Fabulous, engaging presentation by mobile analyst Judy Brown about the future of mobile technology and education. I’m excited to see what lies ahead and am glad ECC Library is already exploring this area.

My Notes:

Personal devices
Rate of change
Uncomfortable high rate of change – so fast
FB not ready for mobile
Strictly On mobile FB change 23%
Tablets changing even faster
IPad uses majority Internet
Hard copy replacement
62% doctors use tablets
70+ % nurse use smart phone
iPads for NFL players for security
More primary use
Usage chAnge on web access – small piece
Small digestible pieces
No standard def for mobile learning
You don’t have to be mobile to use mobile
Knowledgable to knowledge-able
Ambien insight – knowledge and Learning, executive summary
2nd generation of mobile technology
Invert learning pyramid – do rather than teach
Mobile is a fundamental shift
To think outside the course
Test e-learning with mobile device
Perishable info should not be taught in the classroom – make it an app!
Spacing effect – long term memory must have repetition
Text4Baby.org
Snapguide – how to create little course
Coach’s Eye – how to do it, draw arrows
Abilene Christian University – iPad and iPod research
Font determines credibility to reader NYT?
Getting students involved in creation
EmpowerED -UCLA, each student gets iPad, $9800
Purdue – tools, Twitter background
ARIS – interactive storytelling
MASLO – access content, online and offline
Hyundai Equus – comes with iPad manual
Gamification with mobile
Distance Learning to Proximity Learning
Ford Taurus -drive well, plants grow
GPS, education at point of need and self correcting
Bendable screens and batteries, sensors, anticipation (MEMs)

I need to check the program for the presenter’s names! A nursing faculty member and nursing instructional designer provided tips for undertaking the challenge of teaching a 250 student class online. I was particularly intrigued because the class they were discussing was a nursing research class. I ask if a librarian was involved with their class and was disappointed to learn that no librarian was involved and that the only library instruction was a video created by faculty. I actually think including a librarian in their class would tremendously lighten in what is a huge undertaking. I did appreciate the design of their class which was very simple and beautiful (and gave very clear links to library resources.)

My Notes:

College of Nursing
250 students
Not Clinical classes
Evidence nursing practice, used to be “nursing research”
Dissect the course
Select technologies
More detailed syllabus
A structured and supported learning environment
Same template in every nursing course

Library tools, APA and Style Guides in main class content
Weekly Guides
Give examples
Use wikis for class project, give step by step guide
Video feedback and suggestions
Interactive activities – survey (anonymous), short papers (short and structured), wiki projects
Adobe connect meeting to walk through process
Online debates – debate topics, pros and cons, databases, debates on the discussion boards, evaluate debate

Video create by faculty for library, no librarian involved in the class

Say goodbye at end of course

Streaming High Quality Mobile Video… A Conversation and Some Code! Very informative presentation by Dean Blackstock, PennState, World Campus addressing the technical challenges of delivering high quality video to students in the educational environment. Can’t wait to check out the link he provided to the code he has created!

Here are my notes:

Kaltura (third party vendor) Integrated w/D2L (Note to self: need to learn more about this!)

Wowsa server

New Flash media server 4.5 added support for iOS

Progressive vs Streaming

Progressive
- copyright issues
- everyone gets same video file regardless video
- streaming needed full length feature film
- metrics not consistent because video is downloaded

Streaming
- improved navigation
- allows scrubbing
- live videos
- varying bit rates – detects users bit rate needs (has mobile version)

Http streaming enabled
- just-in-time packager
- flash for desktop/laptop browsers
- HTML 5 fallback for iOS
- Security – embed code won’t be read from other server

Student watching behavior
- Students watch only 4 to 8 minutes at a time

Challenges
- outdated plugins, JavaScript disabled
- secure networks (can trick user into thinking it is just a web page) New server does testing of ports for you

Delivery
- iOS – web, mpeg4, JW player

IPad
- no indication that there’s info below the fold

Bug in IE7 – click twice on Flash player

Mobile example
- Free JW player
- traditional web server

Paste Google Analytics identifier

Flash player not supported, flash media server is supported, will change name to adobe media player, HTML 5 standard has not been adopted yet

Kelley Conrad and Holly Rick from University of Phoenix discussed their project to improve the research and information literacy skills of advance degree students in their presentation Advanced Library Skills Self-Study and Effectiveness for Online Doctoral Students. It was heartening (and alarming!) to know that they struggle with learning the same research strategies our community college online students do. Interesting to hear how much they are able to tackle in a single in-person session with these students.

