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Resources for Technology Supported Learning

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Resources for using technology in teaching and learning


Contents


Teaching and Learning

  • "Development and Adaptation of the Seven Principles of Good Practice in Undergraduate Education," Arthur Chickering and Zelda Gamson. How the seven principles were developed and uses made of them in the late 1980s and early 1990s. ..link to PDF doc


Blogs and newsletters

Blogs, Wikis, Podcasts, and other powerful web tools for classrooms

  • Will Richardson “Learner in Chief” at Connective Learning and the author of the recently released Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms
  • Lisa Lane - history instructor, @ONE presenter


Educational technology

  • Encyclopedia of Educational Technology (EET) is a collection of short multimedia articles on a variety of topics related to the fields of instructional design and education and training. The primary audiences for the EET are students and novice to intermediate practitioners in these fields, who need a brief overview as a starting point to further research on specific topics. Authors are graduate students, professors, and others who contribute voluntarily. Articles are short and use multimedia to enrich learning rather than merely decorate the pages.
  • FIREFOX - More than just a browser with 100s of extensions available to provide an enormous range of extra functionality not found with other browsers. ** Recommended for accessing Catalyst / Moodle at DeAnza
  • GMAIL/GOOGLE MAIL - No more worrying about an email client on your desktop and dealing with spam and viruses - and tons of free storage space.
  • SKYPE - An easy way of not only text messaging your contacts but also free voice calls - with low charges out to landlines.


Open Educational Resources (OERs)

  • MERLOT


Podcasts

There are lots of audio recording - podcasts, about enhancing teaching and learning with technology. These sites were researched and reviewed by students.


This discussion involved college professors sharing some of their favorite teaching techniques and the use of innovative technology to keep their students excited about learning. This podcast was actually pretty interesting until they got to the question-and-answer portion of the discussion (I couldn't hear the questions that were asked by the audience). It would have been even more interesting if it were a video podcast because there were some hands-on activities during the conversation. There were a few ideas that the teachers mentioned that I agree would help to keep students engaged in learning. One professor said that it is important to help students relate to what it is they are learning, and showing how it could impact their lives. He said to keep students motivated the teacher must be motivated themselves, and have a passion for the subject. Another teacher said that she likes to keep moving during lectures because she knows that if she were to turn off the lights and turn on a powerpoint presentation she would lose her students interests. Yet another professor brought up determining how the students learn and retain information at the start of the class, as we did during the first week of class.


The podcast I reviewed was the one titled "Creating Interesting Assignments" by Dr. Maria Yon. This was an educational podcast for educators, especially it seemed at the college level. It suggested many things that are already done here at DeAnza both in the classroom, online classes and hybrid classes. It recommended group projects, setting clear goals and objectives as stated in the syllabus, easier assignments in the beginning to build student confidence and doing case studies of relevant material. The one thing she suggests that I don't think is done very often is allowing a group of students pick a relevant topic and allowing them how to decide to present it. What she seemed to emphasize is that today's students are not passive learners and we enjoy challenges.


In this podcast, the guest discusses her tips on how to write effective tests. The podcast gets straight to the point and gives the user the information they need right away. It's a fairly interesting podcast, given the subject. I like her suggestions, especially the ones where she suggests writing the test as you plan the class and to match the questions to intended outcomes. I don't agree with her sixth tip, where she suggests using student misconceptions on tests. She doesn't take into account the fact that the instructor may not have explained the point clearly enough. The students will then be penalized for the instructor's shortcomings.


This was a very interesting interview of Lee Shulman, President of the Carnegie Foundation for the Advancement of Teaching. This interview was mainly focused on the quality of teachers at the higher education level, above high school. In the interviewed discussed the various aspects of how higher education teachers, Professors, are not taught to actually teach when they are in school to be a teacher. Once they get on the job it is hard for them to become effective teachers or even know how to truly judge if it is the students, the material, or themselves that are ineffective. The main changes that they discussed to be implemented were to have the teachers really assess how they present their material, especially in lecture courses, and see if changing their level of student engagement changes the quality of learning. If a student is not engaged, or as they put it, invisible in the class that student's level of learning is reduced. I believe that this type of teaching is being implemented into our current education system, even in the few classes i have taken I have noticed this change. Truly a fascinating discussion about teaching at the higher education level.


This podcast was about how schools have begun to make their shift to the world wide web in hopes of providing more learning materials to their students. This podcast reveals a demo showing a lecture from a daily podcast. Its not quite a full lecture but I felt I understood the content the instructor was trying to teach.


This site gives you a list of different podcast in varies learning fields. Its a great thing because depending on what your subject is, its easy to come here and find it by category, it has quite a large range. Unfortunately, there are so many categories that its hard to specify exactly what your looking for. You click on one catagory and you find several other categories to review.


