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)

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

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

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

Thinking Outside the Fan Box: Promoting Literacy with Facebook and Twitter

Illinois Library Association 2010 Conference
Navy Pier, Chicago
September 29, 2010

Stacey Shah, Presenter
Distance Learning Librarian
Elgin Community College (ECC) Library

Online access to the information covered in this poster session is available at http://staceyshah.wordpress.com/2010/09/27/thinking-outside-the-fanbox/

The Concern

In 2009, I attended a panel session at the Association of College and Research Libraries National Conference entitled Widening the net: a research-based collaboration to foster success among at-risk learners by Librarian Kaijsa Calkins and Lecturer Rick Fisher from the University of Wyoming.

Three major ideas of this session caught my attention:

  1. Studies show the literacy among college students is declining.
  2. Reading is a skill. The more one reads, the better a reader one becomes.
  3. Librarians can help college students by encouraging them to read ANYTHING.

ECC Librarians’ Question: Can we use social networking resources to get students to read more and expose them to valuable online resources?

The Process

  1. Choose a valuable online resource with article of interest to patrons
  2. Copy article URL
  3. Use Bit.ly to shorten URL and create short, enticing description of article
  4. Bit.ly auto feeds post into Twitter; becomes a “Tweet”
  5. Copy “Tweet” and paste into Facebook feed
  6. Facebook auto feeds to Fanbox on library website

The Results

Data Collected

  • 322 resources shared
  • 183 hits this month
  • 3127 hits this year
  • 106 Facebook Friends (doubled after adding Fanbox to library homepage)
  • 77 Twitter followers

Benefits

  • Encourages students to read
  • Exposes students, faculty, and staff to valuable online resources
  • Allows all librarians to easily update library webpage with good resources
  • Ties together library’s presence in Facebook, Twitter, and the ECC Library Blog
  • Allows librarians to track which resources attract the most interest
  • Promotes the library as well as its resources, services, and events

Resources

Bit.ly, http://bit.ly/

Facebook, http://www.facebook.com/

Facebook Developers Wiki, Like Box (Fan Box) creation instructions, http://developers.facebook.com/docs/reference/plugins/like-box

Twitter, http://twitter.com/

References

Calkins, Kaijsa and Rick  Fisher. Widening the net: a research-based collaboration to foster success among at-risk learners. Association of College and Research Libraries National Conference, 14 March 2009.

Romano, Lois. “Literacy of College Graduates Is on Decline: Survey’s Finding of a Drop in Reading Proficiency Is Inexplicable, Experts Say.” Washingtonpost.com. The Washington Post, 25 Dec. 2005. Web. 2 Sept. 2010. 

I attended the afternoon session of Electronic Pedagogy presented by Dr. Dave Yearwood on September 24, 2010. Dr. Yearwood is an Associate Professor and chair of the University of North Dakota’s Technology department. Some of the important ideas I gained during the presentation include:

  • Learn by doing. Don’t get too caught up in the technology when using it to create instructional modules and tools. Jump in with idea and try it and see what happens. You won’t learn unless you experiment and allow yourself time to make mistakes.
  • Your creations do not have to be perfect. They can be unpolished, rough around the edges, and they can still be useful to students. Created less-produced tutorials for content that will change rapidly and more polished tutorials for content that will endure over time.
  • Use technology prepare students for class time. Use class time for discussion or other activities that don’t work as well in an asynchronous environment. You don’t have much class time, so use that time wisely. Any lectures or information you can provide your students with electronically will buy you extra time with them in class.
  • Before you start creating an online tutorial, map out what you are going to do. When you map it out in advance, you can focus on using the technology well rather than the content while you are creating the module.
  • Create a variety of instructional resources for your students. Use audio, screen captures, and video. Try to combine audio with visual. For example, capture audio of you discussing the information on the syllabus and pair it with a screen capture or video tutorial of you highlighting important pieces of information in it.

A Librarian and a Hashtag: Embedded Virtually in a Classroom via Twitter

Presenter: Ellen Hampton Filgo, Baylor University

Summary: Presenter experimented with using Twitter as an instructional/learning tool in a small class. Proved to be a great experience – allowed her to be virtually embedded in a live class during the class meeting times and to provide resources to students in a “just in time” manner to students when their interest was ignited. Also, allowed her to form a much stronger connection to the students (she became “our librarian” to them) and to be involve with their research processes from the start.

