu.au/
Twitter: http://twitter.com/mktg2001 | @mktg2001 | #mktg2001
Readings: Old School Paper book
Formspring: Ask a question
E-mail: mktg2001@anu.edu.au
YouTube: http://www.youtube.com/drstephendann
Soundcloud: http://soundcloud.com/drstephendann
Plan B

26. Points of Contact
• @stephendann
• Stephen.dann@anu.edu.au
• Stephendann.net / stephendann.com
• Slideshare
Plan B I’m a very technical boy