WEBVTT 00:00:00.000 --> 00:00:06.000 music 00:00:06.000 --> 00:00:11.000 Good morning everyone. Welcome to our very first Faculty Technology Showcase. 00:00:11.000 --> 00:00:13.000 Yay! 00:00:13.000 --> 00:00:17.000 We have 12 presenters today and each presenter will have eight minutes 00:00:17.000 --> 00:00:22.000 to show a technology they've used and have found helpful in their teaching. 00:00:22.000 --> 00:00:25.000 So first up we have Paul Disney from business. 00:00:25.000 --> 00:00:32.000 Thank you very much. I am going to share with you something that I worked on with Weiwei and Dave Foster 00:00:32.000 --> 00:00:35.000 for our organizational leadership master's program. 00:00:35.000 --> 00:00:40.000 And this is the Mount Everest leadership and team simulation 00:00:40.000 --> 00:00:44.000 that we're looking to use either face to face or online. 00:00:44.000 --> 00:00:48.000 And it can be used for both and it is a Harvard Business publishing product. 00:00:48.000 --> 00:00:54.000 What I'm going to do is I'm going to show you the introductory video. 00:00:54.000 --> 00:00:56.000 It'll be about four minutes of my eight minutes. 00:00:56.000 --> 00:00:59.000 So I'll cut it short. 00:00:59.000 --> 00:00:64.000 But it puts the students into the right frame of mind 00:01:04.000 --> 00:01:08.000 to think about what it would be like to actually try to climb Mount Everest. 00:01:08.000 --> 00:01:10.000 So there's a five person team. 00:01:10.000 --> 00:01:12.000 I'll talk about the roles after the video. 00:01:12.000 --> 00:01:15.000 But essentially they go from basecamp to basecamp 00:01:15.000 --> 00:01:19.000 and they have different information and they have different agendas 00:01:19.000 --> 00:01:23.000 and different motives about why they want to get to the top or not. 00:01:23.000 --> 00:01:28.000 Kind of like going to faculty senate with a lot of faculty with different divisions. 00:01:28.000 --> 00:01:33.000 And it kind of simulates the political challenges that you could have out there in organizations 00:01:33.000 --> 00:01:36.000 where you try to bring teams together from different departments 00:01:36.000 --> 00:01:40.000 that have different goals and agendas. And politics are involved. 00:01:40.000 --> 00:01:44.000 So without any further ado I'm going to show you the introductory video for a few minutes 00:01:44.000 --> 00:01:46.000 and then we'll get into the simulation. 00:05:01.000 --> 00:05:04.000 Well in the interest of time I'm going to stop the video there. 00:05:04.000 --> 00:05:08.000 But you can see how it kind of gets the students in the mindset 00:05:08.000 --> 00:05:13.000 and try to get them to understand just exactly how difficult this challenge is. 00:05:13.000 --> 00:05:17.000 So this is kind of a tutorial and these are the five team members. 00:05:17.000 --> 00:05:20.000 Each one of them has their own profile 00:05:20.000 --> 00:05:25.000 their own goals and challenges that they are presented basecamp by basecamp. 00:05:25.000 --> 00:05:28.000 OK. And it's about making decisions at each basecamp 00:05:28.000 --> 00:05:32.000 given different information about the climbers, supplies, and things of that nature. 00:05:32.000 --> 00:05:40.000 So of course I chose for myself to be the marathoner the first time we did it with some faculty members. 00:05:40.000 --> 00:05:44.000 OK. The climb itself as you could see in the video as well. 00:05:44.000 --> 00:05:46.000 These are the different basecamps and their elevations. 00:05:46.000 --> 00:05:51.000 Once you get going you can kind of scroll over in the simulation 00:05:51.000 --> 00:05:55.000 but in the tutorial you don't get it. There's some information about the basecamp. 00:05:56.000 --> 00:05:62.000 And then as you get into the game you have these different basically icons 00:06:02.000 --> 00:06:08.000 that can give you information about what's going on on that particular day at that particular basecamp. 00:06:08.000 --> 00:06:10.000 You get role information. 00:06:10.000 --> 00:06:14.000 Each of the different players have different information. 00:06:14.000 --> 00:06:20.000 Background as well as their goal and what they bring to the team. 00:06:20.000 --> 00:06:25.000 Then of course there's the map where you can kind of check in where you're at and what's going on. 00:06:25.000 --> 00:06:29.000 To give you that situational awareness as the simulation progresses. 00:06:29.000 --> 00:06:32.000 And then you get different day information. 00:06:32.000 --> 00:06:39.000 And that's everything from weather to what is the particular status of the climbers. 00:06:39.000 --> 00:06:42.000 And then ultimately you have to make decisions. 00:06:42.000 --> 00:06:47.000 With all this different information input from each of the different team members, the weather, 00:06:47.000 --> 00:06:49.000 what's going on with medical supplies, 00:06:49.000 --> 00:06:52.000 it forces them to make decisions. 00:06:52.000 --> 00:06:55.000 On the health screen each player will only see their own 00:06:55.000 --> 00:06:60.000 it terms of mental acuity, frostbite risk, and then of course altitude sickness. 00:07:00.000 --> 00:07:04.000 And then the marathoner of all things 00:07:04.000 --> 00:07:06.000 is the one that makes all the weather forecasts. 00:07:09.000 --> 00:07:10.000 Hiking speed. 00:07:12.000 --> 00:07:14.000 And then supplies screen. 00:07:14.000 --> 00:07:17.000 And there's one point I think it's at about basecamp three or four 00:07:17.000 --> 00:07:20.000 where they have to go on supplemental oxygen. 00:07:20.000 --> 00:07:22.000 They'll have to actually do a calculation. 00:07:22.000 --> 00:07:27.000 One or tow of the hikers may have already been rescued for a particular medical problem. 00:07:27.000 --> 00:07:32.000 Or may had to delay at basecamp and they had to wait for that person to get better and then catch up. 00:07:32.000 --> 00:07:36.000 So there's a lot of different variables thrown at each of the different teams. 00:07:37.000 --> 00:07:42.000 And then they have that chat box. This also can be used online so they can communicate as a team. 00:07:42.000 --> 00:07:44.000 It also kind of simulates walkie talkies 00:07:44.000 --> 00:07:49.000 if you have another team member at a prior basecamp and not quite caught up with you. 00:07:49.000 --> 00:07:54.000 And then also to help in the simulation every so often 00:07:54.000 --> 00:07:58.000 surveys are provided to evaluate both leadership and teamwork. 00:07:58.000 --> 00:07:61.000 And that's going to be used in a debrief 00:08:01.000 --> 00:08:03.000 that the simulation actually produces. 00:08:03.000 --> 00:08:05.000 It helps you to do the debrief for the team. 00:08:05.000 --> 00:08:08.000 What was some of the decision-making, the challenges, the teamwork? 00:08:08.000 --> 00:08:11.000 All the different objectives that you had for that simulation. 00:08:12.000 --> 00:08:17.000 And then it says ready to begin. And here's that role of the marathoner as you can see. 00:08:17.000 --> 00:08:20.000 Uh oh I'm at my time limit. 00:08:20.000 --> 00:08:24.000 So it's a pretty neat thing. 00:08:24.000 --> 00:08:27.000 The real challenge is to get the student's head in the game. 00:08:27.000 --> 00:08:32.000 One of the cool things just to wrap up is that they will achieve different scores 00:08:32.000 --> 00:08:34.000 and then you can make it a little bit of a competition 00:08:34.000 --> 00:08:38.000 whereby those with the highest score get a little bit of extra credit towards their grade. 00:08:38.000 --> 00:08:41.000 So you can make it competitive in that way. 00:08:41.000 --> 00:08:46.000 Where everybody kind of does pretty good they get scored on their own participation. 00:08:46.000 --> 00:08:51.000 But you can make it extra credit and make them really try hard to get that extra credit. 00:08:51.000 --> 00:08:53.000 Hi I'm Laurie Burton. I'm from mathematics 00:08:53.000 --> 00:08:59.000 and I'm going to talk about using reading quizzes for Moodle to enhance a face to face class today. 00:08:59.000 --> 00:08:62.000 So what's a reading quiz? 00:09:02.000 --> 00:09:08.000 It's typically a PowerPoint or an article and I post them on Moodle and I have students do the reading. 00:09:08.000 --> 00:09:12.000 And then after they do the reading they take a short quiz in Moodle. 00:09:12.000 --> 00:09:17.000 And I have some photos interspersed throughout my slides today of my students. 00:09:17.000 --> 00:09:23.000 And I did a survey on Moodle to get some information from them about how they felt about the reading quizzes. 00:09:23.000 --> 00:09:27.000 My husband claims I paid them but I did not. 00:09:27.000 --> 00:09:35.000 And so you can see that this set says the reading quizzes are a great way to practice and memorize the fresh information. 00:09:35.000 --> 00:09:39.000 They help make sure I understand the most important part of the reading. 00:09:40.000 --> 00:09:46.000 And so the set up. My whole goal is to get them to look at the material before class. 00:09:46.000 --> 00:09:49.000 That's the entire outcome that I want for them. 00:09:49.000 --> 00:09:53.000 So they're open notes. The quizzes are timed. 00:09:53.000 --> 00:09:58.000 And I give them plenty of time. 15 to 20 minutes for a 10 question quiz. 00:09:58.000 --> 00:09:62.000 They just get one attempt maybe two right at the beginning of the term 00:10:02.000 --> 00:10:06.000 because I do want them to look at the material before they do the quiz. 00:10:06.000 --> 00:10:11.000 And they're due before the class where we do the material. 00:10:11.000 --> 00:10:15.000 And you can see I have another set of student comments and a picture there. 00:10:15.000 --> 00:10:20.000 So the reading quizzes help me begin to understand the section 00:10:20.000 --> 00:10:23.000 and help me when we work on the section in class. 00:10:23.000 --> 00:10:27.000 I have a better understand of the terminology used in the book. 00:10:28.000 --> 00:10:30.000 And so why do I use a reading quiz? 00:10:30.000 --> 00:10:35.000 Well I think that students learning about something for the first time in class can be overwhelmed. 00:10:35.000 --> 00:10:40.000 So reading the material before class is really very helpful for them. 00:10:40.000 --> 00:10:45.000 And then also if all the students in the class have at least looked at the material before class 00:10:45.000 --> 00:10:49.000 the whole classroom environment tends to be enhanced for everyone. 00:10:49.000 --> 00:10:52.000 And so there's a few more comments. 00:10:52.000 --> 00:10:58.000 The reading quizzes are very helpful when it comes to understanding the process of how to carry out the problems. 00:10:58.000 --> 00:10:61.000 Because of course it's math class it's problem based. 00:11:01.000 --> 00:11:05.000 And it forces me to actually read and comprehend what I'm reading. 00:11:05.000 --> 00:11:08.000 And I definitely paid that student for that comment. 00:11:08.000 --> 00:11:12.000 And so I have some examples of what I do for reading quizzes. 00:11:12.000 --> 00:11:17.000 And there's some really fun stuff in the new Moodle options. 00:11:17.000 --> 00:11:20.000 And you can see right. Math is awesome. 00:11:20.000 --> 00:11:26.000 So there's just your traditional multiple choice. That doesn't really count as the fun stuff. 00:11:26.000 --> 00:11:29.000 So it's easy to program in Moodle. 00:11:29.000 --> 00:11:34.000 And there's matching in Moodle which is multiple multiple choice. 00:11:34.000 --> 00:11:39.000 And you can fill in the blanks with words. 00:11:39.000 --> 00:11:45.000 You can fill in the blanks with numbers which comes in handy in a math class. 00:11:45.000 --> 00:11:49.000 This is a cool new one that they have in the newest version of Moodle 00:11:49.000 --> 00:11:52.000 where you can drag images into an image. 