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)
29 The book works really well The book is the ultimate “reader”Inexpensive – You get free reader hardware with each physical book purchasedNo batteries neededVery durableSo simple a 2-year old could use itNo other user interacts with the physical content more than studentsHighlightingNote takingBookmarkingFlippingMultiple books a once
31 Digital Content Ecosystem (cloud hosted digital locker) Reading on the go.Light studyingHeavy duty studyingHome/LibrarySync through a common cloud (locker)Digital Content Ecosystem(cloud hosted digital locker)
33 Reasons for Purchasing eBooks Price is the primary factorOnly 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 features10% 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 bookCreating Highlights and AnnotationsReviewing previously created Highlight and AnnotationsManaging your Digital Library
35 Features Students Want Search within and across contentAnnotation/highlight and sharing of notesDownloaded texts over online access - Flexibility of where and when they can access their books.Integration with other course content including lecture notes, professor guidance…
37 Students said… Like size, lighter than laptop Like speed, fast than laptop—instantly onMore convenient than iPhone—read/writeHighly mobileLike having everything in one placeOpens 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 ConclusionsE-Reading in higher education is more about e-studying than e-reading.Evaluate solutions on the entire ecosystemHardware , e-Reading/Study SoftwareAvailable ContentTablets 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 TrendsAs portable and tablet capabilities improve, so will their ability to support e-textbook content/platforms.Content trendsIncrease in smaller and specialized contentIncrease in multimedia contentNew 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 compareAdapt study of UG students and IT to meet the information needs of your institutionLearn aboutTechnology ownership (laptops, handhelds, etc.)Technology use in coursesTechnology (T&L) use preferencesStudent information literacyStudent 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 basisMake learning technology implementation decisions with data and with your studentsBe purposeful about selection and infusion of technology into the blended course (what will it do better?)
47 Selecting the appropriate tool Alisa CooperSelecting 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 accessOnline CollaborationOnline ResourcesOutsource ProcessesOnline StorageOnline OfficeShared CalendarsAlisa – more slides here
50 New Literacies Speaking Blending report and story Technological and digital literacyWritingReadingListening and watchingCreatingSpeaking. 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 InteractionConstruct KnowledgePracticeFeedback/AssessPatricia McGee
52 Classroom Technologies Shared DocsCollaborative WritingPresentation toolsSocial bookmarkingePortfoliosBackchannelingConcept MappingAlisa – more slides here
54 Presentation Tools Google Sites Weebly Slideshare Google Presentations Construct knowledge and introduce materialPresentation 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.BackNoiseCoverItLiveTodaysMeetBackchanneling
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 MaterialSupport InteractionConstruct KnowledgePracticeProvide Feedback/AssessConsider how the technology may be used in the classroom only.ACTIVITY PART I:
58 Online Technologies Same as classroom Cloud based storage Google Docs DropboxEvernoteBox.netSugarSyncZumo DriveZoho
62 MOBILITY: AFFORDANCES Source: http://www. ascilite. org ActivityPedagogyVideo streamingReal time event, data and resource capturing and collaboration.Geo taggingEnable rich data sharing.Micro-bloggingAsynchronous communication, collaboration and support. Mobile input to Student journals, eportfolios, presentations, peer and lecturer critique.Text notificationsScaffolding, learning and administrative support.Mobile codesSituated Learning – providing context linking.PodcastsSituated and collaborative learning – providing context linking.Social networkingFormative peer and lecturer feedback.
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 MaterialSupport InteractionConstruct KnowledgePracticeProvide Feedback/AssessConsider how the technology may be used online and/or mobile.
80 Tools by Name Audioblogs Backchannel Blogs Collaborative Writing Concept MappingConferencingePortfoliosIMLearning ObjectsMashupsPodcastsPresentationsRSSSocial BookmarkingSocial NetworkingVideocastsVideoVideo EditingVCOPVirtual WorldsVlogsWebcamWikisTools by NamePatricia McGee
81 Tools by Instructional Application CollaborationDiscussionGroup WorkKnowledge GenerationKnowledge presentationPolling SurveyingProject PlanningPublicationReflection & ReportingRepresentationSharing KnowledgeTelling StoriesTools by Instructional ApplicationPatricia McGee
82 eLearningtools (by name and application), Jane Hart's Top 100 tools for Learning (2011), 100+ tools that are Transforming EducationJane 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 StorageGoogle ApplicationsPresentation ToolsUse 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 ChecklistThis 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
85 The ChallengeEach 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