IAS eFellows Summer Institute

Posted on by tconaway

We’re in the third week of the eFellows Summer Institute with 12 faculty from Interdisciplinary Arts & Sciences (IAS) participating. The IAS eFellows Summer Institute is a response to findings from the 2018 report from the IAS Evening Degree Task Force. The Task Force found that many IAS students struggle to find balance between work, home and school life and yet they sincerely want to further their education.  In the report, students indicated that they needed greater flexibility in the scheduling of courses and that online learning was one way to enhance IAS’ responsiveness to students’ needs. This program represents a collaboration between the Office of Digital Learning & Innovation (DLI) and IAS to support the development of online options for core IAS courses. Most courses will be taught in an online format during the 2019-2020 year.The Institute is being co-chaired by Susan Harewood (IAS) and Andreas Brockhaus (DLI) with the expert assistance of the rest of DLI team.

The Institute has been full of great conversation, learning and extensive online work as participants begin to create their online courses. Our main themes have focused on student engagement and instructor presence, and we’re using Quality Matters (QM) to help guide the design of the courses. We’ve covered topics like online discussions, group work, assessments, accessibility, video creation, rubrics, and of course lots of Canvas tips and best practices.

After the Summer Institute, faculty will continue to work with the DLI office to develop their courses, with a key goal being that each course will pass a QM review prior to being taught. The DLI has greatly enjoyed the opportunity to work closely with this faculty cohort, and look forward to seeing more online opportunities for students in the near future!

 

 

Enhancing the Classroom Learning Experience with Smart Glasses

Posted on by uwbdl

Image source: Pixabay

Smart glasses are making a comeback and finding new use cases in the education sector. Though it has been a few years since Google Glass became one of the first to enter the market, there has remained minimal widespread in the adoption of AR and VR technology. Researchers and educators, however, have been working on ways to integrate smart glasses to benefit learning in the classroom setting. For example, students using smart glasses who may be shy or hesitant to ask a question in front of their peers could use smart glasses to discreetly message their teacher who could in return, use their smart glasses to host a poll to see if other students are having trouble grasping the material.

Coupled with VR and AR, smart glasses could bring to the class to previously inaccessible areas like the Large Hadron Collider or the Pyramids of Giza.

In fact, according to an article published in the EdTechTimes [1]:

[V]irtual environment[s] [are] being pushed as a way of teaching real-world skills in a safe control environment[s] before trying them in the general public . . . While all of these aides and therapies are fairly new, they all show promise to become wider spread tools of special education technology in homes and classrooms to assist children with special needs gain a better education and interact in more social situations.

These types of interactive lessons could be enhanced to allow students to participate in simulated environments like operating rooms or outer space. Students with visual impairment will soon benefit from glasses that can recognize text and read it back to the wearer [1]. The article shares therapeutic and innovative examples of integrating creative technologies in the classroom to promote equity in the classroom environment.

For more information, read the full article on EdTechTimes.

References

[1] J. Puskar, “Smart Glasses Find New Use in Special Education Technology,” EdTechTimes, February 20, 2018. [Online]. Available:  https://edtechtimes.com/2018/02/20/smart-glasses-find-new-use-in-special-education-technology/ [Accessed July 9, 2018].

Learning about the Lightboard

Posted on by tconaway

We are very happy to share a new opportunity for faculty. We have a lightboard (or learning glass as they are sometimes called) that you can use to create videos for your students. Last week, Erin Hill and Matt Gibloff began making a series of videos for their respective courses. As these are our first videos, we are still learning about which colors work best, what color of clothing works best, and some lighting options.

As with all video, it is best to keep them short and very specific. Making lots of shorter videos is better than one that is too long. We recommend 4 to 8 minutes, but you can make them shorter or longer depending on the topic at hand.

[youtube https://www.youtube.com/watch?v=sJVpl7QBJ48?rel=0]

Having some very clear ideas about what is going to be covered and illustrations you may want to prewrite on the glass is helpful. For example, you don’t want to draw a detailed graphic on the glass as you are talking, you can draw it before the video starts and then illustrate or annotate around it as you talk. Also, rehearsing a bit for each video is also helpful.

You might start off by simply making five or ten short videos that cover common problems students face in a portion of your class. Perhaps those same videos could be used in another course as review material?