00:11:52.000 --> 00:11:58.000 And if you're in the know you'll recognize that's the unit circle which we use in trigonometry and calculus. 00:11:58.000 --> 00:11:64.000 And this one was actually for a slightly different review quiz where I had it timed. 00:12:04.000 --> 00:12:07.000 And the students actually got a lot of attempts until they got it right. 00:12:07.000 --> 00:12:12.000 So they have to drag the angle to the right location. 00:12:12.000 --> 00:12:15.000 And then you can drag words into an image. 00:12:15.000 --> 00:12:17.000 This is for a geometry class 00:12:17.000 --> 00:12:22.000 where I want them to identify the different prisms and various things we have there. 00:12:22.000 --> 00:12:28.000 And so they have to drag the identifier words into the picture. 00:12:28.000 --> 00:12:32.000 And so I have my students do a reading. 00:12:32.000 --> 00:12:36.000 I have them do the quiz and then we work together in class. 00:12:36.000 --> 00:12:38.000 And a few more things the students say. 00:12:38.000 --> 00:12:42.000 They help me stay accountable for getting the reading done. 00:12:42.000 --> 00:12:46.000 And doing the reading quizzes reminds me that I need to do my try-its. 00:12:46.000 --> 00:12:50.000 So I have my students try some problems before class. 00:12:50.000 --> 00:12:53.000 And that's actually what they're working on in class there in the pictures. 00:12:53.000 --> 00:12:57.000 And then once they're in class after they've done that work 00:12:57.000 --> 00:12:62.000 then they share their answers and you see I have a few photos of my students sharing their work there. 00:13:02.000 --> 00:13:04.000 And a few more comments. 00:13:04.000 --> 00:13:07.000 They make sure I actually do the reading. 00:13:07.000 --> 00:13:10.000 I like how it's online. 00:13:10.000 --> 00:13:13.000 They're not too time consuming. 00:13:13.000 --> 00:13:19.000 And reading quizzes help increase my overall grade because they're easy to pass. 00:13:19.000 --> 00:13:23.000 So that's good. I don't want it to be a stressful experience for them. 00:13:23.000 --> 00:13:25.000 And so here's my experience. 00:13:25.000 --> 00:13:30.000 So last spring in calculus the first week of class 00:13:30.000 --> 00:13:36.000 I said OK I've posted some PowerPoints on Moodle for you. Please look at them before class. 00:13:36.000 --> 00:13:40.000 And the first week I would say things like OK does that make sense? 00:13:40.000 --> 00:13:43.000 And I just got blank stares. 00:13:43.000 --> 00:13:45.000 Not blank squares, stares. 00:13:45.000 --> 00:13:52.000 And then the second week of class I was like that's it we're having reading quizzes in here as well. 00:13:52.000 --> 00:13:56.000 And so I immediately instituted reading quizzes. 00:13:56.000 --> 00:13:58.000 They all just magically did them. 00:13:58.000 --> 00:13:64.000 And then when I asked them that does-that-make-sense-question in class, I had animated dialog. 00:14:04.000 --> 00:14:08.000 It was remarkable. And I was extremely pleased with that choice. 00:14:08.000 --> 00:14:10.000 And here's the weird thing. 00:14:10.000 --> 00:14:19.000 Not one of my face to face students has ever complained about having to do a Moodle quiz before class. 00:14:19.000 --> 00:14:24.000 Not one of them has ever said hey this isn't an online class I don't need to do online. Not one of them. 00:14:24.000 --> 00:14:30.000 In fact they say things like if I didn't do the reading quizzes ever or the reading quizzes don't exist 00:14:30.000 --> 00:14:34.000 then I wouldn't even understand any of the lesson during class. 00:14:34.000 --> 00:14:38.000 So that's really just about forcing them to read. It's not the quiz itself. 00:14:38.000 --> 00:14:40.000 And it works. 00:14:40.000 --> 00:14:44.000 So for my math for elementary teachers class I never lecture. 00:14:44.000 --> 00:14:49.000 And they do the reading, they do the reading quiz, and then they work and present in class. 00:14:49.000 --> 00:14:52.000 Retention is incredibly high in these classes. 00:14:52.000 --> 00:14:56.000 Scores are a bit higher than precious years when I didn't do this. 00:14:56.000 --> 00:14:59.000 And students are quite engaged in the classroom. 00:14:59.000 --> 00:14:62.000 So it's a great flipped classroom approach. 00:15:02.000 --> 00:15:08.000 Good morning. I'm Cornelia Paraskevas and I teach linguistics and writing for the English Department. 00:15:08.000 --> 00:15:14.000 And you probably have heard about the linguistics 315 class how difficult it was. 00:15:14.000 --> 00:15:22.000 So a couple of years ago Rob Troyer mentioned that he was using a smart pen 00:15:22.000 --> 00:15:24.000 for his ESL classes. 00:15:24.000 --> 00:15:26.000 And I said well what is that all about? 00:15:26.000 --> 00:15:31.000 So he said it's quite simple. It's a pen, truly it's a pen. 00:15:31.000 --> 00:15:36.000 And you need a special notebook for it which looks like this. 00:15:36.000 --> 00:15:39.000 And so I bought a pen. 00:15:39.000 --> 00:15:42.000 And I let it sit for a couple of years 00:15:42.000 --> 00:15:47.000 until this fall I decided I better do something about it. 00:15:47.000 --> 00:15:52.000 Rob has an assistant an international advisor, Chin. 00:15:52.000 --> 00:15:56.000 And she uses it a lot. So she said I'll help you. 00:15:56.000 --> 00:15:60.000 So I want to thank them very much for doing this. 00:16:00.000 --> 00:16:04.000 So what is a smart pen? Truly it's a pen that you use to write with 00:16:04.000 --> 00:16:07.000 and record a lecture. 00:16:07.000 --> 00:16:12.000 So why use that? I've tried other things too. But why this? 00:16:12.000 --> 00:16:17.000 Well first of all a smart pen helps me focus on my students. 00:16:17.000 --> 00:16:21.000 In what sense? Students miss class. Winter term, flu going around. 00:16:21.000 --> 00:16:25.000 A lot of my students have unclear notes. 00:16:25.000 --> 00:16:30.000 And I found that out when they'd come to get tutored in the office and I'd say can I look at your notes? 00:16:30.000 --> 00:16:37.000 And either their notes didn't seem to be complete or they were wrong. 00:16:37.000 --> 00:16:39.000 And I would say well where did you get that? 00:16:39.000 --> 00:16:43.000 And a lot of times it was well I didn't have time to write everything down. 00:16:43.000 --> 00:16:48.000 And a lot of times they would say would you have a study guide for us? 00:16:48.000 --> 00:16:50.000 And I'd say what do you mean by study guide? 00:16:50.000 --> 00:16:52.000 Well go over the lectures. 00:16:52.000 --> 00:16:55.000 And that's again an impossibility. 00:16:55.000 --> 00:16:59.000 So how about for me? What's the advantage? 00:16:59.000 --> 00:16:62.000 It's cheap. It's about 100 dollars or so. 00:17:02.000 --> 00:17:08.000 The learning curve is not steep and that was real important for me. 00:17:08.000 --> 00:17:13.000 It works really well with Moodle with the forum function. 00:17:13.000 --> 00:17:19.000 And it creates focused instruction during my office hours. 00:17:19.000 --> 00:17:24.000 Because if a student has missed class and I get the what did I miss? 00:17:24.000 --> 00:17:32.000 I will immediately say well you know what how about if you go to the pen-cast, listen to the lecture, 00:17:32.000 --> 00:17:35.000 and then we can talk about it. 00:17:35.000 --> 00:17:38.000 So here is what a page looks like. 00:17:38.000 --> 00:17:41.000 Here is how the process works. 00:17:41.000 --> 00:17:46.000 Every class period I assign a student to come sit close to the front 00:17:46.000 --> 00:17:49.000 because of the audio it's not great. The recording is not wonderful. 00:17:49.000 --> 00:17:57.000 And the student records. They tap on the special notebook to start the recording. They can pause. 00:17:57.000 --> 00:17:60.000 And they take what I call raw notes. 00:18:00.000 --> 00:18:04.000 So what you have here is a page of raw notes from the student. 00:18:04.000 --> 00:18:08.000 They hand me the pen at the end of class. 00:18:08.000 --> 00:18:11.000 I upload it on the forum for Moodle. OK? 00:18:11.000 --> 00:18:15.000 What's in it for the students in terms of real benefits? 00:18:15.000 --> 00:18:19.000 Five percent of their total grade. 00:18:19.000 --> 00:18:23.000 They have to take their own notes. 00:18:23.000 --> 00:18:31.000 Then a second student will listen to the pen-cast, look at the raw notes, 00:18:31.000 --> 00:18:37.000 and summarize the notes and upload them to the forum. 00:18:37.000 --> 00:18:42.000 So every student has access to an audio recording of the nature 00:18:42.000 --> 00:18:50.000 raw notes from the pen-cast which are typically what I have used while explaining concepts using the doc-cam 00:18:50.000 --> 00:18:54.000 and then summarized notes from the audio-cast. 00:18:54.000 --> 00:18:58.000 And from their own notes. Plus their own notes. 00:18:58.000 --> 00:18:61.000 So there are three sets of notes. 00:19:01.000 --> 00:19:08.000 And of course when I told my daughter about this she said well I trust my notes only. 00:19:08.000 --> 00:19:14.000 And I said that's ok but you can also listen to what the lecture was like. 00:19:14.000 --> 00:19:19.000 So how does the student access the pen-cast? 00:19:19.000 --> 00:19:24.000 They will download the pdf that has the audio. 00:19:24.000 --> 00:19:28.000 And then they download the Livescribe 00:19:28.000 --> 00:19:32.000 which is the particular software they need. 00:19:32.000 --> 00:19:35.000 And they do it and they will upload the pdf. 00:19:35.000 --> 00:19:41.000 And I thought who would bother to do this? And a lot of times I worried do they actually do anything? 00:19:41.000 --> 00:19:44.000 So here is what they told me. 00:19:44.000 --> 00:19:48.000 These are students who were absent, right? 00:19:48.000 --> 00:19:53.000 So the first one initially said can I come to your office and get help? 00:19:53.000 --> 00:19:60.000 And I said sure. Just in preparation for a meeting please make sure that you listen to the audio. 00:20:00.000 --> 00:20:05.000 You review both the raw notes and the summarized notes. 00:20:05.000 --> 00:20:12.000 And her email back was you know everything is straightforward and then she continued, I don't need to come. 00:20:12.000 --> 00:20:16.000 The second one is more interesting. 00:20:16.000 --> 00:20:22.000 Because the student was counting on the pen-cast and the raw notes. 00:20:22.000 --> 00:20:25.000 And both were not good. 00:20:25.000 --> 00:20:32.000 So the student emailed me and said I was wondering if audio was recorded. 00:20:32.000 --> 00:20:37.000 The file size of the pdf is 97 kilobytes which is tiny. 00:20:37.000 --> 00:20:45.000 For a two hour class typically I get five pages of raw notes from the students. 00:20:45.000 --> 00:20:48.000 This student had half a page. 00:20:48.000 --> 00:20:52.000 And the student who emailed me was very annoyed. 00:20:52.000 --> 00:20:57.000 Because they felt they were being cheated. 00:20:57.000 --> 00:20:60.000 My favorite one is this one. 00:21:00.000 --> 00:21:03.000 From a very very good student 00:21:03.000 --> 00:21:08.000 who said I like it. It's an accurate source of information provided in class. 00:21:08.000 --> 00:21:14.000 So even if she doesn't want to read the raw notes or the summarized notes 00:21:14.000 --> 00:21:17.000 she can go back and listen to the audio 00:21:17.000 --> 00:21:24.000 because you can click at any part of the raw notes and it will play the audio. 00:21:24.000 --> 00:21:31.000 So she will listen to the audio and say I can go back and listen to the lecture. 00:21:31.000 --> 00:21:35.000 And her last comment and I really did not pay her for this one 00:21:35.000 --> 00:21:41.000 is I wish other professors used it in class because it provides a record. 