Our First Winter eLearning Symposium

On January 24th we had just over twenty faculty and staff participate in a three-hour active learning workshop around active learning. As usual, most of the day time was around faculty work and faculty led discussions and presentations. It was a good amount of time to cover some strategies faculty are using to create more active classrooms.

Over the past couple of years, we have worked hard to make our learning visible. Even participatory past the live event itself. Given the nature of this event and some of the activities the faculty described, and the participants used, we created a pretty nice page here on our blog that shares what happened during the day.

What interest me the most is how this type of interactive and shared learning might work in a class. What are the benefits? Drawbacks? And why?

Other examples of our drive to make some of the work visible?

2019 eLearning Symposium
2018 eLearning Symposium
2017 eLearning Symposium
5 Day Canvas Workout
Oh, 5 Places You’ll Go!

What’s My Line?

Two weeks ago I was able to talk with some educators and people like me in Bend, Oregon at the NWeLearn conference. I had a slot immediately after lunch. That is always challenging time as it feels like nap time. No matter. They had coffee and mid-day dessert and I shared some ideas about the spaces we work in.

As usual, no one sat in the front row. I had to point out to the audience that the fellow filming the event had just told me that empty rows in the front make it look like the speaker is talking to an empty room when viewed in a video. “Hmmmm,” I thought. That is smart. I told the crowd as much and some nice conference goers moved to the front table. One took a photograph.

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I have learned that arranging the stuff, and people in a classroom, is my job as an educator. And I spoke to that as I started the presentation.

Now this is the interesting part. I am going to share a version of the presentation with you, but first, I am going to tell you two reasons that doing what I am about to share is valuable.

One. I am sharing much more than a PowerPoint presentation. I am sharing complete paragraphs, images, and links to resources that are explained. And it is in a place that anyone can get to and share. It is on my place on the internet. A place I can control.

Two. I wrote out a lot of what I wanted to say in the presentation in the week leading up to the event. During the live presentation I missed some things and added others. But for me, it was good practice to try to write out the ideas I wanted to express in the talk. I have certainly practiced a whole lot of other talks over and over, but this was the first time I could recall writing so much about a single session.

Anyway, those are two good reasons to do what I did. Now you can go here and see a good part of what I said in the presentation.

I ended with another mention of the Michael Franti line about working hard and being nice to people. It seems it is our job. Our work. And we can certainly use a little more nice in the world today.

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What‘s in Your Padlet?

Over the past three years we have had a number of faculty use Padlet in their courses. From creating a place for content curation or class discussions, to “exit tickets” for in class activity, Padlet has become a useful option for faculty wanting to generate more student to student interaction, and a space to curate material and collaborate.

And it looks nice!

What does it do? Well, Padlet can be a discussion forum. Students can respond to your prompt in text, images, and video. It also allows students to respond to one another.

Padlet can be used for group presentations. Rather than a traditional PowerPoint, students can gather the presentation materials in an ordered manner and move through them in the live presentation. And better yet, when shared with the class, it can also have conversations around each of the posts, or “slides.”

Padlet can be a space to curate resources on a class project or a specific topic. For example, I used this one to share possible topics and ideas for the final projects for a class.

Made with Padlet

Padlet is easy to use for both students and faculty. The Padlet below is ready and waiting for you to click the “+” sign at the bottom right and share something. Try adding some text, or a link to a website. Maybe a video? Or maybe all three. You can add your name or not. By default, the Padlet below is set so that you post is anonymous. Because I created it, I have a number of options available to me including making it private, making it public, or moderating posts before they appear on the live on the Padlet.

Made with Padlet

Padlet was built for teaching, so it has all the security and safety features you might expect. There is ample training on the web. Here are some videos from Padlet about using various features.

Padlet is a free tool that you can use today, and there is also a pro version that allows you more features. The Pro version is 99 dollars a year and there is also a version for teachers called, “Backpack.”

