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Enriching Scholarship 2017 – A Digital Profile of U-M Students May 8, 2017

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In this session, a handful of students shared their “digital profile”, which was recoded from browser plug-ins on their laptops and a app on their phones. They reported primarily on what activities they did, not on how much time they actually spent. There were a few key takeaways

Students tend to use laptops to work, their phones for entertainment. They feel having a laptop is pretty much a necessity, despite the computing centers around campus. A phone is essential. without a phone, you are isolated.

On the question of phones or laptops in the classroom, they feel it actually depends on the class and the students. Some students really feel the need to take notes on the laptop. It is stupid to prohibit laptops in a computer programming class. It’s distracting if the person in front of them is watching football, or if their phone goes off.

Phones may actually be a sort of defense mechanism. If they can text their friend, they don’t have to stress about meeting the person next to them. They use their phones less in (or before) classes where they have come to think of their neighbors as “friends” rather than “classmates”. Some good icebreakers, especially things that are relevant to the class but still personal may help (maybe some of those Liberating Structures?)

Some students check email a lot. Some never do. Some check Canvas Announcements. Some don’t. Some are on Snapchat all the time. Some are on Facebook. Some are on Twitter. The best platform for communications with them is whatever their friends are on. It helps to be clear about how you plan to communicate.

GroupMe is nearly ubiquitous. It is a group MMS app that allows sign up through email, so you don’t have to give strangers (i.e. classmates) your phone number. Chances are good that there is a groupMe for your class, but there’s a fraction of your class that doesn’t know about it. It may be helpful for you to facilitate this, but your students do NOT want you on the GroupMe, so the best thing to do may be to ask for one or two volunteers manage it. There are some pitfalls (like the potential for harassment) but if the students are going to do it anyway, it’s probably better for you to try and ensure it’s more inclusive than to let those who aren’t part of the in crowd struggle on their own.

Enriching Scholarship 2017 Lightning and Thunder Talks May 2, 2017

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This year’s enriching Scholarship saw a new format of presentation: lighting and thunder talks. First each presenter gave a lighting talk about their topic. After everyone did their presentations, we settled in around some tables for small group discussion of their topic. Below I give the synopsis of their lightning talk, followed by any notes that came out of the table discussions I attended (two of them). Each of these people had a full length session later in the week as well.

Melissa Gross: Anatomize
This is a 3D touch enabled virtual dissection table in the Duderstat and available to anyone at the U. While she showed images of human anatomy classes, you can load any thing for which you have a 3D rendering, such as a mouse, or a flower. It allows you to engage your students in an active learning environment.

Jamie Vander Broek: book making
Last summer, the U acquired a letter press printing studio as part of the Alternative Press poetry magazine collection. In addition to art students, she also had a class in history and american culture that did field trips, like printing, as extra credit. Modern students did not grow up with this sort of technology (not even things like typewriters) so they develop a new appreciation for the difficulty in information sharing in the pre-digital age. Many have trouble setting the type, especially setting it in the correct order (backwards!) They also come away with a product they can show and share with others.

Benjamin Blankenship: using Twitter in the classroom
Twitter is everywhere, and many of the students see it, even if they aren’t active users of it. It provides a platform that extends beyond the boundaries of the University. It can be a place to obtain resources, to interact with other students, or with the instructors. However, there are some challenges. Not everyone uses Twitter, and even the ones that do may not be comfortable sharing class information with their followers (this is a Psychology of Education class.) Students will need help getting started, setting up accounts or creating new accounts for class and making sure they can switch between them, and understanding things like privacy and the way Twitter threads messages. Assessment can also be a challenge, especially with a large class. There are tools to help with this. Twitter archivers can help with assessment by saving tweets to a Google sheet, CSV, or proprietary report form. You can go simple, like an IFTTT applet, somewhat complex like Twitter Archiver, a Chrome Add-on, or a complete analytics platform like Tweet Archivist. In general, you are still going to need to sort through them all by hand to see if students did a reasonable job, just like you would with any other assessment. If you have a GSI, you can have him/her monitor the class twitter hashtag during lecture like a back channel, so introverts can still get their questions answered. You can also use an app like twitter fall to display a running feed of tweets. Students may use this as a reminder during class discussions if they tweet thoughts during lecture, or to share ideas. It can also be used for free association or warm up activities. If you do decide to do this, you’ll need a course hashtag. Think carefully about it, and test it multiple times before the class!

