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)

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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

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

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

xeturahwoodley Xeturah Woodley is the Executive Director of Academic Affairs, Central New Mexico Community College where she has been teaching for 14 years. She teaches online classes, has develops a program to train faculty to teach online, and boasts a retention rate of 85% or higher for online education. Here are some of her strategies for teaches distance students:

1. Connect with Student before the class begins. Woodley calls her students on the phone to make sure they are ready for class.

2. Give clear directions on what they need to do to prepare for the first day of class. Make sure they are engaged from day one.

3. Respond to student inquiries within 24 hours. (Tell them you will always get back to them within 48 hours for some cushion room and tell them the times when you are not available, i.e. weekends).

4. Put all expectations in a syllabus and go over it in detail. Teach students to have back up plans and get them from them in writing – so you can ask them why they didn’t use their back up plan if they try to make excuses. Have resources immediately available to students if they do need help.

5. Admit your mistakes – Woodley gives extra credit to students if she messes up. This keeps her students logging in to check up on her and gets them more engaged in the class.

6. Put words of wisdom from former students on the front page.

7. Give students assignments that require them to login. The more they login, the more engaged, the better they do in the class.

8. Provide consistent feedback.

9. Create opportunities for building community.

Photo by by terri_brown, Flickr CC

Barry Dahl, photo by by terri_brown, Flickr CC

I attended two wonderful presentations by Barry Dahl at the Enriching Learning Environments Through Technology conference hosted by ECC on March 6th. Dahl is the Vice President of Technology and the e-Campus at Lake Superior College in Duluth, MN and is also on the Board of Directors for the Instructional Technology Council.

The two presentations I attended were “Teaching with Technology: Myths and Realities” and “e-Learning Myth Busters: Is Conventional Wisdom Wrong?”. Beyond the great content of each of the talks, I was really impressed with his method for presenting and teaching the information he covered. In both sessions he used clickers (very powerful clickers too – according to Dahl, they were about $30 a piece and responses would be detected as long as you were in the same “zip code” as the receiver) to encourage participation and engage the audience. He asked some practice questions to get everyone comfortable using the technology and also some questions which helped gage who was in the room (Faculty, Staff, Administrators) and what their experience was using different forms of technology. 
Most notably,  he ingrated clicker participation with the ideas he was presenting. His talks were composed of a series of ideas, thoughts, and rumors he had heard regarding his topic. He first presented the idea and then polled the audience with the clickers as to whether they believed it was a “myth” or a “reality”. For example, one of the thoughts he presented was “Wikipedia is practically worthless for academic purposes”. At the conference, 18% of the participants said this was a reality and 82% said it was a myth. He then went on to express his own thoughts on the topic (Wikipedia does have value) and present evidence to back this up. As the presentation proceeds, he collects the data from polling that can be used to inform future presentations. He often shared with us whether our polling results were similar or different to that which he had gathered conducting this talk with other audiences.
As he was presenting, I couldn’t help but consider how useful his style of presentation would be in library instruction. It was be interesting to ask students questions like “Google has everything I need to do college-level research” or “NoodleTools can be used to create an accurate Work Cited/Bibliography page”. I found the interactive format kept me extremely engaged in the presentation. It’s fun to see how your ideas and opinions measure up to those around you and there is instant gratification from giving voice to an opinion and then immediately discussing whether or not it is true. It opened up interesting dialogues that I think would translate well while teaching information literacy.
Briefly, I wanted to point out an idea of Dahl’s that was echoed a lot while I was at the ACRL conference.  There is a basic assumption floating around that so-called “Digital Natives” have a natural ingrained competancy when it comes to technology. Dahl, along with several librarians at ACRL challenge this assumption with the idea that Gen Xers are more confident with technology than they are competant. They are less technologically savvy than we think and usually are good at using a limited number of technologies somewhat well. As we introduce new technologies into their learning environments, it is important to keep this in mind.
The actual slides used during Dahl’s presentation of “Teaching with Technology: Myths and Realities” are available here.