If you would like to talk about it more, please let me know at tconaway@uw.edu

A Look Back at the 2019 eLearning Symposium

The DLI hosted our 5th Annual eLearning Symposium last month and we had a wonderful time with colleagues from across all three University of Washington campuses. Here are some of the resources we shared and created at the event.


We had positive feedback on our symposium survey. In the survey results below, 1 is “strongly agree” and 5 is “strongly disagree.”

survey results

I gained at least one idea or strategy that I will implement in my course design or teaching.

We had a fun day with lots of learning. Here are some images.

Video Production Best Practices for Online Courses

Computer screen with video and other video links

Computer screen showing a video with other video links on the side

Video production is not what it used to be! In high school, I used to sit in a dimly lit room, with multiple TV monitors, splicing tape with a razor blade to make edits. Back then, tape was expensive, editing video was manual labor, and few resources were shared between hundreds of students. Sadly, when brought up to faculty, making a video often conjures up this antiquated idea of video production. Well, good news! Nowadays, making a video is as simple as ever and all you need is a cellphone and/or a laptop webcam.

Learn more about creating “Effective Online Videos” via Vanderbilt’s website.

The first step for incorporating videos into your online course is simply picking up the phone and pressing record. You can use the camera application on your phone, press record, and upload it to your LMS (learning management system). For Canvas users, the Canvas Teacher’s application (iPhone and Android) can be used to add video prompts to discussion posts, give feedback to a student’s assignment, or add a short video lecture to an assignment(s).

Now that the technology is out of the way let’s take another small step to make your video really stand out (i.e. more professional). Below is a list of small, free steps, that you can take to help make your videos more watchable.

Chunking

  • Keep the video’s short, relevant, and related. Shorter videos are easier to digest and help keep student’s attention. When in doubt, keep your videos around 5-10 minutes long as a best practice.

Using Visuals

  • Use a tripod or lean your phone/camera on a solid surface when filming to prevent shaky video.
  • Film your videos in different locations, spaces, and places. Switching up the background can help prevent viewer fatigue and lowers the chance that students accidentally miss/skip a video.
  • Panopto offers a simple way to show images, PowerPoint slides, and your computer screen as well as your face in a video.
  • Bring in images, historical items, props, and other visual references, when you can, to help students visualize the material.
  • Hold your phone in a landscape (horizontal) orientation to avoid filming vertical videos.

Audio

  • Locate the microphone(s) on your camera or phone. Make sure the microphones are not obstructed by a phone case, your hands, and/or a tripod clamp.
  • Purchase or check out a lavalier microphone, commonly known as a lapel microphone, to capture clearer voice audio and prevent external noises from impacting your video.

Lighting

  • Open the window blinds to let daylight in. Even better, record your videos outside for optimal sunlight.
  • Make a 10 second practice video to test a locations lighting. Bad lighting can make your videos dark and hard to watch.

Scriptwriting

  • Write out a script for your video. Even though writing a script seems tedious, scripts are a wonderful way to prevent rambling and refine the videos subject matter.
  • Bulleted lists, with pivotal key points, can be used to keep you on track when you don’t have time to write out a script.
  • You do not have follow the script 100% of the time! It is important to improvise as it helps add emotion and helps build teaching presence.

The first step to successful online videos is making videos. The second step is making small changes to make your video a little bit better. Simply put, video is iterative process and should be an extension of your teaching and not an obstacle. We hope these simple video tips will help you in your online courses.

 

Academic and/or Pedagogical Podcasts

At work, I usually listen to The Clash and The Who. Or classic, classic rock.

And then there are times I listen to the amazing educators out there sharing the work they do.

This morning, a colleague from Arizona asked for some suggestions for podcasts. A few people answered the call.

Below are links to some of the suggestions or the embedded content.