00:21:41.000 --> 00:21:44.000 And I keep all the pen-casts in a folder on my desktop 00:21:44.000 --> 00:21:48.000 so that students have access to them for reviewing, for clarifying notes. 00:21:48.000 --> 00:21:52.000 I can go back and say hey you remember when we did this? 00:21:52.000 --> 00:21:54.000 It's in your notes. 00:21:54.000 --> 00:21:59.000 Good afternoon. I'm Christine Harvey Horning. I teach writing and criminal justice. 00:21:59.000 --> 00:21:62.000 And I need to start my presentation with the full disclosure 00:22:02.000 --> 00:22:06.000 that I haven't actually taught online yet. 00:22:06.000 --> 00:22:13.000 But today I'm introducing the tool that made it possible for me to think that I could possibly pull this off online. 00:22:13.000 --> 00:22:17.000 And the name of the tool is the Swivl. It's this cute little thing. It's finding me. 00:22:17.000 --> 00:22:19.000 I teach writing and criminal justice 00:22:19.000 --> 00:22:25.000 and one of the challenges is that so much about successful writing seems invisible to students 00:22:25.000 --> 00:22:29.000 So I'm always looking for ways to make it visible. 00:22:29.000 --> 00:22:34.000 So I use a lot of drawings, colors, things like that. 00:22:34.000 --> 00:22:39.000 So I'm going to start by showing you two photos. 00:22:39.000 --> 00:22:44.000 These wind up on the whiteboard. I usually fill it up a couple times during a class. 00:22:44.000 --> 00:22:48.000 And that picture started with the big circle 00:22:48.000 --> 00:22:52.000 and then the little circle with the stick figure inside. 00:22:52.000 --> 00:22:55.000 So it was a complete whiteboard with just those two lines. 00:22:55.000 --> 00:22:58.000 And then by the end of the discussion 00:22:58.000 --> 00:22:62.000 we filled it up and all of the writing is coming from students. 00:23:02.000 --> 00:23:05.000 So I'm basically recording the things they're saying. 00:23:05.000 --> 00:23:10.000 So I needed a way to do discussion mapping and that's where the Swivl comes in. 00:23:10.000 --> 00:23:16.000 So I needed to be able to reconstruct this process 00:23:16.000 --> 00:23:20.000 which is capturing a way of thinking about things online. 00:23:20.000 --> 00:23:25.000 So what Swivl does is I'm wearing I guess a finder. I don't know the names of all these things. 00:23:25.000 --> 00:23:28.000 And this is an iPad. And it finds me. 00:23:28.000 --> 00:23:33.000 And it follows me around. You can see the screen. 00:23:33.000 --> 00:23:39.000 So there I am and normally I don't walk among the students. 00:23:39.000 --> 00:23:44.000 I stay up at the front of the room so students aren't actually recorded. 00:23:44.000 --> 00:23:46.000 And I can turn this off now. 00:23:46.000 --> 00:23:52.000 And then before I begin the lecture I will start the video actually playing 00:23:52.000 --> 00:23:54.000 and you're going to see a four minute video. 00:23:54.000 --> 00:23:60.000 And I ask you what that is, what do you see? 00:24:00.000 --> 00:24:03.000 You see a circle, OK. 00:24:03.000 --> 00:24:08.000 And all of your connections to circles might be in play. 00:24:08.000 --> 00:24:12.000 But the thing is you see a whole complete thing, OK? 00:24:12.000 --> 00:24:16.000 What happens when I go like this? 00:24:18.000 --> 00:24:21.000 OK I made a pie chart. 00:24:21.000 --> 00:24:25.000 What else? I made pieces, OK. 00:24:25.000 --> 00:24:30.000 I made a pizza. OK because it's near lunch you're hungry. I made a pie. 00:24:30.000 --> 00:24:36.000 OK. So now all of a sudden our whole has pieces to it. 00:24:36.000 --> 00:24:39.000 And we're wondering how are those pieces related? 00:24:39.000 --> 00:24:43.000 Well what if I go like this? 00:24:47.000 --> 00:24:51.000 OK. Those are my six pieces 00:24:51.000 --> 00:24:55.000 now I've written them out like this. What have I just done? 00:24:55.000 --> 00:24:61.000 I've broken it apart. I've changed the shape. I've made more relationships possible. 00:25:01.000 --> 00:25:10.000 OK? So if we called this pie this circle, prison for instance 00:25:10.000 --> 00:25:14.000 and we've broken it down into component parts 00:25:14.000 --> 00:25:21.000 so Emily comes along and she's interested in this piece, this piece, and this piece, 00:25:21.000 --> 00:25:26.000 and so she's going to research those pieces and the relationships between them 00:25:26.000 --> 00:25:28.000 and how they inform each other. 00:25:28.000 --> 00:25:34.000 Caitlin is interested in this piece, this piece, and this piece, 00:25:34.000 --> 00:25:37.000 and she's going to draw this relationship. 00:25:37.000 --> 00:25:43.000 So by Caitlin adding this piece instead of this piece, her picture's going to change. 00:25:43.000 --> 00:25:48.000 It's going to look different from Emily's. You're going to be forced to draw different conclusions, OK? 00:25:48.000 --> 00:25:52.000 Let's see Emily you were purple. 00:25:52.000 --> 00:25:60.000 John is interested in the same pieces that Emily was, OK? 00:26:00.000 --> 00:26:03.000 Emily's purple. 00:26:03.000 --> 00:26:09.000 Emily's putting her pieces together like this, OK? 00:26:09.000 --> 00:26:12.000 John 00:26:16.000 --> 00:26:19.000 How are you doing it John? You're going like that. 00:26:19.000 --> 00:26:23.000 That's John's picture of how his pieces fit together. 00:26:23.000 --> 00:26:27.000 Two very different analyses of these different ingredients. 00:26:27.000 --> 00:26:31.000 Jules is like, guys! 00:26:31.000 --> 00:26:35.000 This one right here. This is where all the answers are at. Go deep. 00:26:35.000 --> 00:26:39.000 We'll figure out everything we need to know if we just look at these piece, OK? 00:26:39.000 --> 00:26:44.000 And I'm like Jules that's just one piece. Maybe you better add a piece of this. 00:26:44.000 --> 00:26:49.000 Add this much. And Jules says well I'll think about it. OK? 00:26:49.000 --> 00:26:51.000 So she goes and she does a little research 00:26:51.000 --> 00:26:56.000 and she's like no this totally is not what I want to look at. It takes me farther away. 00:26:56.000 --> 00:26:65.000 Because when Jules looks at this piece, what she's actually seeing is that, OK? 00:27:05.000 --> 00:27:10.000 And she really can spend all her time in that little piece. 00:27:10.000 --> 00:27:11.000 You're probably right, OK? 00:27:11.000 --> 00:27:15.000 Or even that little piece, OK? 00:27:15.000 --> 00:27:21.000 If I try to to talk about all six of these then maybe I'm working on my PhD and I'm writing a dissertation. 00:27:21.000 --> 00:27:24.000 OK. So that was a Swivl lecture 00:27:24.000 --> 00:27:29.000 and then the last photo that I'm going to show you is our brainstorming web. 00:27:29.000 --> 00:27:33.000 So if you kind of imagine that pie chart with the triangles 00:27:33.000 --> 00:27:38.000 we do this together, we draw this together, we draw relationships, we go crazy. 00:27:38.000 --> 00:27:44.000 And one of my goals is to demonstrate, if you attended the lecture by Paul Hanstedt last spring 00:27:44.000 --> 00:27:46.000 where he was talking about wicked problems 00:27:46.000 --> 00:27:50.000 well the criminal justice system and prison in particular is a wicked problem. 00:27:50.000 --> 00:27:56.000 And so they can start to see that and realize I can work on one little piece and maybe fix that piece. 00:27:56.000 --> 00:27:59.000 But it's interrelated with all of these other things 00:27:59.000 --> 00:27:63.000 and that's basically my goal in a 200 level writing class. Thank you. 00:28:03.000 --> 00:28:06.000 So today I'm going to talk to you about GIS. 00:28:06.000 --> 00:28:10.000 I'm going to explain what it is, who is taking it, and why. 00:28:10.000 --> 00:28:18.000 And I'm going to start with the acronym GIS because I use this acronym rather too cavalierly. 00:28:18.000 --> 00:28:22.000 It can actually mean two things, and I use it all the time to mean both. 00:28:22.000 --> 00:28:24.000 And if you know the context it's clear which one I mean 00:28:24.000 --> 00:28:28.000 but if you're new to GIS it's actually really confusing. 00:28:28.000 --> 00:28:31.000 So I'm sorry about that. We'll clear it up now. 00:28:31.000 --> 00:28:36.000 So G and I stay the same no matter what the acronym is in this case. 00:28:36.000 --> 00:28:40.000 The G is for geographic and the I is for information. 00:28:40.000 --> 00:28:44.000 But the S is what changes. So the S can mean science or the S can mean systems. 00:28:44.000 --> 00:28:48.000 And it depends on which way I'm using it. 00:28:48.000 --> 00:28:57.000 So geographic information science is the field that studies not only how we apply the tools in geographic information systems 00:28:57.000 --> 00:28:61.000 but also how can we develop new tools for those systems. 00:29:01.000 --> 00:29:06.000 So GI science is the science that studies geographic information systems. 00:29:06.000 --> 00:29:10.000 So I can use GIS to study GIS. 00:29:10.000 --> 00:29:14.000 Yeah, ok. So a geographic information system what the heck is that? 00:29:14.000 --> 00:29:22.000 That is a collection of tools that allow folks to input, store, manipulate, and display spatial data. 00:29:22.000 --> 00:29:28.000 Usually done on computers these days. It's very helpful for dealing with large amounts of data. 00:29:28.000 --> 00:29:33.000 So a geographic information systems lets us model the world and ask and answer really interesting questions 00:29:33.000 --> 00:29:37.000 that have a where to them. That's that spatial piece. 00:29:37.000 --> 00:29:44.000 So I teach the GIS so geographic information systems and science classes 00:29:44.000 --> 00:29:48.000 for the GIS minor and certificate program that we have here at WOU. 00:29:48.000 --> 00:29:55.000 And so I'm going to show you some of the examples of what I do with geographic information systems 00:29:55.000 --> 00:29:59.000 and what the students do in those classes. Just to help give an idea of what it is. 00:29:59.000 --> 00:29:65.000 So this first example I really like because it shows the table and the map to data. 00:30:05.000 --> 00:30:10.000 And when I used to try to explain geographic information systems in a nutshell 00:30:10.000 --> 00:30:14.000 I used to say that it's like Google Maps but on steroids. 00:30:14.000 --> 00:30:20.000 Which is maybe not the most polite analogy. But it seemed effective. It got the point across. 00:30:20.000 --> 00:30:28.000 And I actually was talking to a student last week who told me that he likes to explain it as Excel but with maps. 00:30:28.000 --> 00:30:32.000 And I thought that was actually an even better explanation. So I'm going to use that one from now on. 00:30:32.000 --> 00:30:36.000 And we can see in the slide we have a table at the bottom which is like Excel. 00:30:36.000 --> 00:30:38.000 So we have tables of information. 00:30:38.000 --> 00:30:43.000 You can see different columns in that table. We have the location. 00:30:43.000 --> 00:30:47.000 We have latitude and longitude. As we go along it says crater names 00:30:47.000 --> 00:30:50.000 so we're starting to get a clue about what this information might be. 00:30:50.000 --> 00:30:54.000 And it talks about the diameter of the crater, the age of the crater, and the target rock. 00:30:54.000 --> 00:30:60.000 So actually what I have here is a table of information about impact craters on planet Earth. 00:31:00.000 --> 00:31:07.000 And each of the locations that has a record in the table is linked to one of those yellow circles on the map. 00:31:07.000 --> 00:31:11.000 And the nice thing about GIS is that those two things are completely connected 00:31:11.000 --> 00:31:16.000 so you can interact with the points in the map and it'll highlight the information in the table or vice versa. 00:31:16.000 --> 00:31:18.000 So you can work both ways. 00:31:18.000 --> 00:31:22.000 I do tend to use a lot of earth science examples because that's my background. 