[youtube https://www.youtube.com/watch?v=NYtsPDVjSS8?rel=0]

With each video we are refining strategies for making the best video. Eye contact is really important and it is hard to do because it is pitch dark and you do not have a person to look at while you are talking. So you are staring into darkness and yet you have to look right at the camera for best results. Alos, we noticed that having faculty draw on an 81/2 x 11 sheet of paper just what they want to draw on the lightboard helps them stay focused. That paper can be placed on the table below the lightboard where they can use it like they would lecture notes. We have found a brand of marker that works best and an eraser that works well. Waiting till the markers dry makes them much easier to erase. Anyway, each iteration of video is an improvement. We will share more as we continue to create these videos with faculty.

markers

If you would like to set up an appointment to see how the lightboard works and make a short demo video, please let us know. If you then think you’d like to make a series of videos, we can schedule that.

 

 

Save the Date… 2nd Annual Global Accessibility Awareness Week, May 14-18

Posted on by thomana
GAAW

 

Global Accessibility Awareness Day (GAAD) is almost here. The UDAL Core Team at UW Bothell is hosting the 2nd annual celebration to spread awareness about this diversity topic. We will have workshops and presentations to educate our campus on accessibility awareness on Tuesday, May 15, Wednesday, May 16 and Friday, May 18. There will also be sessions on May 17 at the UW Seattle Campus (TBA).

Tentative Agenda

For the updated agenda, go to the May 8 DLI Blog post

Tuesday, May 15 (LB2-216)

8:30a – 9:00a Accessible eMail (Ana Thompson)

9:05a – 9:45a Accessible Canvas Content (Ana Thompson)

Wednesday, May 16 (UW1-120)

1:00p – 1:10p Welcome (Ana Thompson and Ashley Magdall)

1:15p – 2:15p Video Captioning Information Session (Doug Hayman & Susie Hawkey)

2:25p – 3:00p Web Accessibility Training Part I Ashley Magdall , Jeane Marty, Hadi Rangin & Anna Marie Golden)

3:00 – 3:15 Break

3:15p – 3:55p Web Accessibility Training Part II (Ashley Magdall , Jeane Marty, Hadi Rangin & Anna Marie Golden)

4:00p – 4:40p ATC Services & Screen Reader Demo (Dan Comden & Hadi Rangin)

4:40p – 5:00p Networking

Friday, May 18, (UW2-131)

8:30a – 8:50a Welcome and Intro – What is GAAD? What is the point of GAAW at UWB? (Ana Thompson and Ashley Magdall)

9:00a – 10:00a Document Accessibility Information Session and Demonstration (Ana Thompson)

10:10a – 10:30a A Student Journey to Accessible Content (Jordan Smith)

10:40a – 12:00p Hands-on Fair and Closing

 

Image Acknowledgements

global-people.jpg

Retrieved from PublicDomainPictures.net

 

eLearning Engagement with Nontraditional Students

Posted on by uwbdl

Image Source: Pixabay

With college enrollment declining over the past five years, many higher education institutions are constantly seeking small-scale solutions to create better learning opportunities and improve student retention. In a recent article published on EdTech, colleges and universities share their efforts to connect with nontraditional college students; students described as “25 and older, working full time, financially independent or connected with the military” (Cortez).

As such, more educators collectively favor an online learning platform that facilitates flexible learning to support traditional and nontraditional students. Ultimately, by promoting more eLearning practices in higher education, students will be granted with online opportunities to study and learn course material in their own time and, most importantly, at their own pace.

For more information, read the full article on EdTech.

 

Digital Learning Technology in Higher Education

Posted on by uwbdl

Image Source: Pixabay

Digital learning technology (DLT) is an umbrella term that covers a wide range of technologies that “facilitates teaching and learning, from digital course materials and e-textbooks, to lecture recordings and learning management systems” (Kelly).  According to the Digital Study Trends Survey by McGraw-Hill Education, over 1,000 college students across the nation share their experiences and preferences around DLT: 

The majority of students prefer classes that use DLT, and 40 percent agree that DLT influences the classes they decide to take. Mobility and flexibility surface as the most popular DLT features.  (“2017 Digital Study Trends Survey” 19)

In terms of “[mobility] and flexibility,” the two most prevalent forms of DLT at UW Bothell are Canvas by Instructure and Drive by Google. Both of these systems provide the UWB students, faculty and staff with quick and convenient access to their important online materials such as  lecture recordings, notes, assignments, deadlines and etc.  The best parts about these types of DLT are that they allow students to learn at their own pace and at their convenience.