Innovative Teaching Podcast

with Jeannette Shaffer and Patricia Herrera (here is the website with all the podcasts)



Two Profs in a Pod

with Beth Eyres and Tenisha Baca (here is the website with all the podcasts)

[soundcloud url=”https://api.soundcloud.com/playlists/768386766″ params=”color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true” width=”100%” iframe=”true” /]


Let’s Talk Teaching

from Center for Teaching, Learning, and Technology at Illinois State University (here is the website with all the podcasts)
website of the Center for Teaching, Learning, and Technology at Illinois State University


Teaching in Higher Ed

with Bonni Stachowiak (here is the website with all the podcasts)


Gettin’ Air

with Terry Greene (here is the website with all the podcasts)



Pedagogue

with Shane A. Wood (here is the website with all the podcasts)

[soundcloud url=”https://api.soundcloud.com/users/344367794″ params=”color=#4cc4ac&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true” width=”100%” height=”450″ iframe=”true” /]


The New Professor

with Ryan Straight (here is the website with all the podcasts)

WordPress in Higher Ed. One Way to Go.

This weekend, I am off to Portland to share the 9x9x25 Challenge with the people at WPCampus. I hope to get another school to give the writing challenge a shot. We will see.

logo for conference. WordPress in Higher Education. Where WordPress meets Higher Education. July 25 to the 27th. Portland, Oregon

It is a conference about using WordPress in higher education. For the 9x9x25, we used WordPress to aggregate all the faculty posts into a single place. It was a perfect tool for both public facing writing and for an easy way to pull the faculty posts form their various blog sites. We used a WordPress plugin called Feed WordPress.

Here is my presentation.

I had been working with faculty at Yavapai College for about five years before we dreamt up the 9x9x25 Writing Challenge. I think that by that time I had enough faculty who trusted me to sort of “salt the tip jar” should we only get a handful of other faculty participants. As it worked out, along with the four I had commitments from, twelve more faculty signed up for the first 9x9x25 challenge. You can read the 300 plus pages of writing they created in nine weeks here. Crazy.


first lines from article about OER at Yavapai College

After five years working with faculty as an instructional designer, I realized I just needed to get the faculty to share their ideas and experiences in a way that would help them be willing to maybe risk some change in their courses. They learned best from their fellow faculty, and along with all the usual suspects we offered like workshops and institutes, we still had room for another space to learn in. So, we used the internet.

I have been here at Bothell for a little over three years. I am not yet sure I could get five faculty to commit to writing for nine straight weeks. Maybe, but I am not sure. I have not tried. But I will in the not too distant future.

The idea for the challenge has been modified and adopted by faculty at some other schools.

Here at Bothell, I am going to push WordPress a bit at our 2019 eLearning Symposium. For one of the activities, I am going to have all the participants login to a single WordPress site as authors and write a short piece on teaching and learning and we will magically see all of that content on a single website. I hope. You know how tech demos go…

Sometime I hope to get some faculty here at Bothell to participate in a similar writing project. I know some will. Maybe I’ll offer it as one of our 2019/2020 Learning Communities?

Here is a short article about the challenge and below is an interview I did with Terry Greene about the project.

Listen to “Todd Conaway” on Spreaker.https://widget.spreaker.com/widgets.js

The Search for Camera X

As a photographer, I’m frequently asked: “what camera should I buy?

Unfortunately there’s no magical unicorn camera that’s perfect for everyone. So when it comes to buying cameras, I’ve developed a system that helps me find Camera X.

What’s Camera X? Glad you asked.

Camera X is the null name I give to a camera that I haven’t bought yet. It’s a thought form that guides my way through the mountains of spec’s, statistics, opinions, and conventional wisdom, that makes buying a camera such a chore.

Camera X: what can your camera do for you?

Before I did anything else, I took all the things I wanted to see in my new camera and distilled down into a single sentence. I considered how much I wanted to spend, how often I used the camera, how much weight I wanted to lug around, and how it work with the way I took photos. After thinking things over for several days, I came up with this:

Camera X is a low cost compact digital camera for personal photos that complimented my film cameras and is small enough to take everywhere.