00:31:22.000 --> 00:31:27.000 But not all of my students are earth science so I try to work in some other examples. 00:31:27.000 --> 00:31:31.000 I do get a lot of biologists so the culminating lab in GIS one 00:31:31.000 --> 00:31:36.000 which is one of the first classes you would take, is actually a biology example. 00:31:36.000 --> 00:31:41.000 This is where the students take information about a potential snail habitat. 00:31:41.000 --> 00:31:44.000 So there's apparently an endangered snail in the Black Hills. 00:31:44.000 --> 00:31:48.000 It needs specific requirements to live. It needs a certain elevation range. 00:31:48.000 --> 00:31:51.000 Which we can see in the map on the left in the purple. 00:31:51.000 --> 00:31:56.000 It needs a specific type of soil which we can see in the beige. 00:31:56.000 --> 00:31:60.000 And it needs a specific forest type. It's a very picky snail. So that's the green. 00:32:00.000 --> 00:32:04.000 And the students can take those three layers of information 00:32:04.000 --> 00:32:08.000 and figure out where all three coexist in space. And that gives you the map on the right. 00:32:08.000 --> 00:32:11.000 Where the light green areas are potential snail habitat. 00:32:11.000 --> 00:32:16.000 That's one of the main basic functions of a GIS. It's called an overlay. 00:32:16.000 --> 00:32:19.000 So that's a good skill to have. 00:32:19.000 --> 00:32:22.000 Again a number of criminal justice students actually. 00:32:22.000 --> 00:32:25.000 And so I do try to have some crime analysis examples. 00:32:25.000 --> 00:32:30.000 GIS is a really great tool for tracking where crimes happen, trying to see patterns 00:32:30.000 --> 00:32:36.000 you can map it as a percentage of populations so you can start seeing it as a pattern of actual crime 00:32:36.000 --> 00:32:39.000 not just a pattern of where folks live for example. 00:32:39.000 --> 00:32:43.000 And I've had a speaker who's come twice now 00:32:43.000 --> 00:32:46.000 who's talked about how they've used it in Clark County 00:32:46.000 --> 00:32:49.000 to try to decide where to put patrols or that sort of thing. 00:32:49.000 --> 00:32:54.000 One of the most powerful things about GIS is the fact that you can layer this information. 00:32:54.000 --> 00:32:59.000 So this example is showing two different stacks of layers of information. 00:32:59.000 --> 00:32:61.000 On the left is another earth science example. 00:33:01.000 --> 00:33:06.000 We have all kinds of piece of information that go with our steams or our water resource. 00:33:06.000 --> 00:33:12.000 So we have the actual stream channels. We have points just below that where we're measuring maybe water quality. 00:33:12.000 --> 00:33:18.000 All the way down to the bottom of the stack where it has the aerial information. So an aerial image taken of the area. 00:33:18.000 --> 00:33:23.000 The stack on the right has information like where are people living, their parcels, and who owns it. 00:33:23.000 --> 00:33:26.000 Maybe what are the regulations or zoning restrictions. 00:33:26.000 --> 00:33:31.000 And you can combine those two stacks of information to ask and answer really interesting questions 00:33:31.000 --> 00:33:36.000 like where is pollution happening and how is it impacting my houses? Or that sort of thing. 00:33:36.000 --> 00:33:40.000 So one more for an example of what you can do. 00:33:40.000 --> 00:33:46.000 This is an output from GIS. So this is where we model tsunami inundation in Cape Disappointment, Washington. 00:33:46.000 --> 00:33:51.000 You can see the town of Ilwaco there, definitely under water. So that's bad news. 00:33:51.000 --> 00:33:56.000 The good news is we can use this to plan and mitigate these kinds of hazards and disasters. 00:33:56.000 --> 00:33:62.000 OK. So hopefully now you have an idea of what GIS is and maybe a little bit of what it can do. 00:34:02.000 --> 00:34:04.000 Who is taking this class at WOU? 00:34:04.000 --> 00:34:10.000 It turns out lots of folks. Because it's a minor and a certificate, I get to serve students from lots of different programs. 00:34:10.000 --> 00:34:15.000 Which makes the class really fun. I do get a large number of earth science majors. That's why it's big in the middle. 00:34:15.000 --> 00:34:19.000 It's required for the major for them to take GIS one so they all show up and a lot of them don't leave. 00:34:19.000 --> 00:34:21.000 They decide to stay for the minor. 00:34:21.000 --> 00:34:25.000 Same thing happens to the geographers. They're also required. They stick around. 00:34:25.000 --> 00:34:32.000 Biologists are another big chunk and then computer science is another big group of students that I tend to see. 00:34:32.000 --> 00:34:35.000 The art students I like to point out. I've had two. 00:34:35.000 --> 00:34:41.000 I think it's a good combination of fields. Because when you make maps there's definitely an art focus. 00:34:41.000 --> 00:34:45.000 The chart on the bottom is showing you minors and certificates awarded. 00:34:45.000 --> 00:34:49.000 I like that upward trend. But I do have only four points so I'm not sure how much we can say there. 00:34:49.000 --> 00:34:54.000 It is about 14 students a year that are earning either the minor or certificate. 00:34:54.000 --> 00:34:59.000 The requirements for both are the same. It's just functionally how it works in Degree Tracks. 00:34:59.000 --> 00:34:63.000 And my last minute will be spent on why the heck would you do this? 00:35:03.000 --> 00:35:10.000 Well mainly jobs actually. That's why most of the students I've talked to about why they're doing GIS say it's a very marketable skill. 00:35:10.000 --> 00:35:13.000 The nice think about GIS is you can apply it to almost any field. 00:35:13.000 --> 00:35:18.000 So if you have that skill you can be a biologist, you can be a geologist, you can be a crime analyst. 00:35:18.000 --> 00:35:24.000 The pyramid on the left is showing that most of our students would be at the bottom of the pyramid, entry level 00:35:24.000 --> 00:35:27.000 but 40 to 60,000 a year sounds pretty good to me for a bachelor's degree. 00:35:27.000 --> 00:35:34.000 It's showing on the right 19 percent growth which is faster than average for the industry of GIS. 00:35:34.000 --> 00:35:38.000 And then the lower right is from a survey I did in June 2016. 00:35:38.000 --> 00:35:42.000 I ask all my students at the end of the minor and certificate program a number of questions. 00:35:42.000 --> 00:35:48.000 I pulled out three. 91 percent of my graduating students were satisfied or very satisfied with the program. 00:35:48.000 --> 00:35:54.000 And 100 percent found the requirements of the program relevant to their professional goals. 00:35:54.000 --> 00:35:56.000 And 100 percent would recommend it to others. 00:35:56.000 --> 00:35:60.000 So that's probably also why they're taking it. It's fun. We like it. It's good. Thank you. 00:36:00.000 --> 00:36:06.000 So I'm Mary Bucy and I teach mostly online. 00:36:06.000 --> 00:36:14.000 And as all of you know if you teach online you are likely to be typing until midnight or one or two. 00:36:14.000 --> 00:36:17.000 And typing and typing and typing. 00:36:17.000 --> 00:36:24.000 So I want to talk about something I've been doing recently that saves some of my typing time. 00:36:24.000 --> 00:36:26.000 And that's working with a little program called Jing. 00:36:26.000 --> 00:36:29.000 And I know I've shared that in the college of ed and a lot of my colleagues use it. 00:36:29.000 --> 00:36:36.000 But not necessarily for giving feedback and this is a way that I've saved myself from typing all the time. 00:36:36.000 --> 00:36:41.000 So Jing is available as a free download from TechSmith. 00:36:41.000 --> 00:36:46.000 And when I go in here you can see that I can download the program. 00:36:46.000 --> 00:36:49.000 Either for Windows or for the Mac. 00:36:49.000 --> 00:36:53.000 And it looks like this. This is the Jing icon. 00:36:53.000 --> 00:36:58.000 When I load it on my Mac it's going to automatically reside down here on my dock full-time. 00:36:58.000 --> 00:36:64.000 On the PC it's not here. But as soon as I open it it's going to be running full-time in the background. 00:37:04.000 --> 00:37:08.000 And it puts this little icon up in the corner. Not that big. 00:37:08.000 --> 00:37:11.000 When I click on that icon I have three choices. 00:37:11.000 --> 00:37:17.000 So I can have it either up in the corner or here on this PC you can see it loads it up at the top. 00:37:17.000 --> 00:37:20.000 That's an actual active icon. 00:37:20.000 --> 00:37:23.000 So I want to demonstrate for you what I can do with this. 00:37:23.000 --> 00:37:30.000 So this is a design I might get early in a program where we're talking about visual communication. 00:37:30.000 --> 00:37:36.000 And I can go up here so I'm going to select the part I want to talk about. 00:37:36.000 --> 00:37:39.000 And hit record. 00:37:41.000 --> 00:37:44.000 And now I can start explaining. 00:37:44.000 --> 00:37:48.000 Hi John, we're taking a look at alignment today. 00:37:48.000 --> 00:37:54.000 And I'm noticing that your alignment is so close but it's not quite exact. 00:37:54.000 --> 00:37:57.000 And if we use this little guideline 00:37:57.000 --> 00:37:60.000 you can see when I go across the top of the image 00:38:00.000 --> 00:38:05.000 that this picture over to the left and the one to the right are not aligned with the one in the center. 00:38:05.000 --> 00:38:09.000 So I can just use the guideline to get this up to top. 00:38:09.000 --> 00:38:12.000 So they all line up. Or you can use your alignment tool, either one. 00:38:12.000 --> 00:38:16.000 But don't count on being able to eyeball it. It's not going to be exact. 00:38:16.000 --> 00:38:20.000 Another thing I'm noticing is that your images look distorted. 00:38:20.000 --> 00:38:22.000 Let me demonstrate here. 00:38:22.000 --> 00:38:26.000 If I drag it up can you see how this student now looks more natural? 00:38:26.000 --> 00:38:32.000 It looks like what you did was grab all of your images and resize all of them at the same time. 00:38:32.000 --> 00:38:35.000 But you didn't use the corner. 00:38:35.000 --> 00:38:39.000 So if you use this little corner dot and hold down your shift key 00:38:39.000 --> 00:38:41.000 notice how you keep the proportions the same. 00:38:41.000 --> 00:38:49.000 Alright. I'm going to stop right there. And all I have to do is hit finish and this upload button. 00:38:49.000 --> 00:38:57.000 And while it's uploading I can go back into my Moodle and I can go into my assignment. 00:38:57.000 --> 00:38:62.000 And say view all submissions and then I can grade. 00:39:02.000 --> 00:39:06.000 So this is uploading slowly. 00:39:06.000 --> 00:39:15.000 This is my assignment. I can say 100 percent. Fantastic. 00:39:15.000 --> 00:39:23.000 See my comments here. I would spell fantastic correctly of course. 00:39:23.000 --> 00:39:28.000 This isn't going to be a good demo because it's very slow on this computer. 00:39:28.000 --> 00:39:30.000 It's pretty fast at home on my computer. 00:39:30.000 --> 00:39:40.000 By the time I've finished typing that I can hit colon, paste. So control V. 00:39:40.000 --> 00:39:45.000 And it's automatically loaded into my clipboard. 00:39:45.000 --> 00:39:48.000 But it's so fast. And so this is the interesting thing. 00:39:48.000 --> 00:39:52.000 I hear back from two or three students every single term 00:39:52.000 --> 00:39:55.000 immediately after the first time I give feedback 00:39:55.000 --> 00:39:60.000 saying thank you so much, it's so personal. I feel like you're standing right next to me. 00:40:00.000 --> 00:40:05.000 I treat it like I'm standing right next to them. So I don't really worry if I'm making a mistake. 