The rise in DLT is inevitably improving the classroom experience through the blended learning model; moreover, this model is currently providing online classroom experience so students can take control of their own learning. With that said, it is exciting to consider how universities  plan to adapt and improve DLT services over the next decade.

For more information, visit the full article on Campus Technology.

 

Cyberlearning Research Study

Posted on by uwbdl

Image Source: Pixabay

Cyberlearning, a relatively new field of research, focuses on teaching methods that prepare learners of all ages to function in innovative technological environments. In a recent report, researchers of the Center for Innovative Research in Cyberlearning explore major trends in the field of educational technology to help both educators and students understand or predict where education may be headed over the next decade. According to the report, researchers concluded that “students can learn challenging content with the support of emerging technologies – findings that are needed to guide the future of learning technology” (Roschelle et al., 2017).

Results of the report shared several emerging concepts, two of which indicate: first, student participation increases when they have access to touchscreen interfaces; second, student engagement increases when interfaces integrate virtual peers such as avatars and artificial intelligence. Ultimately, Cyberlearning attempts to use these ideas to develop new applications that make a more immersive and engaging online classroom experience.

For more information, read the full article on Campus Technology.

 

Posted on by uwbdl
Young man reading a book

The Department of Education class hour definition says that for every Carnegie unit of credit hour there should be a minimum of two hours of study. Is this scale still valid? Wouldn’t be more beneficial for student to shift emphasis from time to tasks?

Lolita Paff, PhD, in her Faculty Focus article, Questioning the Two-Hour Rule for Studying, has some great suggestions for instructor to suggest students in order to maximize learning during study time, such as: practice problems, rewrite class notes, create concept maps or flashcards, respond to learning reflection prompts (as a journal, discussion or other formative assessment), quiz to learn (Quizlet offers a free tool with different types of activities to reinforce learning), crib sheets (even if not allowed during exams).

 

Duolingo Partners With Pearson to Make New Foreign Language Classes

Posted on by uwbdl


Image Source: Chips Articles

Pearson and Duolingo have teamed up to create an experience that is intended to help college and university students learn foreign languages.  Through the use of gamification, personalized learning tools, and texts that can be accessed on iOS and Android devices, this new tool is a perfect way for students to practice their foreign language skills.  Duolingo will provide aspects that keep the students coming back, such as earning points for correct answers, hearts that go away when they get a wrong answer and make them start over when all the hearts are gone, and keeping track of how many days in a row they’ve practiced.  Meanwhile, Pearson will provide the students with texts, both digital and print versions that are aligned to what language they are learning.  The lessons will include speaking, listening, translation, and multiple choice exercises, and will show students how they can improve if they make a mistake. Anna Szawara, a lecturer at the University of Illinois at Chicago, praises Duolingo, saying it’s a great supplement for any foreign language class, and that it keeps students engaged and supports their learning processes.

Participating colleges and universities will offer courses in Spanish, French, German, and Italian starting this fall.  “Our shared goal is to help improve students’ academic performance while preparing them for today’s global workforce and opportunities that require multilingual skills.” says Paul Corey, the managing director for higher education courseware at Pearson.

You can read the full article on Campus Technology

 

E-Portfolios Help Prepare Students for their Future

Posted on by uwbdl


Image Source: Flickr

In a survey conducted by the Association of American Colleges and Universities found that only 23 percent of employers felt recent graduates were prepared to work.  It is important for students to be able to learn skills on how to communicate their career-readiness to future employers.  E-portfolios are an effective way to do this, since they showcase the student’s skills and gives the employers an idea of the work the students are interested in.

E-portfolios also help boost a student’s digital literacy.  By having their own e-portfolio, it shows that they are able to “identify and create digital solutions, adapt to new tools, and discover more effective and efficient ways of doing things in their fields,” a report from EDUCAUSE states.  It is important for students to build an online presence and craft their professional online identities early, in order to impress employers.  The employers learn much more about you from an e-portfolio, as it showcases your work and the process you took to come up with your solutions.  Some universities, like Illinois State University, are even giving students digital badges as a form of achievements for those who hone their skills and experiences throughout the school year.  The university’s honors program awarded 7,400 digital badges to students, which will go on their transcripts and make it easier for employers to see where their skill sets lie.

For the full article, please visit EdTech