Perry Samson: Wireless Indoor Location Device (WILD) Learning System and Mining Student Notes
Students who are using the LMS Perry developed several years (LectureTools/echo360), ago already have their notes online. Analytics tools are able to parse the notes to do things like identify common themes and subjects students wrote about, connect resources like a link to the chapter in the eBook, and even relate back to notes from previous semesters that are also in the system! This system is still in early development stages.
WILD is a device that can pinpoint its 4 dimensional location to within a few inches. The device can also communicate with devices like smart phones and computers, so you can design activities that require the students to move around. For example, a windspeed can be assigned to each device, and students have to self organize into a hurricane. The instructor’s computer could display the result, so students can see if they’ve reached hurricane status, and what happens if they move out of place (I can see similar ideas for simulations of an accretion or protoplanetary disk.) Since it is 4 dimensional, you can include a height and movement, so you can do a scale model eclipse. You can also collect data on the other devices nearby, so you can do something like track social interactions, which might be especially good for something like a foreign language practice class. This is still in development, but he’ll be trying it in his class this fall, and soliciting ideas for more classes and applications over the summer and early fall.

Pamela Bogart: Gameful Canvas
Canvas has a robust multimedia discussions tool, and learning outcomes with rubrics, which lend themselves nicely to multiple methods of content delivery and assessment. Modules allows options or alternative pathways to success. Students do a set of activities that are required by all (such an the midterm and final), then select a subset of other material and activities, which allows tailoring of classes to what students need to get out of the course. Since the other activities have varying deadlines, it also give the student flexibility with his/her schedule. However, this works well for students with good executive skills. Procrastinators and students who have difficulty in unstructured environments tend not to perform well. I will be attending the full length session later in the week, so look for a future blog post.

Enriching Scholarship 2014 – Google Apps in CTools June 4, 2014

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Enriching Scholarship is “a week of free workshops, discussions, and seminars… for instructional faculty and staff” at the University of Michigan. On Thursday I attended a session on using Google Drive and Calendar in CTools. I am also part of the pilot. Members of the Astronomy Department can check it out on the ASTRO 000 sandbox site. 

Currently, these tools are in Pilot mode, but they expect to release them in fall. If you want to see them (or anything else on the site) the way your students see them, creating a friend account and adding it to your site is highly recommended.

CTools should be a hub for students and faculty to access and organize their tools and materials. To that end, the developers have started trying to bring other tools, like Google Calendar and Drive, into CTools. They chose these tools as priorities because when students were polled about what they wanted, they overwhelmingly asked for Google Calendar.

Google Calendar

Please note that putting both the Google Calendar and the Schedule tool on a single site is not recommended.

If you add the calendar to your site, your students should automatically have access to it in their Google Calendar under the Other Calendars section. If they hide it from their list, they can get it back in the calendar settings. Also, it can’t be hidden from CTools, so they view it there. They (and you) can also control the notifications under the settings, but don’t forget that the general settings are over-ridden by event specific settings. You may want to save the reminders for important events, like exams, and let them set their own homework reminders.

The calendar should show up in your list under “My Calendars.” Just like your students, you can use settings to change whether or not it is displayed, set default notifications, etc. You will always have access to it through CTools.

You can only have one calendar per site, and there are no group-level permissions (so no group-specific deadlines). Also, be aware that at this time, friend accounts cannot actually open the event and get the details.

Currently, it works with the Assignments tool, so when you create an assignment, you can check “Add due date to schedule” and it will put the deadline on the calendar. They are also working on integrating it with the sign-up tool (currently in stealth mode.) Test Center is likely to be the next priority after that, but probably not in time for fall. You can of course manually add events to the calendar too.

Students should be able to “invite” the calendar to an event, so you can use it . You control the settings for what the calendar does with the invitation, which could include setting the calendar to auto-decline all invitations.

You can export/import events from one calendar to another, just like a regular Google Calendar.

Drive

As with Calendar, you get one root folder, and there are no group level permissions. Anything put in the Drive folder for your CTools site is automatically shared with everyone on the site. Sharing permissions are at the folder level only, not document level, so be aware that if you give edit permission to the folder, that means the students can edit every document in that folder!

The big advantage of course is that you can access it from your Drive, including your desktop application, so you can write an assignment on the bus, save it in your drive folder, and it will automatically be added to the CTools site when you get an internet connection. No need to revise it locally, then log in to CTools and up lead the new version!

Since it is tied to Drive, each document has a URL, so you can attach it to something in Assignments or Test Center (just remember, it’s there for the students to see!)

 

That brings to an end all my notes from this year’s Enriching Scholarship! I hope you found them useful.

Enriching Scholarship 2014 – Kickstart your ePortfolio May 21, 2014

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Enriching Scholarship is “a week of free workshops, discussions, and seminars… for instructional faculty and staff” at the University of Michigan. On Friday I co-hosted a session on ePortfolios. 

Most of the session was spent brainstorming what should go into an ePortfolio and planning it out. The end of the presentation has tips for using Google Sites.

https://docs.google.com/presentation/d/1ayq-HmDU4XsbdEMZ0kCN_1U_fBF5Ib47fdcGez1DqS4/edit?usp=sharing