Other In-Class Experiments with Twitter:

  • Monica Rankin – UT Dallas – used Twitter during lecture class
  • Cole Camplese – Twitter backchannel at Penn State

Her experiment – use Twitter in a smaller class and involve a librarian in the process

  • Worked with Dr. W. Gardner Campbell, director of Baylor’s Academy for Teaching and Learning Used in New Media Studies class
  •   9 students all honors students
  • Intro to new media – using media tools to help learn Required to blog, tag in deliscious, participate in class discussion via Twitter Motherblog

How she managed the project

  • tied everything together Used Tweetdeck -
  • monitored group and hashtag 
  • created a Twitter group – to group as a class
  • instructor asked the students to greet the Librarian in every class
  • sent links to the class as they met – books in catalog – websites, wikipedia – basically related to the author being discussed – google scholar citations
  • explained library resources – explained twitter (RT, @ replies)
  • included some just for fun Tweets
  • invitations to come to ref desk
  • students attended a social media conference at the college – saw a small a model of broadcast tweeting – when it hit home how Tweeting works

Observations:

  • model what you want your students to do
  • Librarian Jazz – improvisational – join in with the discussion without adding the wrong note -
  • make connections between class and the students own personal knowledge Blogging
  • she made great connection with students -
  • experience enhanced by posting to class blog- posted about library resources – getting at student’s research process a lot earlier – send resources even earlier in the process

Student responses

  • very positive
  • Asked for help in other classes
  • Students very comfortable with asking librarian for help
  • referred to her as “our librarian”
  • Informal survey – good feedback – students more aware of library resources “including librarians themselves”
  • Still gets questions through Twitter and Facebook

Best Practices

  • Use a hashtag
  • Archive class tweets (Library of Congress)  – TwapperKeeper (can’t do it after the fact)
  • Use a URL shortener that uses statistics
  • Considerations: What about “Tweckling”? – heckling the librarian or other participants
  • Need to consider how you will set things up
  • Can just do one class session – time consuming

Points to Consider:

  • Is Twitter just a distraction?
  • modeling good behavior – laptop is more than just notetaking, can learn with
  • Great for both large and small experiences
  • Are certain classes better suited?
  • Not sure yet Future Directions – blogging a lot more – good interaction, more opportunity for interaction
  • how do you scale up?

How to initiate this experience:

  • follow tweets/blogs of students Find profs who use twitter professionally or personally
  • Integrate Twitter into embedded librarian program New media, journalism, educational technology
  • She did follow students and they were required to follow her
  • Students were allowed to lock down account for privacy

Additional tools

  • Tweetmenot – can mute users  discussions
  • Yammer – internal network connected to particular domain
  • Edmoto – educational network
  • Twitter HotSeat – use institutional account

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!

Currently, we are in the process of evaluating back up CMSs should our current system disappear completely in the lawsuit black hole. I’m noticing a couple of interesting things as I consider these systems from a librarian perspective.

First of all, there’s been a shift from calling these systems and software CMSs to LMSs, generally an acronym for something like “Learning Management Suites” (perhaps to end confusion between “Content Management Systems” and course or class management).

More importantly, I am pleased that most systems are beginning to recognize the need for roles outside the administrator-instructor-student standards that have dominated for so long. Many of the systems we’ve looked at offer multiple roles such a “guest” or “visiting instructor” or even “mentor” as well as customizable roles (which is great for creating librarian roles with specific priveleges). One thing that I find odd is that I haven’t actually seen a system with a “librarian” role. Surely there are many librarians out there actively working within CMS (or LMS) enhanced courses. I’m just surprised that there isn’t more demand for a “librarian” role that it becomes a standard feature of these systems.

Finally, I’m interested in the fact that a couple of systems are pushing the fact that they now not only provide the tools with which to create and structure courses but now they have partenered with companies that offer to provide content for those courses. Publishing companies are partnering with theses LMSs to push their content out easily through them. Here’s the question: How will that effect the resources we use? On one hand it will be great to have electronic materials that are easy to integrate into course sites. On the other hand, will a department that selected a textbook because they felt it was the best for their students feel pressured to pick the material produced by a partner publisher because of the ease with which it can be used in the CMS? And more pressing to me, how will this affect the aquisition of library materials? Will the library feel that kind of pressure too or will we be able to respond positively to a new and easier way for students to use our materials?

As you might imagine from this blog, I have a distinct bias in favor of WordPress, but mostly because of my familiarity with it. I attended an ECC Center for Enhancement of Teaching and Learning workshop a few weeks ago presented by Christian Zehelein on blogging for education. In the workshop, Zehelein recommended both Blogger and WordPress as good free blogs to get you started. I asked him if he felt one was better than the other and he said he wasn’t sure. So I decided to do a little research on my own. I found a Blogger v. WordPress.com Comparison Chart at the blog Pulsed that does a great breakdown of the features of both. One thing I really like about WordPress is the blog stats it tracks for you. With Blogger, you need to use a third party to track stats. For some this would be an advantage, but for me it would just be more work and I’m happy with the stats WordPress offers. In favor of Blogger is the fact that I found embedding non-Youtube online videos much easier, whereas with WordPress, I had to use third party vod-pod in order to embed a simple video. There are plus and minuses to both but I’d feel comfortable using either one for library communication and instruction.

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