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Tuesday, February 28, 2012

ITC 2012 - Long Beach, CA

Digital Storytelling:

Moderated by Barry Dahl.  They set up a very complete website on the presentations at

Lots of good ideas in this session:

Glogster - poster creation.  In my class students could to the story of the Federal Reserve or talk about how monetary policy works

Google maps:  could do a location-based history project, a book report as characters travel through the book, history of the economy of a certain area (through time and space)

There are others on the website above with directions on how to use each tool.

ITC 2012 - Long Beach, CA

There were many thoughts on how to develop a learning community online from Beth Mathieson, Capilano University, CA
  1. Use Voice Thread for your introduction, ask students to respond via VT also, using audio
  2. Video email (Canvas has this embedded)
  3. Phone of course
  4. allows you to share desktops
  5. Real-time get-together to go over the syllabus via webinar software like elluminate (note: it really helps to have 2 moderators - one to talk and one to chat.)
  6. Students introduce each other via Voice Thread - puts up pictures of coffee mugs and tells students to choose the one that best describes them
  7. Or use pictures on Voice Thread and have students write a story - start with first picture, first student writes a sentence, etc.
  8. Student generated weekly questions in discussions
  9. General question area in discussions
  10. Interactive lectures via VoiceThread (ask them to use audio and video, no text)
  11. Use Voice Thread to bring in a guest lecturer
  12. Book chat:  students choose from 1 of 3 books, the assignment is a book review, they must meet in real-time with 2-3 fellow students to discuss the book.  5 minutes for intro, then 1 to 1.5 hour discussions
  13. Wikispaces: cooperative review of the week's reading.  Everyone puts up questions, you look at every page and respond to one unanswered question. (A twist on Louis's homework forms).
  14. Audioboo to record audio
  16. Blogs
  17. Collaborative exams - students write the exam questions (give them Bloom's first, no recall questions allowed).  They can choose to find a partner and turn in a single exam.
  18. Collaborative exams, idea 2:  groups develop 2-4 questions, then respond to another groups set of questions.  Grade responses to your own questions.
  19. to go over syllabus
I tied this to Monday's Keynote by Josh Jarrett from the Gate foundation.  Josh talked about the 2 sigma problem - students getting one-on-one tutoring do two standard deviations better than students in a traditional F2F classroom.

Josh gave us many statistics:
  • students who log in before class starts have a 90% likelihood of successful completion of the course.
  • 75% of students are non-traditional (we know this already because we teach in a CC)
  • by 2014 1/2 of students will take at least one online course.
He made me wonder if advising could happen online ala Amazon. 

Classes need to be scalable, replicable, sustainable to break the iron triangle of cost, quality, and access.  (Not sure I agree there).

Wednesday, February 22, 2012

ITC 2012 - Long Beach, CA

Saturday: Developmental Math Online, Workshop, Donna Gaudet and Lisa Young

Donna teaches the full sequence each semester - Arithmetic, Intro to Algebra, and Intermediate Algebra.  She uses proctored tests as that seems to be the standard for math courses online. Her success rates are in the upper 70%, nearing 80%.

1.  Use technology like Animoto to introduce yourself to students and to make yourself more accessible. She also asks students to use Animoto to introduce themselves to her.  Her rationale is use of technology is a 21st century literacy.

2.  Requires a student orientation ahead of time.

3.  Course design:  
  • vertical design
  • consistent due dates:  Homework is due Mondays at 11:59 pm, Quiz and Testing on Wednesday.  Quizzes can be taken many times, an 80% pass rate is required.  Tests can be taken once..  The written assignment packets are due Thursdays at 7:00 pm.
4.  Flow (weekly)
  •  Mini-lesson (replaces lecture):  Uses a Livescribe pen to deliver a 7 to 15 minute lesson, primarily example problems.  She includes a handout with the same problems on it - she asks students to turn in the handout with the problems worked out exactly the same way she does them on the mini-lesson.  
    • Essentially she wants to see her work in their handwriting.  
    • Students like to hear her voice.
  • Homework:  These are problems they do on their own in MyMathLab.  A 90% success rate is required to move on.
  • Quiz:  Also in MML.  Students can take quizzes multiple times, they ultimately need to get an 80%.
  • Test:  Tests are handwritten, not machine gradable.  Students have to show work.  The test sheet is divided into 2 columns - one for the original time they take the test and a second column for corrections.  
    • Corrections are required
    • Students receive extra points for the corrections.
    • Midterm and Final are proctored
5. Misc:
  • Students turn in work via Filestork and Dropbox to reduce clicks for Donna.
  • She allows students to work ahead.
  • Structured flexibility:  due dates, but students can work ahead.
  • Continuous feedback through MML.
  • Transitioning from Livescribe to screencasting because of calculator -- TI Smartview (using Jing, but need Jing Pro, so have file type options beyond flash). 
  • An option to MML is Wamap, which is free.
Lisa Young then talked about institutional good practices:
  • Use Smartermeasure to  help students assess their strengths and weaknesses for online classes.
  • Involve families in the discussion of "When are you going to study?"
  • Use group work, scaffolding, rubrics to establish clear expectations, structured flexibility