David Warlick is in San Diego for a workshop on education in web 2.0. The district has a large number of students with 3k students at a time, but with 14-15k a year, because on average the students are with the school 40-45 days. Because of the fast pace and wide range of needs that this district has, online and web 2.0 education are well suited to address some of these needs. A teacher then says students are well equipped with previous tech knowledge, making the teaching even easier. Another teacher says students get more excited to blog and post it where others can see than they do to write an essay and turn it in to the teacher.

There were no suggestions made for changes in education, and this was a rather short interview-type presentation, only 10 minutes long. Still, the main point was a good one, that online and technology teaching is well suited to students.


The podcast that I listened to was by Lee Shulman. He say that we fix our school, like we fix our roads, one pot hole at a time. Instead of looking at the whole road and saying to ourselves how can I fix the whole road at once. He also states that most collage teacher are not prepared to teach and that they get on the job training, that good training doesn't happen. I think that I would have to agree with Shulman, when he says its hard to teach well. Lee feels that a class should not be defined by what its going to cover, but rather how much the student retained after six months after the class. I found this podcast very interesting and understand where he is coming form. What he has said bout retaining information is how i felt about a class I had taken at state.


I think descriptions for changes to education were interesting. He is talking about how we are interacting through the internet and how universities’ curriculum is suffering. Universities curriculum is changing as the society changes. I want to implement that was he defending the students for using un-scholarly sources like wikipedia or not?


  • Podcast:KidCast - Learning and teaching with Podcasting

Episode 37 - iTunes Dan Schmidt

Dan covered how podcasting can be used as an interactive tool with students and adult learners.

I really liked the gentleman that did the podcast because it felt more organic than scripted so it kept my interest. He talked about his travels and how he values the "real time" information on the learning environment he gets from the teachers he works with. He started off by giving an overview of how podcasting works and how it's being currently used.

I believe he covered all the important questions regarding interactive podcasting - why, who, how. He gave great examples of how we could use podcasting as a possible two-way medium. He asked a lot of questions that he followed up with possible scenarios that could be used to achieve interactive podcasting. He also covered the pros and possible cons. And with each con he actually gave possible solutions.

I would have never thought of podcasting as being interactive but with all of his examples and possible scenarios he was able to let me see how it could easily be taken to the next level.


This podcast on undergraduate journal clubs was pretty interesting. It was a bit long at just over 22 minutes. As a biology major, I have had experience as an undergraduate with journal clubs. They are a difficult thing to go over as an undergraduate. The material in journal articles is typically highly technical, and I definitely struggled with presenting these papers when I was in college. It was especially intimidating because in the same class, graduate students would then rail on the undergraduates on material that we failed to cover, mostly due to the fact that we had very little comprehension of the material to begin with.

One suggestion that the professor had was doing these journal clubs in groups. Not just groups of undergrads, but dividing the groups into varying levels of expertise. A mixture of undergrads, masters, doctorate students, and even faculty would collaborate on presenting a paper for the week. Additionally, each of these people would be coming from different subfields of biology. Thus, at some point, every person in the group is outside of their comfort zone. Having undergraduates in these groups definitely brought out different approaches to how the more advanced researchers approached the challenge, according to the professor. While content was important, of course, the most important issue for undergrads to learn was to go slowly and learn the process of problem solving, trouble shooting and addressing questions creatively. I would have very much liked this method to have been employed when I was an undergraduate biology student. The professor addressed the concerns of undergraduate students in facilitating their understanding, but there is something to be said for the tough love approach that my professor gave me. Being railed on by grad students has helped me stand up and defend my ideas with a righteous indignation, even if I may be completely wrong. I think that is also a valuable skill to have.


Placement assessment, workshop outline and Completion rubric

Placement assessment - mapping your objectives to the notes, OERs and activities

  • entry level - technology literacy, instruction style,
  • learning outcomes
  • needs, interests
  • expectations


workshop outline - suggested path, specific activities

  • seven principles - explore, learn, apply/use, reflect
  • participation and interaction - discussion forums
  • publication - trail, resources, comments and suggestions
  • model for students


Activities - for each of the Seven Principles

  • read the Overview notes
  • post to the discussions Explore, Learn, Apply and Evaluate - respond to discussion prompt questions and other posts
  • select a technology for the principle, use it yourself, and develop a learning activity for your own course and describe your experience on your blog


Completion rubric

  • time on task - 2 units should take about 24 hours to complete - honor system
  • measurable change - what were your expectations, were they met, did you learn anything, was it worth your time
  • discussion participation in each of the discussion categories - Explore, Learn, Apply
  • optional - course development - sample activities or actual course components
  • summary reflection and feedback to facilitator - in-person if possible


Principle Intro Enhanced instruction Teaching & learning Completion - reflection
1. encourage student-faculty contact email, messages links, web pages blog whole class communication, individual student, feedback
2. encourage cooperation among students discussion forum group projects collaboration interaction, peer learning
3. encourage active/engaged learning
4. give prompt feedback
5. emphasize time on task
6. communicate high expectations
7. respect diverse talents and ways of learning learning styles disabilities adaptive technology ADA 508 requirements
Professional development student experience technologies apply to online learning beyond technology comfort zone, course evaluation checklist
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