My Notes:

Doctoral students need better library skills
Can get away with Internet searching first few years
- getting them more involved and trained, more mastery and satisfaction

Pretest, Training, Post-test

Module Library Training

Access and Navigation
- Sage research methods online
- where, what, how to start
- ask a librarian, less than an hour

Advanced Research
-Boolean operators

Scholarly Articles and Popular Works
- peer review

Subject Guides

Evaluation of Sources
-scope, currency, authority, and audience

Organizing Research

In Flip Your Classroom to Increase Active Learning and Student Engagement, Bethany Stone, University of Missouri-Columbia, discussed her flipping two different classes – a small genetic diseases class and a large biology class. She had very positive experiences with both a recorded some good data. I found particular interesting as we head into our own Flip Classroom pilot project at ECC. I’d really like to experiment with Google Voice and text messaging as she describe using in her presentation.

My Notes:

Jon Bergmann and Aaron Sams high school came up with term “Flipped Classroom”

Study showed students less active in class than sleeping

- Tech tools to create accountability
- Many ways to deliver content
- Tech savvy students

Post recording 1 week before class
7-10 minutes video, no longer
Other readings, activities, videos

Students responsible for taking notes and jotting down questions

Basic quiz for accountability
Find newspaper article and bring it to class

Answer questions – google voice – put up on web page
Control questions to answer. Can text them as a response individually too.

Activities during class – Concept mapping

Started with just one class a week

Follow up, another online quiz – higher level thinking

Small Genetic Disease Class
Does it increase student learning?
10% jump in scores for flipped and harder exam questions

Will it reduce attendance?
Still coming to class

Majority students liked

Big Bio Class
- students went right to quiz, didn’t study materials, lower pre-quiz scores
- improved post-quiz scores
- attendance improved
- More engagement, positive reception

Explain strategy to students, keep them informed
Balance carrots and sticks
Repetition of learning goals

Pitfalls
- you can’t force students to learn, failing students will fail harder
- love/hate student feedback
- more work for instructor

Benefits
- lifelong learners ( control own learning)
- engagement
- interaction
- instant feedback
- professional satisfaction
- gateway to online teaching strategy

Irene Duranczyk and Jeanne Higbee from the University of Minnesota shared some interesting tips on how to make sure your online course and materials are accessible to those with special needs and how to ensure inclusion and multiculturalism through course content.

My Notes:

Prezi – presentation software that is non-linear (they used it during the presentation; very cool!)

Universal design – design to be usable by all to greatest extent possible

Written description for any visual, objective description

Universal Instructional Design (UID)
- Create a welcoming and respectful environment
- accessibility tools – ms office, adobe reader, Google docs

Making Word Docs More Accessible
- styles, use a style sheet in ms office, right click on the style – helps students using reader
- use sans serif font
- true numbering and bullet lists
- use tables to create double columns
- use references – table of contents to check accessibility
- embed alt text in the picture

Technology support for learning
- accessibility checkers
- speak tools
- captioning or transcripts
- download jaws free for 30 days

MS Office under file tab – access check
Change everything to adobe file (PDF)

Use creativity to vary learning
Use medium that best fits their way of learning
PowerPoint experience in habitat for humanity, halo video, videoed performance, illustrated fable book

Amazing presentation by Dale Suffrage of Kennesaw State University called Improving the Connection with Online Students: Through Introductory Videos and Weekly Update Videos. I am now very inspired to try using my smart phone to do weekly update videos for the classes I’m embedded in. I think this would be a great way to connect with students.

Intro videos
- connect with the instructor
- get to know your voice
- set stage for text based
- you-specific, not class specific
- sets tone for experience
- visualize
- unique to the person
- talk about hobbies
- ask for something you need on YouTube
- bring out personality
- hold up photos
- doesn’t matter what you say, it matters how you say it
- share personal things that you feel comfortable saying
- short and to the point
- clothing: what says you?
- setting: your co-star
- not in office, around campus is good

Weekly update videos

- replace housekeeping emails
- usually unedited
- natural relaxed conversation
- Romper Room magic mirror
- tangible sense of a personal connection
- most rewarding setting for student to hear name
- iPhone camera
- send to YouTube, unlisted, publish, tell a friend, send to email, 4:22 minutes
- shooting within your life
- record from webcam
- keep it short and to the point!
- don’t put weird tags
- don’t script but do outline
- backlit= bad

Dr. James Zull, author of The Art of Changing the Brain and From Brain to Mind, gave a very interesting talk about the brain biology and learning. I have never thought of learning as a physical change. Since I have a six month old, I was especially interesting his descriptions of how babies learn and acquire knowledge.

