1.
Download Me!

2. Patricia McGee, Veronica Diaz, Alisa Cooper
………
Cloud-Based and Classroom Technology for Learning and Engagement …… Pre-conference Workshop

3. Agenda The Good, the Bad and the Ugly Activity (10 min)
Horizon Report: Mobiles and eBooks (30 min)
Selecting the appropriate tool for classroom (30 min)
Selecting the appropriate tool for online and mobile (30 min)
BREAK (15 min)
Enhancing the LMS with Cloud Based technologies (25 min)
Categories & Examples (30 min)
The Top Five Tools! (10 min)

5. Use this Google form to suggest any particularly challenging issues involving blended courses or to pose a question. We will address your questions and concerns in the final session on Wednesday.

6. Can you find them? My MOST favorite tool? My LEAST favorite tool?
Most CHALLENGING tool?
One minute rounds
10 people
Go!

7. Horizon Report: Mobiles and eBooks
Veronica Diaz
Horizon Report: Mobiles and eBooks

8. Cloud
Mobiles
E-Books

9. What to do with this content

10. Click on the poll to vote

11. Mobility

12. Click on the poll to vote

13. ELI 2010 Online Spring Focus Session Mobile Learning 2
ELI 2010 Online Spring Focus Session Mobile Learning 2.0: The Next Phase of Innovation in Mobility

14. Content Community Collaboration

15. Content Community Collaboration

16. Mobile technology is best suited for…

17. Tapping into the PLE

18. Content delivery is the low-hanging fruit

19. Rapid growth in mobile applications and their interoperability with other tools

20. The new tool in the toolkit

21. Challenge of ownership patterns

22. Click on the poll to vote

23. http://horizon. wiki. nmc. org/2011+Mobiles http://www. delicious

25. eBooks

26. Click on the poll to vote

29. The book works really well
The book is the ultimate “reader”
Inexpensive – You get free reader hardware with each physical book purchased
No batteries needed
Very durable
So simple a 2-year old could use it
No other user interacts with the physical content more than students
Highlighting
Note taking
Bookmarking
Flipping
Multiple books a once

31. Digital Content Ecosystem (cloud hosted digital locker)
Reading on the go.
Light studying
Heavy duty studying
Home/Library
Sync through a common cloud (locker)
Digital Content Ecosystem
(cloud hosted digital locker)

32. The Reading/Studying Ecosystem
Reader Platform
Reader
Textbooks
Note Taking
Ecosystem
Commerce
Sharing
Messaging
Annotation
Class/Study Notes
Internet/Other Content
Common Interface, Format
Content Management
Instructor Supplied
Study Ad-ins
Trade Books
Periodicals
Study Aids/Other Books

33. Reasons for Purchasing eBooks
Price is the primary factor
Only way to obtain the textbook [out of stock, preference by the professor, custom PDF type eBook that the professor created for sale].
18% of students who purchased an eBook did so because they enjoy the features
10% of students who purchased an eBook did so because they had never used one and were curious

34. Improved Performance or Efficiency
Being able to search for a particular word or phrase in the textbook has improved my efficiency in studying.
I use my laptop extensively and take notes on it, so having a copy of the book on my laptop at all times helped me work on my class work whenever I want without having to worry about whether or not I have the book with me.
No 10-lb book to carry around = epic win.
Top 5 Current Features, as rated by students:
Reading Controls (paging, zoom…)
Finding terms in a book
Creating Highlights and Annotations
Reviewing previously created Highlight and Annotations
Managing your Digital Library

35. Features Students Want
Search within and across content
Annotation/highlight and sharing of notes
Downloaded texts over online access - Flexibility of where and when they can access their books.
Integration with other course content including lecture notes, professor guidance…

36. University of Notre Dame: Business
Source:

37. Students said… Like size, lighter than laptop
Like speed, fast than laptop—instantly on
More convenient than iPhone—read/write
Highly mobile
Like having everything in one place
Opens attachments well

38. Overall Research Conclusions
Given the opportunity, students are willing to experiment with reading and studying digitally.
When students do read and study digitally, results indicate that they find it as effective or more effective than studying with the physical book.
When students do read and study digitally, their responses to usability of features shows that their expectations are high.
Expect basic features to be as good as print experience (e.g., notes and annotations.)
Also, expect that there are compelling features that go beyond what is feasible in the physical book experience (e.g., tags across notes, organizational capabilities.)