00:40:05.000 --> 00:40:08.000 If the phone rings I say sorry. I pause it. 00:40:08.000 --> 00:40:13.000 I pick it back up and continue so I don't waste any time editing afterward. 00:40:13.000 --> 00:40:16.000 And Jing doesn't actually let you edit afterward. 00:40:16.000 --> 00:40:20.000 So I don't use this for anything professional but it's a very, very fast way to give feedback. 00:40:20.000 --> 00:40:22.000 And students can see what I'm doing. 00:40:22.000 --> 00:40:27.000 I'm going to let that keep uploading and show you where this goes. 00:40:27.000 --> 00:40:34.000 So this is Screencast.com. When you download Jing you'll automatically be asked to create a Screencast account. 00:40:34.000 --> 00:40:37.000 And all of your videos go into this Screencast account. 00:40:37.000 --> 00:40:44.000 The free version gives you a couple gigabytes. I get by with the free version, I just delete the older files. 00:40:44.000 --> 00:40:48.000 But I don't know if you can see over on the corner here 00:40:48.000 --> 00:40:52.000 I can see that this feedback has zero views. My student didn't look at that feedback. 00:40:52.000 --> 00:40:55.000 This student looked once. 00:40:55.000 --> 00:40:58.000 This one looked three times. 00:40:58.000 --> 00:40:61.000 So when I have a student that's not responding to the feedback I give 00:41:01.000 --> 00:41:08.000 I can look at my Screencast account and I can see well they didn't even look at the feedback that I gave them. 00:41:08.000 --> 00:41:10.000 So it's really helpful to me. 00:41:10.000 --> 00:41:13.000 I can use this for text as well. 00:41:13.000 --> 00:41:18.000 So I can highlight a paragraph I want them to look at and say read this out-loud. 00:41:18.000 --> 00:41:24.000 And listen to the rhythm. And you'll see that every sentence is exactly the same length. Think about mixing it up. 00:41:24.000 --> 00:41:32.000 I can point out that their punctuation needs to go after their citation in APA style. 00:41:32.000 --> 00:41:39.000 I can look at their references and illustrate for them how they can use the ruler to align them correctly. 00:41:39.000 --> 00:41:44.000 So I have a lot of different options using Jing and it's really, really fast. 00:41:44.000 --> 00:41:46.000 And it's really effective. 00:41:46.000 --> 00:41:51.000 And I get extra credit because I have a minute left. 00:41:51.000 --> 00:41:54.000 My presentation is on PechaKucha. 00:41:54.000 --> 00:41:58.000 Which is a fast-paced thrill ride of a presentation style. 00:41:58.000 --> 00:41:64.000 Has anybody heard of PechaKucha before? A few people. Yeah, strap in. 00:42:04.000 --> 00:42:09.000 So the slides are automatically timed. And I'll get to how that works momentarily. 00:42:09.000 --> 00:42:17.000 A lot of us choose to conclude our quarters with presentations, right? 00:42:17.000 --> 00:42:20.000 Students present what they've learned. Summarize it in presentation format. 00:42:20.000 --> 00:42:22.000 But there are a lot of issues with that. 00:42:22.000 --> 00:42:29.000 For instance, a lot of the time students will be tempted to create Powerpoints that are really visually dense. 00:42:29.000 --> 00:42:36.000 Bullet after bullet after bullet with usually bad clipart. 00:42:36.000 --> 00:42:40.000 And often some sort of heading that doesn't really express what's going on. 00:42:40.000 --> 00:42:44.000 It's a bummer and I've gotten multiple migraines from that. 00:42:44.000 --> 00:42:49.000 And students don't like to reimburse you for the doctors' bills that come. 00:42:49.000 --> 00:42:54.000 Also the time varies with the presenter. This is one of the worst things I've noticed, right? 00:42:54.000 --> 00:42:59.000 You have a group of students and one is very confident, one is medium, and one is not. 00:42:59.000 --> 00:42:64.000 Oftentimes the not-confident student takes the longest on isolated slides. 00:43:04.000 --> 00:43:08.000 And it becomes a major issue. It reflects negatively on the group. 00:43:08.000 --> 00:43:14.000 And so that's something that you have to sort of deal with in the course of the slide. 00:43:14.000 --> 00:43:16.000 Oh and a lot of the time they're unscripted right? 00:43:16.000 --> 00:43:22.000 Becuase the slides can be so visually dense, the students won't bother to actually create a script 00:43:22.000 --> 00:43:26.000 and time it out and figure out how the different parts relate to each other. 00:43:26.000 --> 00:43:29.000 And they're unrehearsed. Because there's not a lot of pressure 00:43:29.000 --> 00:43:34.000 and the student figures well if all else fails I can just sort of read like this. 00:43:34.000 --> 00:43:37.000 And then that'll be fine. 00:43:37.000 --> 00:43:40.000 And a lot of the time they almost have to because the slides are so dense. 00:43:40.000 --> 00:43:42.000 They want to make sure not to miss anything. 00:43:42.000 --> 00:43:46.000 And it's really fun, not at all. 00:43:46.000 --> 00:43:49.000 This leads to presentations that are super boring. 00:43:49.000 --> 00:43:54.000 Which at the conclusion of your class will imply that the class was super boring. 00:43:54.000 --> 00:43:57.000 And the students didn't get a lot of note from it. 00:43:57.000 --> 00:43:61.000 So for the final presentation that students give 00:44:01.000 --> 00:44:06.000 to be something that bores them and bores each other and bores you is not the optimal situation. 00:44:06.000 --> 00:44:08.000 So what's PechaKucha? 00:44:08.000 --> 00:44:15.000 PechaKucha is a format of presentations where you have 20 images and they only last for 20 seconds each. 00:44:15.000 --> 00:44:20.000 So they're automatically timed and they move as you've seen, pretty quickly. 00:44:20.000 --> 00:44:28.000 It started in Japan and it was a group of architects who were interested in sharing their work with each other 00:44:28.000 --> 00:44:32.000 but in a format as non-boring as possible. 00:44:32.000 --> 00:44:35.000 I feel like they nailed it because I'm feeling winded already. 00:44:35.000 --> 00:44:41.000 So the idea is that people share the kind of things they're working on or what they're doing. 00:44:41.000 --> 00:44:44.000 And it happens around the country. There's one in Portland. 00:44:44.000 --> 00:44:46.000 There's some all over the place. 00:44:46.000 --> 00:44:50.000 I think that there are some specific benefits to the classroom. I'll talk about those now. 00:44:50.000 --> 00:44:56.000 There is also like at least one potential liability and I'll get to that. 00:44:56.000 --> 00:44:61.000 But yeah I've found that it's a really interesting tool to use at the end of a quarter 00:45:01.000 --> 00:45:04.000 as students are giving these summative presentations. 00:45:04.000 --> 00:45:07.000 The main advantage of course is speed. 00:45:07.000 --> 00:45:11.000 And the forced requirement to be brief. 00:45:11.000 --> 00:45:14.000 Because you only have 20 seconds to talk about something 00:45:14.000 --> 00:45:19.000 and you only have 20 slides in which to express that particular topic 00:45:19.000 --> 00:45:25.000 students are forced to consolidate what they have into a small period of time 00:45:25.000 --> 00:45:27.000 and to be quick about discussing it. 00:45:27.000 --> 00:45:33.000 Also there's a real level of unpredictability and fun I find. First, for you. 00:45:33.000 --> 00:45:37.000 Then for the students. And it sort of spreads outward. 00:45:37.000 --> 00:45:44.000 Because there's so much unpredictability in how much time students are ready to take for each slide. 00:45:44.000 --> 00:45:49.000 Another advantage from a teaching perspective is that a lot of preparation is required, right? 00:45:49.000 --> 00:45:54.000 It's hard to just sort of guess how long the students are going to spend on a particular topic 00:45:54.000 --> 00:45:57.000 or what the order is going to be or whatever. 00:45:57.000 --> 00:45:62.000 And nobody likes the experience of being forced to improvise. 00:46:02.000 --> 00:46:04.000 On the other hand, some people do. 00:46:04.000 --> 00:46:12.000 Which means that students are able to be creative and more in the moment like these lunatic improvisors that I've used for this slide. 00:46:12.000 --> 00:46:16.000 And frankly it never goes according to plan. Oh no it did once. 00:46:16.000 --> 00:46:20.000 One time it did. It was eery. 00:46:20.000 --> 00:46:27.000 But most of the time it doesn't go according to plan which is actually great. 00:46:27.000 --> 00:46:31.000 The other interesting thing from my perspective as a professor of professional and technical writing 00:46:31.000 --> 00:46:36.000 is the style options that this format kind of requires and allows for. 00:46:36.000 --> 00:46:40.000 There are a few particular things to the format that are kind of inevitable. 00:46:40.000 --> 00:46:44.000 One is that the slides themselves need to be really simple. 00:46:44.000 --> 00:46:50.000 Again you can't have an overly cluttered format when you only have 20 seconds to say the thing. 00:46:50.000 --> 00:46:52.000 And 00:46:52.000 --> 00:46:55.000 laughter 00:46:55.000 --> 00:46:57.000 I find that they have to be image-driven, right? 00:46:57.000 --> 00:46:65.000 Optimally the students will use all of the Powerpoint slides to show a sense of what they're going for 00:47:05.000 --> 00:47:07.000 because it can't be that dense. 00:47:07.000 --> 00:47:10.000 Even if there's a few words on the slide 00:47:10.000 --> 00:47:15.000 the students are encouraged to be more creative about the images that they include. 00:47:15.000 --> 00:47:20.000 And inevitably the slides end up being used more as cues as opposed to script. 00:47:20.000 --> 00:47:25.000 So instead of again reading directly off the slide 00:47:25.000 --> 00:47:29.000 the image on the Powerpoint is a suggestion of where the students are going to go. 00:47:29.000 --> 00:47:32.000 Which I think is the goal anyway. 00:47:32.000 --> 00:47:35.000 This sets a tone and a mood as opposed to the finish. 00:47:35.000 --> 00:47:38.000 Now it might be cruel and unusual punishment. 00:47:38.000 --> 00:47:42.000 I think that that varies by the student and by the ethics of the professor. 00:47:42.000 --> 00:47:48.000 But I think it's great and it's over in six minutes and 40 seconds. 00:47:48.000 --> 00:47:51.000 So that's shorter for everybody which is really nice. 00:47:51.000 --> 00:47:56.000 In conclusion I highly recommend the Pecha Kucha format for final presentations. 00:47:56.000 --> 00:47:61.000 Or middle presentations. Or when you just want to crack the whip on the students on a random Tuesday. 00:48:01.000 --> 00:48:07.000 And I feel like it cuts through a lot of issues that I've had with student presentations. 00:48:07.000 --> 00:48:09.000 And that's the end. 00:48:09.000 --> 00:48:14.000 Goodmorning my name is Annie Ittner. I teach in the Division of Education and Leadership. 00:48:14.000 --> 00:48:20.000 And I'm going to talk a little bit today about how I use Flipgrid in my online classes. 00:48:20.000 --> 00:48:25.000 Flipgrid can also be used in face to face classes and we can get to that in just a little bit. 00:48:25.000 --> 00:48:30.000 But for this presentation I want to talk about how I use it in online classes. 00:48:30.000 --> 00:48:37.000 So what is Flipgrid? It is an online video discussion platform. 00:48:37.000 --> 00:48:40.000 And it's one of the most used in educational settings. 00:48:40.000 --> 00:48:44.000 Both at the K-12 level and higher education. 00:48:44.000 --> 00:48:49.000 And one of the things about Flipgrid that I find important for me as an educator 00:48:49.000 --> 00:48:56.000 is that it's something that my students either teacher candidates or teachers who are already teaching can use in the classroom 00:48:56.000 --> 00:48:61.000 their own classroom. So it's a good way for me to model discussion forums. 