Here are my notes:

When we learn the brain physically changes

Theory of cognitive growth – brain becomes a mind through experience

1st principle: Use Widespread Regions of Cortex

3 functions of cerebral cortex – motor, integrating, sensing

Back regions – sensory take info and make pictures and facts dots in green =apple orchard
Front – create ideas, ladder under trees = apple picking (closer to meaningful leArning)

4 pillars of learning:
1. Get info
2. Make and discover meaning
3. Hypothesize and predict
4. Act-test

2nd principle: Knowledge Is connections – discover and use existing connections

Biology – network connections, Kurt Fischer (skill)

Explore-light
Light-remember
Light-see better
Light-move lamp
Light-discover new
Light-understand
Enlighten
Enlightenment

Cellular networks = knowledge

3rd principle: Meaning Emerges from Ancient Emotional Brain
Hormones adrenalin, dopamine, serotonin
Produce branching
Emotional chemicals make people change

How Do You Count That?: Statistical Reporting of Online Library Instruction Activities

Presenters: Tim Bottorff and Andrew Todd, University of Central Florida

Summary:

Presentation of results of a survey sent out to various academic library listserves gathering information about how statistics for online library instruction are counted. It’s clear that there are no real guidelines and that libraries are recording these in a varity of ways that may be skewing face-to-face instruction and reference statistics or in many the work involved in online instruction is being under-report or not acknowledged at all. The surveyors concentrated on asynchronous instruction including embedded librarianship, tutorials, and for-credit distance library classes. The conclusion was online interaction is has unique characteristics (for example, a discussion forum exchange of posts between a student and a librarian may appear to be a one-to-one reference type exchange but may also be read by other students in the class and may instruct multiple individuals) and doesn’t fit well with ACRL and ARL’s out-of-date guidelines for recording library instruction and reference work. One session audience member suggested that as we move away from gathering information about what we put into instruction to what impact we create (assessment and outcomes), the old guidelines seem very out-of-date. This may be particularly true in the online realm where one instructional activity such as the creation of a tutorial can impact multiple users over a period of time.

Survey to examine 3 areas of online instruction stats reporting:

  1. embedded
  2. tutorials
  3. online video

Task force at University of Central Florida
- to be fair and consistent in reporting statistics

Almost nothing published about this topic

Follow guidelines of ACRL but geared for F2F
 - one on one – reference
 - class meeting multiple times – count more than one class but participants only once

Count if analogous to F2F situation
- had to prove that students actually participated in order to count it

Survey design
- 14 question survey – available in conf. preceedings
- didn’t look at synchronous online interactions

embedded
online tutorial

IRB approval
sent to listserves

307 usable responses

Public 64%
Private 34%
Other 2%

Nice mix of institutions type and size

All over the map as to how to count this statistically

Online Tutorials
- most didn’t count as instruction
- many don’t know and don’t count it

Value of tutorial is creating once and using multiple times in multiple ways

Statistics are important in telling our story for funding and value

ARL and ACRL need to do something about this and help define

Online instruction has been around for a long time – why is this lagging?

Online For-Credit Courses

Most just treat it as something very separate
Many librarians teach this as separate from their librarian job

Exploratory survey – call to action for ACRL/ARL to put up standards

A lot of varience
Counted for a significant amount of my time

Burbules

I attended a wonderful keynote talk at the 2009 Faculty Summer Institute at UIUC. Nicholas Burbules gave a presentation entitled “From E-learning to Learning: Managing the Transition to Blended Programs”. One of the biggest ideas of Burbules’s talk is that we need to stop thinking of distance learning as something separate from on-campus that is geared toward a different audience with different. It is not. In the future, Burbules sees a college student’s whole program as blended, with the student taking a combination of on-campus and online classes. He says if traditional university don’t offering these options, students will seek them elsewhere – including at community colleges. He challenges academia to start considering and adopting all the different ways technology allows learning to be blended: offering classes with both on-campus and distance students at the same time, offering classes that blend professional continuing education with students pursuing academic degrees, offering synchronous class with groups of students and instructors in remote places. He calls himself a pluralist and wishes many more models of technology and pedagogy would be explored.

Bubules calls for instructors to stop thinking of technology as a “tool” for learning or just a mode of “delivery”. He declares that as a stupid was to think of education – as merely content being delivered to students in different manners. He encourages faculty to look at technology as integral to the learning process and use the integration as an opportunity to think of new ways students can collaborate and learn – to let the technology help determine what needs to be learned and how rather than thinking how can technology help teach the same old “content”. He reminds us that no area of study is exempt from the touch of technology, we should be teaching the technology as part of the discipline. We also need to remember that students can no longer graduate in a field and expect to be fully prepared for a 30 year career. Education must be a lifelong endeavor and the challenge is to teach students how to keep learning and keep absorbing and thinking deeply about the world around them.

We need to stop ignoring mobile technology – it can and should be part of education. Google has not made us stupid – we now carry the interet in our pockets and it is part of our learning, education, and knowledge. We need to rethink and redesign the space in which education happens. We need to harnass the power and motivation of social interaction and learning and teach peers to learn from and teach eachother. To some degree, vocabulary is limiting us from thinking in broader terms about education. Very inspiring!

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