I did this as a preluded to descending down the buzzword rabbit hole of megapixels, sensor size, and all the things that camera makers deem important. Why? Because creating a clear definition of what I wanted kept me from turning my modest proposal into an epic stretch goal.

Use your statement to narrow down choices for Camera X.

Having determined what Camera X had to do, I narrowed down my choices. DSLRs were the first go, as the size and weight put them outside my statement. Also, since the pictures were just for me and not for a paying client, I didn’t need ludicrous resolution.

(Fun vacation game: go to a tourist destination and count the amount of people with giant photo backpacks full of camera stuff  that’ll never be used on their trip. I’m not being mean — I was that guy.)

So, no DSLRs. Since I wanted to keep costs down, that meant I was in the market for something with a zoom lens hard mounted to the camera. I also wanted a hot shoe (the place where the flash goes) so that I could still use my existing strobes. And because I wanted to take pictures like I did with my film cameras, Camera X would have to have manual controls and not be fully automated.

Demonstrate and Validate.

Now that there was an idea of what I was looking for, I went down to my local camera shop. Nikon and Canon, two big names in photography, both had cameras that would fit my one sentence statement, and I made a point to handled each model. In a lot of ways, this is by far the most critical step. You’re buying something that potentially will be with you for a long time, so fit and usability count as much — if not more — than anything else. A camera that’s a pain to use is a camera the never gets used, no matter how good it is. With that in mind, I stood at the counter and pressed every button and turned every dial on every camera in front of me. I looked through the viewfinder, flipped out the screen, and tired to fake out the autofocus.

And then I left without buying Camera X.

Cooling off period.

NASA has a thing they call “Go Fever.” It’s when you want to fly a rocket so badly that you rush past red flags and warning signs and end the day with a bad launch and an epic explosion. I’m not launching rockets (yet), but buying a camera in the heat of the moment can feel equally disastrous. Leaving the camera shop empty handed was hard, but it was for the best. I gave myself twenty-four hours and made sure it was the way I wanted to go.

Camera X becomes a Canon G9.

I returned the next day and then for the next four years I happily took pictures with my Canon G9. In this case, the process worked. I had a small compact camera that was always with me, the manual controls made every picture my own, and the hot shoe let me work with my flashes as I always had. The G9 was the unicorn until four years later when I slipped on the ice and broke it.

In conclusion.

A Camera X process isn’t the only way — or even the “right” way — to buy a camera, but it’s a method that’s worked well for me.  For every camera out there, there’s billions (that’s a bit of an exaggeration. Let’s make it millions) of hours of reviews, marketing videos, and demonstrations, all trying to tell you what to buy. What they can’t do is tell you if a camera is right for you.  Knowing what you want before you walk into that camera store means that you’ll walk out with a camera that you’ll be happy with for a long time to come.

OMG! You have a Website!

Why have your own website? Well, here are a few possible reasons:

You may want to share your research or current project work
Robin DeRosa is professor at Plymouth State University, and the director of the Interdisciplinary Studies program.

You may want to share your thinking about the academic landscape.
Jon Becker is Associate Professor of Educational Leadership at Virginia Commonwealth University.

You may want to share your course content.
Lisa Lane is a faculty member at MiraCosta Community College.

You may want to create a space for students to share the work they do.
Jane Van Galen is a retired faculty from University of Washington, Bothell.

You may want to make your resume more visible.
Alisa Cooper is a faculty at Glendale Community College.


In some ways, we all have our own website, it just is not really tied together in one place. Maybe we use LinkedIn for our professional presence. Maybe Facebook for various types of communications. We have Flickr for our photos, Spotify for our music, and a host of other apps or sites that store information we use. They are located in different places, hosted by different companies, and often only provide a single snapshot of who we are and what we do.

These days, you can choose to craft a space on the internet that allows you to choose what goes where, how much of it is used, and what it looks like when someone sees it. You can sort of funnel in all of your tools into one space.

But the web offers the opportunity to do far more than just collect all your stuff in one place.