00:49:01.000 --> 00:49:06.000 So in this presentation I'm going to talk about why might you use Flipgrid 00:49:06.000 --> 00:49:09.000 how can I use it in an online course 00:49:09.000 --> 00:49:14.000 and we're going to go right into the website where you can make a Flipgrid. 00:49:14.000 --> 00:49:17.000 And then I did a survey in my class last term 00:49:17.000 --> 00:49:22.000 and I'm going to show you some thoughts about what my students think about Flipgrid. 00:49:22.000 --> 00:49:24.000 And then how can I make my own Flipgrid? 00:49:24.000 --> 00:49:28.000 And also I've included a slide, how much does it cost? 00:49:28.000 --> 00:49:30.000 Which I think is important. 00:49:30.000 --> 00:49:32.000 So why might you use Flipgrid? 00:49:32.000 --> 00:49:36.000 We do have an online video platform in Moodle. 00:49:36.000 --> 00:49:39.000 And so that's a great tool as well. 00:49:39.000 --> 00:49:44.000 I find Flipgrid to be useful in a few different ways. 00:49:44.000 --> 00:49:48.000 First of all to support students in online discussions. 00:49:48.000 --> 00:49:51.000 If I'm teaching a class that's completely online 00:49:51.000 --> 00:49:56.000 I like to branch out of the discussion forum. 00:49:56.000 --> 00:49:61.000 And so oftentimes I'll use a Flipgrid in response to a discussion forum. 00:50:01.000 --> 00:50:04.000 I haven't gotten rid of the discussion forum completely. 00:50:04.000 --> 00:50:06.000 Sometimes I'll use a discussion forum 00:50:06.000 --> 00:50:10.000 and then I'll have the students look in at each other's forums 00:50:10.000 --> 00:50:14.000 and then respond to their classmates using a Flipgrid. 00:50:14.000 --> 00:50:21.000 Sometimes I've used Flipgrid to discuss larger course concepts. 00:50:21.000 --> 00:50:26.000 We have course outcomes that have students tackle big ideas. 00:50:26.000 --> 00:50:32.000 And oftentimes I like to have students do this verbally instead of in a written format. 00:50:32.000 --> 00:50:39.000 And then also one way that I've used this is that I want students to ask questions about assignments. 00:50:39.000 --> 00:50:46.000 I try to look for ways in my online teaching that kind of mirror what students do face to face. 00:50:46.000 --> 00:50:50.000 And one of the things that I find my students doing in my classes that are face to face 00:50:50.000 --> 00:50:55.000 is asking each other what about that question? Or what about that assignment that she wants us to do? 00:50:55.000 --> 00:50:57.000 Have you started that? What are you doing? 00:50:57.000 --> 00:50:60.000 Right? They talk to each other about what's coming up. 00:51:00.000 --> 00:51:06.000 And so I think Flipgrid can be a good way for students to talk to each other about assignments. 00:51:06.000 --> 00:51:12.000 And then most importantly, I believe, in online teaching is that we build social presence for students. 00:51:12.000 --> 00:51:16.000 That students feel a sense of community in their online teaching. 00:51:16.000 --> 00:51:19.000 And I think that when students see each other and are able to interact 00:51:19.000 --> 00:51:24.000 that can really contribute to online presence. 00:51:24.000 --> 00:51:31.000 So here's what just a screenshot of what one of my courses looks like on Flipgrid. 00:51:31.000 --> 00:51:35.000 So you can see at the top this is ED 672. 00:51:35.000 --> 00:51:41.000 This is just a screenshot of three of the discussion forums that I've started for my class. 00:51:41.000 --> 00:51:45.000 I always like to do an introduction the first week of class 00:51:45.000 --> 00:51:49.000 so that students can see each other and introduce themselves. 00:51:49.000 --> 00:51:56.000 And oftentimes I'll have them comment on a big question that they have about the course. 00:51:56.000 --> 00:51:63.000 So that introduction is not up here but there's a final reflection question up here. 00:52:03.000 --> 00:52:07.000 Here is the individual mentoring project which was one of my assignments 00:52:07.000 --> 00:52:10.000 that I wanted students to touch base with each other on. 00:52:10.000 --> 00:52:14.000 Where are you going with this? Are you having questions? 00:52:14.000 --> 00:52:20.000 And then to capture some big ideas about assignments. 00:52:20.000 --> 00:52:24.000 You can see from this that at the bottom you can see my students. 00:52:24.000 --> 00:52:28.000 Those are the people who have responded on the forum. 00:52:29.000 --> 00:52:34.000 So basically using a grid each time you have class 00:52:34.000 --> 00:52:41.000 like I said before you can create a specific set of grids for your class. 00:52:41.000 --> 00:52:44.000 In a 10 week class I usually use about four to five. 00:52:44.000 --> 00:52:48.000 I don't do it every week because the students can tire of it a little bit. 00:52:48.000 --> 00:52:55.000 The great thing I find about Flipgrid is that it's only 90 seconds of talking. 00:52:55.000 --> 00:52:60.000 So like the Pecha Kucha 00:53:00.000 --> 00:53:03.000 I still don't know how to say that 00:53:03.000 --> 00:53:10.000 it forces students or rather allows students to synthesize their thinking in a short amount of time. 00:53:10.000 --> 00:53:16.000 I've found if the video lasts two to three minutes long students just go on and on. 00:53:16.000 --> 00:53:21.000 So I like the 90 second rule for video. 00:53:21.000 --> 00:53:24.000 Now you can make it a little bit longer I believe. 00:53:24.000 --> 00:53:28.000 I think they can go into two minutes but I try to keep it short. 00:53:30.000 --> 00:53:34.000 So last term I asked my students what they thought about Flipgrid. 00:53:34.000 --> 00:53:38.000 And I used a couple different platforms in my online class. 00:53:38.000 --> 00:53:44.000 I used both Flipgrid and VoiceThread which can be another online discussion forum. 00:53:44.000 --> 00:53:47.000 When I asked the students what they thought about Flipgrid 00:53:47.000 --> 00:53:52.000 not many of them actually thought it was a great idea to check in on assignments. 00:53:52.000 --> 00:53:55.000 Maybe they didn't think it was a good use of time. I thought it would be. 00:53:55.000 --> 00:53:58.000 But my students didn't really like it. 00:53:58.000 --> 00:53:62.000 They liked responding to colleagues in a discussion post. 00:54:02.000 --> 00:54:06.000 And then also like I said before we used it to tackle big ideas. 00:54:06.000 --> 00:54:09.000 Like in my case teaching in the reading endorsement program 00:54:09.000 --> 00:54:13.000 a question such as, what makes a great literacy reader? 00:54:13.000 --> 00:54:16.000 In another class they had some of the same thoughts 00:54:16.000 --> 00:54:21.000 so in the future I don't think I'll use it to check in on assignments. 00:54:21.000 --> 00:54:26.000 But responding to colleagues in their post I think was a great way to use it. 00:54:26.000 --> 00:54:31.000 When I asked my students what did they like specifically about Flipgrid 00:54:31.000 --> 00:54:34.000 and there were some critiques as well to think about 00:54:34.000 --> 00:54:40.000 some students thought it was more time consuming to watch everyone's responses. 00:54:40.000 --> 00:54:47.000 Some students said that they wanted to either stay with Flipgrid or use VoiceThread but not use both. 00:54:47.000 --> 00:54:52.000 Because they thought that was too much for them to do over the course of one term. 00:54:52.000 --> 00:54:60.000 The Flipgrid helped class discussion feel more like a classroom. 00:55:00.000 --> 00:55:04.000 It was new and interesting experience one student said. 00:55:04.000 --> 00:55:09.000 Another one said that it gave them the sense of actually working with and discussing with other people. 00:55:09.000 --> 00:55:12.000 And it felt like a more organic way to respond. 00:55:12.000 --> 00:55:17.000 But some people didn't like it because they thought it took too much time. 00:55:17.000 --> 00:55:20.000 This is how much it costs. It's free for some cases. 00:55:20.000 --> 00:55:22.000 Thank you. 00:55:22.000 --> 00:55:27.000 OK. Hi everybody. My name is Jaime Cloud. I teach in the psychological sciences department. 00:55:27.000 --> 00:55:34.000 I teach a couple of classes online. General psychology and evolutionary psychology are chief among them. 00:55:34.000 --> 00:55:38.000 I teach these courses online during the school year but especially over the summer. 00:55:38.000 --> 00:55:42.000 And something that I have found that students really appreciate 00:55:42.000 --> 00:55:46.000 is when I am recording a lecture to deliver via Moodle 00:55:46.000 --> 00:55:49.000 that they appreciate when my face is shown. 00:55:49.000 --> 00:55:52.000 So that it's not just some voice coming from nowhere speaking to them. 00:55:52.000 --> 00:55:58.000 But they actually have simulated face to face contact with me looking at them through the computer and them looking back at me. 00:55:58.000 --> 00:55:66.000 So what I'm going to show you guys today is the software that I use to record what is going on on the computer 00:56:06.000 --> 00:56:11.000 which is a Powerpoint presentation more often than not, and my face at the same time. 00:56:11.000 --> 00:56:14.000 The software that I use is called ScreenFlow. 00:56:14.000 --> 00:56:17.000 And you can just Google search ScreenFlow and this webpage will be your first hit. 00:56:17.000 --> 00:56:20.000 It's from the company Telestream. 00:56:20.000 --> 00:56:25.000 The product costs 129 dollars. That's kind of the base level. 00:56:25.000 --> 00:56:29.000 And then there are some super packs they call it. 00:56:29.000 --> 00:56:35.000 My understanding is that the difference between the base model and these is that you get some animation packages 00:56:35.000 --> 00:56:37.000 that you can use in your lecture. 00:56:37.000 --> 00:56:40.000 A downside is that it's only compatible with Mac computers. 00:56:40.000 --> 00:56:46.000 But the way that ScreenFlow works is very analogous to the way that other video recording software works 00:56:46.000 --> 00:56:51.000 like Camtasia which may be more compatible with PCs and Macs. 00:56:51.000 --> 00:56:58.000 So I have the ScreenFlow icon right here. I have the program downloaded on my computer. 00:56:58.000 --> 00:56:64.000 And whenever I click on that I get a little box that pops up that asks how I would like to configure my recording. 00:57:04.000 --> 00:57:08.000 And it's asking, what do you want me to record from your desktop? 00:57:08.000 --> 00:57:14.000 And in this case I just have one projector connected which is this one. 00:57:14.000 --> 00:57:20.000 Where do I want to record my face video from? Which is coming from my laptop's camera. 00:57:20.000 --> 00:57:23.000 Where do you want the audio to come from? It's coming from my laptop's audio. 00:57:23.000 --> 00:57:27.000 So I get this set up just the way I like and I hit the big red button. 00:57:28.000 --> 00:57:31.000 And it will begin recording. 00:57:33.000 --> 00:57:35.000 Then I open up a lecture. 00:57:35.000 --> 00:57:40.000 So I have kind of a demo lecture here on misunderstandings of evolution. 00:57:40.000 --> 00:57:43.000 And so I would just start lecturing at this point. 00:57:43.000 --> 00:57:47.000 And now what you guys see is what I would like the students to see 00:57:47.000 --> 00:57:52.000 which is the presentation without the notes. And that's what I've told ScreenFlow to capture. 00:57:52.000 --> 00:57:56.000 But what I see when I'm looking at my laptop is the presenter view 00:57:56.000 --> 00:57:60.000 where you get all the notes and everything so I can cheat and they don't know. 00:58:00.000 --> 00:58:04.000 So I cruise through this lecture 00:58:04.000 --> 00:58:08.000 explaining these different misunderstandings about evolution. 