39. Conclusions
E-Reading in higher education is more about e-studying than e-reading.
Evaluate solutions on the entire ecosystem
Hardware , e-Reading/Study Software
Available Content
Tablets and portable devices are currently satellites to a PC/Mac base; this will change over time.
Constantly poll your students and faculty.
Don’t over commit--this is going to be a longer transition than other digital media.

40. Future Trends
As portable and tablet capabilities improve, so will their ability to support e-textbook content/platforms.
Content trends
Increase in smaller and specialized content
Increase in multimedia content
New distribution models including subscriptions, open source content, and institutionally-developed.
There will be a blurring of lines between e-readers, LMS, and internet resources.

43. ECAR Data (students and IT)
Participate in the survey, get the raw data, and compare
Adapt study of UG students and IT to meet the information needs of your institution
Learn about
Technology ownership (laptops, handhelds, etc.)
Technology use in courses
Technology (T&L) use preferences
Student information literacy
Student technology skills and needs

44. Review mobile technologies and ask…
What would be the ramifications and opportunities for learning if this technology were adopted?
What kinds of teaching and learning engagements might this technology: make better or enable?
If we decide to do a pilot, what kind of evaluation methodology can we overlay on the project to assess outcomes?
What kind of additional research needs to be done concerning this technology?

45. Take-Aways Be aware of the emerging technologies, select carefully
Collect technology-related data on students and faculty on an annual basis
Make learning technology implementation decisions with data and with your students
Be purposeful about selection and infusion of technology into the blended course (what will it do better?)

46. Resources: http://tinyurl.com/tech11

47. Selecting the appropriate tool
Alisa Cooper
Selecting the appropriate tool

48. What is Cloud Computing?
Explain the connection of technologies being accessible from the classroom, online and mobile.

49. Cloud-Based Technologies
Offline access
Online Collaboration
Online Resources
Outsource Processes
Online Storage
Online Office
Shared Calendars
Alisa – more slides here

50. New Literacies Speaking Blending report and story
Technological and digital literacy
Writing
Reading
Listening and watching
Creating
Speaking. Delivering presentations, performing stories, delivering speeches,
creating voice narratives for media projects are common and expected today.
Blending report and story. Using critical thinking skills to blend fact with story can create an appealing media product.
Technological and digital literacy. This includes being able to absorb new skills and shed old ones quickly, like writing online or evaluating web pages.
Writing. Script writing, texting, journaling are all involved in new technologies.
Reading. Researching and gathering information, images and ideas for digital projects are examples of reading.
Listening and watching. Today many of the materials we use involve multi-media formats.
Creating: New technologies let learners use literacy in creative ways.
NWT Literacy Council (2011). Using Technology in the Classroom: A Great Way to Engage and Inspire Learners. Retrieved June 20, 2011, from

51. What do we do anyway? Patricia McGee Introduce/ Present Material
Support Interaction
Construct Knowledge
Practice
Feedback/
Assess
Patricia McGee

52. Classroom Technologies
Shared Docs
Collaborative Writing
Presentation tools
Social bookmarking
ePortfolios
Backchanneling
Concept Mapping
Alisa – more slides here

53. Shared Docs & Collaborative Writing
Peer review
Support interaction
Feedback & Assess
Shared Docs & Collaborative Writing

54. Presentation Tools Google Sites Weebly Slideshare Google Presentations
Construct knowledge and introduce material
Presentation Tools

55. Social Bookmarking Diigo Delicious StumbleUpon
Social Bookmarking

56. Backchanneling BackNoise CoverItLive TodaysMeet
The backchannel is where people ask each other questions, pass notes, get distracted, and give you the most immediate feedback you'll ever get.
BackNoise
CoverItLive
TodaysMeet
Backchanneling

57. Each group selects a random lesson (i. e
Each group selects a random lesson (i.e. how to change the oil in your car) and determines how technology can be used for functions:
Introduce/Present Material
Support Interaction
Construct Knowledge
Practice
Provide Feedback/Assess
Consider how the technology may be used in the classroom only.
ACTIVITY PART I:

