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
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

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

– 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

– 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

– iOS – web, mpeg4, JW player

– 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

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

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

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.

Spanning the University to Improve Information Literacy e-Instruction

Presenters: Lindsay Miller, Rob Withers, and Eric Resnis, Miami University

Summary: This session was a little disappointing to me because I thought it would more specifically address using online tools to teach info literacy. Instead it was about a campus-wide collaborative project to create online modules to teach students about academic integrity. 

De-emphasized distance ed and online learning

Education about academic integrity
Miami e-Scholar Module

1 to 2 hours
Common framework

Development Team: all librarians

Slow clunky, navigation problems

Series of readings on 5 topics
Self-assessment exercises
Final quiz (must get 15 of 18 questions)
Email certificate of completion

19 students worked with student-led teams
Want and needed student feedback

Minimize the wordiness
Gave feedback

Resistance to mandatory
Overlap with other tutorials
Branding was important

Integrity Quickstart (IQ)
– complement to e-Scholar
– partnered with IT and Student Affairs

Common Craft – In real language

Non-linear, integrates video
Prezi.com – free product, very visual, navigation tool

No grade or mechanism to see if student visited the page