00:58:08.000 --> 00:58:15.000 I might pause at some point in the lecture to gather my thoughts. So I might pause here. 00:58:15.000 --> 00:58:22.000 And I can keep recording while I've paused. Or I might totally goof and say something that I didn't mean to say 00:58:22.000 --> 00:58:26.000 or sneeze, or who knows, my cat's meowing in the background. 00:58:26.000 --> 00:58:28.000 And I can edit all of that out later. 00:58:28.000 --> 00:58:32.000 So I'm going to edit out this portion of the lecture for you in one moment. 00:58:32.000 --> 00:58:38.000 Another thing that I really like about being able to capture audio and video at the same time 00:58:38.000 --> 00:58:41.000 is that it works really well for videos. 00:58:41.000 --> 00:58:48.000 So this particular video doesn't have any audio with it. But if it did the computer's microphone would catch that audio. 00:58:48.000 --> 00:58:53.000 And then as you'll see in a moment when we edit this video 00:58:53.000 --> 00:58:58.000 I'm going to crop my face out so that the students aren't watching me watching the video because that just feels weird. 00:58:58.000 --> 00:58:61.000 Right? So I want to keep their focus on the actual video. 00:59:01.000 --> 00:59:04.000 So OK. Let's say that's the end of the lecture. 00:59:04.000 --> 00:59:06.000 I'm going to escape out of Powerpoint. 00:59:06.000 --> 00:59:10.000 And then I stop the recording which is also very simple. 00:59:10.000 --> 00:59:14.000 There's a little icon up here at the top. You just say stop record. 00:59:14.000 --> 00:59:18.000 And then you've got the editing screen that pops up. 00:59:18.000 --> 00:59:24.000 And so this is what I've recorded. A minute and 41 seconds of me speaking and doing things on the computer. 00:59:24.000 --> 00:59:29.000 And I always cut out the beginning part right before I say hi to my students. 00:59:29.000 --> 00:59:33.000 So let's say this is when I start talking. All I have to do is press the T button. 00:59:33.000 --> 00:59:36.000 And I've trimmed the clip. 00:59:36.000 --> 00:59:43.000 And I can simply click on the audio bit and delete it and click on the screen bit and delete that. 00:59:43.000 --> 00:59:47.000 So now that part is gone and then later on like I said 00:59:47.000 --> 00:59:54.000 there may be a part that I want to delete because I was just thinking to myself. I was paused or I goofed. 00:59:54.000 --> 00:59:59.000 So again I have to make sure that both the audio and the screen capture part are highlighted 00:59:59.000 --> 00:59:65.000 Press T where I want to begin the cut and T again where I want to end the cut. 01:00:05.000 --> 01:00:08.000 And then I can just delete that portion out. 01:00:08.000 --> 01:00:11.000 And join these back together. 01:00:11.000 --> 01:00:16.000 And when you press play its pretty seamless. 01:00:20.000 --> 01:00:27.000 And then let's say at some point I want to give students a moment to reflect upon what they're learning 01:00:27.000 --> 01:00:32.000 or I want them to do some sort of little activity. 01:00:32.000 --> 01:00:36.000 Then I want to pause my lecture and let's say this is where I want to pause it. 01:00:36.000 --> 01:00:39.000 I'll put a break in. Scooch these aside. 01:00:39.000 --> 01:00:42.000 And I'm going to add some media 01:00:42.000 --> 01:00:45.000 and it's going to be an audio clip 01:00:45.000 --> 01:00:49.000 of a countdown clock. 01:00:49.000 --> 01:00:53.000 So I can put that in here. Just drag and drop. 01:00:53.000 --> 01:00:57.000 Switch it over to where I want it to be. 01:00:58.000 --> 01:00:64.000 And at whatever point I decide 01:01:04.000 --> 01:01:08.000 the 24 clock begins, right? 01:01:08.000 --> 01:01:14.000 And so that particular clip had something to look at which is the numbers counting down 01:01:14.000 --> 01:01:17.000 and the sound of the clock ticking. 01:01:17.000 --> 01:01:22.000 But there may be clips that are just audio. 01:01:22.000 --> 01:01:25.000 In which case I like to also upload a picture for them to look at 01:01:25.000 --> 01:01:28.000 so it's not just a blank screen of audio coming from nowhere. 01:01:28.000 --> 01:01:33.000 So for example let's say I just made a joke that I think was pretty funny in lecture. 01:01:33.000 --> 01:01:37.000 Then I might put in a rimshot sound effect. 01:01:39.000 --> 01:01:42.000 So it sounds like this. 01:01:45.000 --> 01:01:47.000 drum and cymbal 01:01:47.000 --> 01:01:52.000 OK? And let's say that I want this to be what they look at 01:01:52.000 --> 01:01:55.000 while they're experiencing that sound. 01:01:55.000 --> 01:01:58.000 Again just kind of drag and drop here. 01:02:02.000 --> 01:02:09.000 And I can make it appear for the same length of time as the rimshot takes to play. 01:02:09.000 --> 01:02:12.000 So now 01:02:15.000 --> 01:02:16.000 drum and cymbal 01:02:16.000 --> 01:02:18.000 I don't know why it didn't work. 01:02:18.000 --> 01:02:20.000 Oh that's why. 01:02:27.000 --> 01:02:29.000 drum and cymbal 01:02:29.000 --> 01:02:34.000 Well maybe it takes a little tweaking here. For some reason the audio clip is front of the visual clip. 01:02:34.000 --> 01:02:36.000 But if you play around with it you can figure it out. 01:02:36.000 --> 01:02:41.000 So that's really the extent of my skills here. 01:02:41.000 --> 01:02:46.000 I don't have a lot of sophistication in that this program does a lot more than I know what to do with. 01:02:46.000 --> 01:02:53.000 But as far as recording lectures and giving students that face to face contact that engages them in the lecture. 01:02:53.000 --> 01:02:55.000 This is super super easy to use. 01:02:55.000 --> 01:02:58.000 All I ever do is just trim clips, delete the parts I don't want 01:02:58.000 --> 01:02:62.000 sometimes insert a little image or audio clip here or there. And that's it. 01:03:02.000 --> 01:03:05.000 And then when you're done you simply go to export. 01:03:05.000 --> 01:03:09.000 I always choose 100 percent, save it to my desktop. 01:03:09.000 --> 01:03:15.000 It exports as an mp4 file and then I upload it to Moodle or Youtube and I link it on Moodle. 01:03:15.000 --> 01:03:18.000 And I find it really useful for the online classes 01:03:18.000 --> 01:03:24.000 but also for days when I can't make it into class because my son is sick 01:03:24.000 --> 01:03:29.000 or because the roads are snowy up in Tualatin where I live or whatever the case may be. 01:03:29.000 --> 01:03:31.000 So that's it. 01:03:31.000 --> 01:03:33.000 My name is Frank Nevius in communication studies. 01:03:33.000 --> 01:03:37.000 And what I found useful in Moodle Lessons is that it saved me from a big problem. 01:03:37.000 --> 01:03:42.000 As I was transitioning from the traditional lecture format to Moodle 01:03:42.000 --> 01:03:48.000 then it gave me an opportunity to give the students more. 01:03:48.000 --> 01:03:53.000 Now previously when I always had the lecture format my notes would just get bigger, and bigger, and bigger. 01:03:53.000 --> 01:03:56.000 I know for example for things such as this, books 01:03:56.000 --> 01:03:60.000 if I look at this one in terms of what my notes actually were 01:04:01.000 --> 01:04:05.000 Then it got to the point when it just when on, and on, and on. 01:04:05.000 --> 01:04:09.000 This particular one had something like 36 pages. 01:04:09.000 --> 01:04:14.000 And in a 50 minute lecture it was just too much to do. 01:04:14.000 --> 01:04:18.000 And so the students weren't getting that much out of it and it didn't work out very well for me. 01:04:18.000 --> 01:04:27.000 So instead what I found useful is this nice little part here where it's a lesson. 01:04:28.000 --> 01:04:33.000 What it gives me is the ability to give students the information for the entire week. 01:04:33.000 --> 01:04:35.000 And so now it's open for them. 01:04:35.000 --> 01:04:37.000 I took my notes and I have multiple pages. 01:04:37.000 --> 01:04:43.000 On this one when it opens it up you can have just one page or you can have multiple pages whatever works for you. 01:04:43.000 --> 01:04:48.000 I would try to keep it so that there's one main idea per page on this one. 01:04:48.000 --> 01:04:53.000 And I could take all the little images and other parts that I found interesting. 01:04:53.000 --> 01:04:56.000 And so students could look at this anytime during the week that they wanted. 01:04:56.000 --> 01:04:62.000 I noticed for some reason a lot of them liked to do their work late Saturday and Sunday night. 01:05:02.000 --> 01:05:06.000 And obviously that's not what I would have expected otherwise. 01:05:06.000 --> 01:05:12.000 Besides with the images I like these because I don't have to update them all the time. They tend to stay there. 01:05:12.000 --> 01:05:16.000 The ones that are a little bit more tricky, require more maintenance, are the links. 01:05:16.000 --> 01:05:22.000 Could be something that I found interesting and some students might find interesting on that one and you can go through that. 01:05:22.000 --> 01:05:25.000 They can spend time on this if they want. 01:05:25.000 --> 01:05:32.000 And it just goes on here and that's the end of this and then that page is done. 01:05:32.000 --> 01:05:34.000 And it goes on to the next stage. 01:05:34.000 --> 01:05:40.000 I try to keep each page a particular topic or major concept for them. 01:05:40.000 --> 01:05:42.000 And they can go through there. 01:05:42.000 --> 01:05:45.000 And one part that's interesting is just how much you can add to it. 01:05:45.000 --> 01:05:50.000 I try to add more pictures and images each year to make it a little bit more interesting for them. 01:05:50.000 --> 01:05:52.000 Graphs and charts I've found are very useful. 01:05:52.000 --> 01:05:56.000 If I have a link and I mostly use it for graphs, charts, and information 01:05:56.000 --> 01:05:61.000 then I can bring these in and it requires a little bit less maintenance in the future. 01:06:01.000 --> 01:06:05.000 One part that's particularly useful is this. 01:06:05.000 --> 01:06:11.000 After a couple pages I can have a very very short little quiz. 01:06:11.000 --> 01:06:13.000 Multiple choice, sometimes essay. 01:06:13.000 --> 01:06:16.000 And what that does first of all is it means that students will actually do the work. 01:06:16.000 --> 01:06:18.000 Because it's worth point total. 01:06:18.000 --> 01:06:23.000 And so rather than simply doing nothing or waiting until the end of the quarter and trying to cram it all in in four minutes per time 01:06:23.000 --> 01:06:25.000 they actually have to do this. 01:06:25.000 --> 01:06:29.000 The answers get filled in and only then can they move on. 01:06:29.000 --> 01:06:31.000 For example in terms of music 01:06:31.000 --> 01:06:36.000 music is a pretty difficult one to cover in one class or even two classes. 01:06:36.000 --> 01:06:42.000 Because trying to cover the history of music in America in a short period of time is difficult in a lecture. 01:06:42.000 --> 01:06:48.000 But on this one we have of course the usual links talking about the theory. 01:06:48.000 --> 01:06:52.000 But you also can include nice little things such as videos 01:06:52.000 --> 01:06:57.000 which as long as the link is staying worthwhile for you in Youtube it works. 01:06:57.000 --> 01:06:59.000 I have to update this every once in a while. 01:06:59.000 --> 01:06:65.000 If you want something that lasts a long period of time then you can simply put it into a little audio file. 01:07:05.000 --> 01:07:09.000 And that one stays there all the time. It never disappears. 01:07:09.000 --> 01:07:12.000 And so I've found this one very useful. 01:07:12.000 --> 01:07:16.000 And if you want to do more than that 01:07:16.000 --> 01:07:20.000 then as we go down here into let's say motion pictures 01:07:20.000 --> 01:07:23.000 then it saves me in a lot of things. 