58. Online Technologies Same as classroom Cloud based storage Google Docs
Dropbox
Evernote
Box.net
SugarSync
Zumo Drive
Zoho

59. Cloud Storage
Notetaking
Synchronize files
Share documents
Collaborate

60. Mobile Technologies eBooks Texting/clickers Mobile Apps Tablets
Cell Phones
Patricia – more slides here

61. Mobility Examples

62. MOBILITY: AFFORDANCES Source: http://www. ascilite. org
Activity
Pedagogy
Video streaming
Real time event, data and resource capturing and collaboration.
Geo tagging
Enable rich data sharing.
Micro-blogging
Asynchronous communication, collaboration and support. Mobile input to Student journals, eportfolios, presentations, peer and lecturer critique.
Text notifications
Scaffolding, learning and administrative support.
Mobile codes
Situated Learning – providing context linking.
Podcasts
Situated and collaborative learning – providing context linking.
Social networking
Formative peer and lecturer feedback.

64. Mobile Assessment: MOCA
More Info:

65. Bucks’ Library App Source: http://buckslib. wordpress

66. Stanford Med + iPad

67. University of Utah’s Anatomy App
More Info:

68. UC Irvine Med Source: http://www. imedicalapps

69. http://horizon. wiki. nmc. org/2011+Mobiles http://www. delicious

71. ACTIVITY PART II:
Each group selects a random lesson (i.e. how to change the oil in your car) and determines how technology can be used for functions:
Introduce/Present Material
Support Interaction
Construct Knowledge
Practice
Provide Feedback/Assess
Consider how the technology may be used online and/or mobile.

72. BREAK

73. Affordances of Web 2.0 & Cloud Based Technologies?
Web-based application,
Typically free to the user,
Can support collaboration and interaction,
Highly responsive to the user

74. Enhancing the LMS with Cloud Based Technologies
Alisa Cooper
Enhancing the LMS with Cloud Based Technologies

75. CMS
Closed
Integrated
Import/Export
Web 2.0
Typically Open
Stand alone
Embedded

77. Social Networks Facebook Ning Elgg Wordpress w/ Buddypress Engrade
On going discussion built around video, blogs, photos, etc.

78. In what ways do you use social media to support your blended course?
…..
DISCUSSION

79. Patricia McGee
Categories & Examples

80. Tools by Name Audioblogs Backchannel Blogs Collaborative Writing
Concept Mapping
Conferencing
ePortfolios IM
Learning Objects
Mashups
Podcasts
Presentations
RSS
Social Bookmarking
Social Networking
Videocasts
Video
Video Editing
VCOP
Virtual Worlds
Vlogs
Webcam
Wikis
Tools by Name
Patricia McGee

81. Tools by Instructional Application
Collaboration
Discussion
Group Work
Knowledge Generation
Knowledge presentation
Polling Surveying
Project Planning
Publication
Reflection & Reporting
Representation
Sharing Knowledge
Telling Stories
Tools by Instructional Application
Patricia McGee

82.
eLearningtools (by name and application), Jane Hart's Top 100 tools for Learning (2011), 100+ tools that are Transforming Education
Jane Hart -
Here we will tour the site

83. Activity Web 2.0 Checklist
Teams chose a SCRIBE who will record the groups conclusions.
Chose a LEADER who will moderate the discussion.
You select ONE of the following tools to discuss:
Cloud Storage
Google Applications
Presentation Tools
Use Page 1 of the handout Web Checklist to evaluate the tool you have been assigned.
Be prepared to share the results of your evaluation. What did you learn?
Web 2.0 Checklist
This is an opportunity to experiment with a tool so you can see what students experience. We will be in and out of the breakout room to assist you. You will assign a SCRIBE who will record the key notes as you evaluate your tool – only the SCRIBE will write on the whiteboard . You will also select a LEADER who will moderate the discussion – the LEADER will be able to see who is in the room and call on people. You will be able to talk via your phone, as well as chat. Once you’ve reviewed your tool, you’ll

84. Top Five Tools!

85. The Challenge
Each team comes to agreement on their Top 5 tools and records on handout:
What will the learner do with the tool?
What is the number one strength/advantage of the tool?
What is the number one limitation of the tool?

86. Take-Aways Creative use of technology Purposeful use of technology
Monitoring emerging technologies, their maturity, and adoption decisions