It is a place you can create ideas and share them. You can write about the work you do. You can write about the things that are important to you. You can wonder about your work, your craft, your life, in words and images. And that is important.

We need people willing to share the good work they do. Their failures, and successes. That is how we learn. How to you share your best ideas about teaching with your colleagues? How often do you share those ideas? Are you often asked to share your recent discoveries about students learning? Should you be asked?

I’ll ask. Please share the good work you do with your colleagues. 

In almost fifteen years of working with faculty I have certainly realized that faculty listen to other faculty and they learn from other faculty. In this day and age, it is important that we help one another improve our skills as educators and we can do that in meetings, in the hallways, and in workshops. The web allows us one more venue to share our work and it is a venue that is not location-based or restrained by time. Those qualities make it a space that can be easily accessed and it can create the opportunity to learn from others. Sounds familiar, right? We call it “online learning” or “online classes” or “hybrid courses.”

Over the years, I have tried to share some ideas about my work and the amazing educators I get to work with. You can see that on my website. So yes, OMG, I have a website!

2019 eLearning Symposium

Please join us for our Fifth Annual eLearning Symposium! (Registration link) This year we will focus on our rich opportunities for collaboration in academic spaces. Topics ranging from using tools like Zoom in our courses with students to discovering ways we can share our learning as educators, we will explore some of the  ways our colleagues are using strategies and tools to offer our students the best experiences possible. Perhaps we will find that the very same ways we can connect and grow as educators are the same ways we can offer students to learn and grow in their academic journey.

The symposium format is full of hands on activities and short presentations by your colleagues with plenty of time for conversation! This year we are also fortunate to have Terry Greene, a colleague from Ontario, Canada share some of his stories with us.

This year the symposium is on July 31st from 9am to 4pm in the North Creek Events Center


Special Guest Terry Greene

Terry Greene is the Learning Technology Specialist at Fleming College. He spent the last two years at eCampus Ontario as a program manager. He is doing brilliant work getting faculty at universities across Canada to share their experiences as educators. We welcome him as a speaker at our annual eLearning Symposium. Some of the work Terry has done recently is shared below.

Open Faculty Patchbook

The Open Faculty Patchbook - A Community Quilt of Pedagogy

“Fleming College faculty and our peers around the world are building a community patchwork of ‘chapters’ into a quasi-textbook about pedagogy for teaching & learning in college. Each patch of the quilt/chapter of the book (let’s call it a patchbook) will focus on one pedagogical skill and be completed and published by an individual faculty member.”

You can see the PressBooks version of the Patchbook here. The web version is here.

Gettin’ Air Podcasts

The 9x9x25 Challenge

poster with computer screens and describing the 9x9x25 challenge. 9 posts, 9 weeks, 25 sentencesLast year, Terry had a number of faculty share their experiences on the web by challenging them to write about their work. You can see the writing they created here.

This could be a pretty easy challenge if you’re already a reflective educator. Even easier if you’re already on a team of reflective educators!

We want to collect your reflections on the teaching and learning happenings in your classes and on your campuses here on Ontario Extend’s Domains Hub. We think we can give each other a leg up on how things are going. The challenge is to write about your teaching in 9 posts, over 9 weeks, with a minimum of 25 sentences per post. No fragments! In doing so, maybe we will make some new and exciting connections. Here’s a bit of the origin story of the 9X9X25 Challenge itself.


Please spend the day with your colleagues sharing your insights and ideas about teaching and learning! We have a continental breakfast and a good solid lunch. We have lots of activities and stuff to give away.

Comments from symposium participants!

I really liked the structure: topics were covered with 15 minutes or so(not too much) of talking followed by a relevant activity. I liked how technology was woven throughout and used, rather than demonstrated.

You did a fantastic job! This was really well done, overall. I can really see how much thought you put into the topics, structure, pace, and experience of the symposium. I had a great time!

I really enjoy this symposium. The last two years in particular have been wonderful! I always get so energized by what I learn and experience. Thanks for the food and candy too!