01:07:23.000 --> 01:07:28.000 Now what I've found with this is students spend certain amounts of time with these. 01:07:28.000 --> 01:07:36.000 You did a study on this for Cornelia and you found that good students spend more than 20 minutes per lesson on this one. 01:07:36.000 --> 01:07:41.000 My better students spend somewhere between 40 minutes and an hour 20 minutes. 01:07:41.000 --> 01:07:48.000 Something like this. We're actually watching whole videos of the earliest motion pictures and such. 01:07:48.000 --> 01:07:53.000 Then the better students will spend time on it and I try to keep it engaging so it's good for them. 01:07:53.000 --> 01:07:58.000 It is possible to screen through one of these in as short as four minutes. 01:07:58.000 --> 01:07:62.000 Those students don't do as well. They simply go through, answer the questions, then they're gone. 01:08:02.000 --> 01:08:04.000 This does have other advantages for me. 01:08:04.000 --> 01:08:07.000 At the very end of these I can put an essay question. 01:08:07.000 --> 01:08:10.000 This particular one was talking about long tail marketing. 01:08:10.000 --> 01:08:14.000 And I get an idea of what the students actually know 01:08:14.000 --> 01:08:20.000 and if they're able to apply their own life experiences to the question itself. 01:08:20.000 --> 01:08:25.000 And so rather than read the book and answer these questions later this is something they're doing right then. 01:08:25.000 --> 01:08:29.000 And this does have some advantages for me. 01:08:29.000 --> 01:08:32.000 I can expand this over time. 01:08:32.000 --> 01:08:34.000 I can add more pages if I want. 01:08:34.000 --> 01:08:38.000 I can get rid of the parts that are not clear to them, I can add links and things that I think are interesting, 01:08:38.000 --> 01:08:41.000 I can change the questions on this, 01:08:41.000 --> 01:08:45.000 And if I'm having a bad day or the students are not engaged 01:08:45.000 --> 01:08:48.000 they can still get this information. 01:08:48.000 --> 01:08:52.000 It saves me in that particular way. It stays consistent over time. 01:08:52.000 --> 01:08:54.000 And it does require more maintenance. 01:08:54.000 --> 01:08:56.000 On this particular one the way I've done it 01:08:56.000 --> 01:08:62.000 I basically go into it every day, every week and I answer the questions. 01:09:02.000 --> 01:09:04.000 It doesn't take a lot of time but it does take a little bit. 01:09:04.000 --> 01:09:07.000 And it's open for an entire week for them. 01:09:07.000 --> 01:09:10.000 So I have to change the dates in terms of that as I go from quarter to quarter 01:09:10.000 --> 01:09:13.000 but it lets me know what the students are doing. 01:09:13.000 --> 01:09:16.000 It means it's a little bit more consistent in terms of time to time. 01:09:16.000 --> 01:09:20.000 And it has saved me from trying to cover 36 pages worth of notes 01:09:20.000 --> 01:09:22.000 in a short period of time and just hoping that it works. 01:09:22.000 --> 01:09:24.000 Thank you. 01:09:24.000 --> 01:09:28.000 So how I started this, I was teaching an animal behavior course 01:09:28.000 --> 01:09:31.000 and we were doing a fairly complex lab 01:09:31.000 --> 01:09:37.000 that involved the students each having a couple of male beta fish. 01:09:37.000 --> 01:09:42.000 Some that had gotten used to being in proximity to other male betas and some that had not. 01:09:42.000 --> 01:09:46.000 And then they were presenting them with different stimuli to see how they would respond 01:09:46.000 --> 01:09:52.000 because male betas have a very stereotypical aggressive response that they give each other. 01:09:52.000 --> 01:09:59.000 But betas are expensive and I only had like one beta for each student pair. 01:09:59.000 --> 01:09:64.000 And I wanted them to have replicated data so what I said was you guys are all going to email me your data. 01:10:04.000 --> 01:10:08.000 And then I'll compile it and I'll send it back to you. 01:10:08.000 --> 01:10:12.000 And one of them said why don't you just use a Google spreadsheet? 01:10:12.000 --> 01:10:16.000 And I said because I don't know how to do that. 01:10:16.000 --> 01:10:20.000 And then they said we can show you and they did. 01:10:20.000 --> 01:10:24.000 And so this is basically the spreadsheet that we built. 01:10:24.000 --> 01:10:29.000 It's a little bit complex but generally what we see is each group had their beta 01:10:29.000 --> 01:10:34.000 and we gave them an identification by the type of tail that they had and their color pattern. 01:10:34.000 --> 01:10:40.000 If you know anything about betas this would also tell you how expensive they were. These were the cheap betas. 01:10:40.000 --> 01:10:42.000 We don't have any dragontails or anything like that. 01:10:42.000 --> 01:10:44.000 So we have their different betas 01:10:44.000 --> 01:10:49.000 and then we put in what was it's condition you know how did we treat it 01:10:49.000 --> 01:10:54.000 and then these are the different stimuli that they exposed their beta to. 01:10:54.000 --> 01:10:59.000 And so for each group they were recording information on what was the latency 01:10:59.000 --> 01:10:61.000 how long did it take to get to that stimulus? 01:11:01.000 --> 01:11:06.000 How frequently did they display and how long did they display for? 01:11:06.000 --> 01:11:09.000 And then they looked at both low intensity and high intensity displays. 01:11:09.000 --> 01:11:15.000 And what was really neat about this to me was in the past when they would email me their data 01:11:15.000 --> 01:11:19.000 there would be all these different ways that they would put it together. 01:11:19.000 --> 01:11:23.000 Some of them would do rows and columns reversed. 01:11:23.000 --> 01:11:26.000 And so if I set this up ahead of time 01:11:26.000 --> 01:11:29.000 I already had it set up in the way that I wanted them to input their data. 01:11:29.000 --> 01:11:34.000 So it made it a lot easier for us to build a class data set and get a lot of replication. 01:11:34.000 --> 01:11:39.000 The other thing that turned out to be pretty neat is that students could add notes 01:11:39.000 --> 01:11:41.000 which was not something that I knew they could do initially. 01:11:41.000 --> 01:11:45.000 So they could add notes to me. So here's a student that put in a note that said 01:11:45.000 --> 01:11:50.000 Both of our test fish had other aggressive actions that we wanted to talk about. 01:11:50.000 --> 01:11:55.000 And so they wanted to let me know how they chose to handle that data. 01:11:55.000 --> 01:11:58.000 And then in other places they could add additional information. 01:11:58.000 --> 01:11:61.000 And then I could go back through and edit the data later 01:12:01.000 --> 01:12:04.000 so that in the following class period we had it all put together 01:12:04.000 --> 01:12:08.000 and we were ready to actually go through and analyze it. 01:12:08.000 --> 01:12:11.000 OK? And then I would show them how to do that. 01:12:11.000 --> 01:12:18.000 So that was kind of a cool strategy and so what I found was that there are other ways to do this too in class. 01:12:18.000 --> 01:12:22.000 So this was in a face to face class where the students were actually recording their data as they went. 01:12:22.000 --> 01:12:25.000 But in a hybrid class 01:12:25.000 --> 01:12:29.000 this is a different class. This is a class for educators. 01:12:29.000 --> 01:12:31.000 We were studying climate change. 01:12:31.000 --> 01:12:35.000 And what I wanted them to get at was a common misconception 01:12:35.000 --> 01:12:41.000 that the distance from the sun and the amount of incoming solar energy is the sole driver of climate. 01:12:41.000 --> 01:12:45.000 In fact atmosphere is a large driver of climate as well. 01:12:45.000 --> 01:12:49.000 So what they did was each student outside of class 01:12:49.000 --> 01:12:53.000 had a planet that they were supposed to look up information about 01:12:53.000 --> 01:12:58.000 and then they added the data to their class data sheet. 01:12:58.000 --> 01:12:64.000 And then we had it set up so that as they added that data it would start to fill in this graph. 01:13:04.000 --> 01:13:08.000 So they could look at it and as they and their colleagues filled in that information 01:13:08.000 --> 01:13:14.000 we were able to start looking at what are the patterns of mean global temperature 01:13:14.000 --> 01:13:17.000 compared to distance from the sun. 01:13:17.000 --> 01:13:19.000 Then they had an online discussion. 01:13:19.000 --> 01:13:28.000 They were able to talk about things like Mercury is actually closer to the sun than Venus but its average temperature is lower than Venus. 01:13:28.000 --> 01:13:30.000 That seems like an anomaly. 01:13:30.000 --> 01:13:35.000 And the fact that Mars and Earth are much more close together than Mars and Jupiter 01:13:35.000 --> 01:13:40.000 but the difference in temperature is not a linear distance. 01:13:40.000 --> 01:13:46.000 So we were able to use this in a hybrid setting to gather some data and put that together. 01:13:46.000 --> 01:13:50.000 So that was an exciting strategy that we were able to use. 01:13:50.000 --> 01:13:54.000 Another example of how I use this. 01:13:54.000 --> 01:13:57.000 This is probably some of the most basic stuff you can do with Google. 01:13:57.000 --> 01:13:63.000 I had a group of students who were working on cataloging some vertebrate specimens. 01:14:03.000 --> 01:14:08.000 And again building a catalog you want to have it set up in a really precise way 01:14:08.000 --> 01:14:12.000 so I was able to build the Google form the way I wanted them to do it. 01:14:12.000 --> 01:14:16.000 They could come in and work independently in the lab 01:14:16.000 --> 01:14:21.000 but as they added their specimens to this list and they color coded based on who was adding it 01:14:21.000 --> 01:14:25.000 and then I sorted it by their names so I could just double check and make sure they were all getting it done. 01:14:25.000 --> 01:14:28.000 But as they came in and they added their information 01:14:28.000 --> 01:14:31.000 I made sure they were adding them in the right order 01:14:31.000 --> 01:14:36.000 they were remembering to include the common name, put where it was, how was it preserved 01:14:36.000 --> 01:14:40.000 was there additional information they needed to include. 01:14:40.000 --> 01:14:43.000 So they were able to come in and do this independently 01:14:43.000 --> 01:14:50.000 but as a group we were building our catalog of all of the vertebrate specimens in the collection. 01:14:50.000 --> 01:14:54.000 So this gave me some really good ideas for how to use Google. 01:14:54.000 --> 01:14:60.000 I have come up with other ways or students again have given me good ideas on how to use it. 01:15:00.000 --> 01:15:04.000 So just a couple of additional strategies that I have found really helpful. 01:15:04.000 --> 01:15:09.000 I've started using it to help my advisees to sign up for advising appointments. 01:15:09.000 --> 01:15:12.000 I used to have a piece of paper outside my door. 01:15:12.000 --> 01:15:14.000 So they had to come and see me to sign up. 01:15:14.000 --> 01:15:18.000 Now I use a Google spreadsheet and so they just add in their names. 01:15:18.000 --> 01:15:24.000 But if they have to make a change they can just go into the Google sheet and do that. 01:15:24.000 --> 01:15:27.000 At the same time if i need to make a change I can do the same thing. 01:15:27.000 --> 01:15:31.000 I can email them and be like hey I've got to make a change. Let's move you to this date. 01:15:31.000 --> 01:15:35.000 Sometimes if I have a blank space I can just go in and fill that in. 01:15:35.000 --> 01:15:38.000 I'll type in Melinda Shimizu's name 01:15:38.000 --> 01:15:42.000 and I'll be like I'm going to take a break and talk to Melinda and I pretend like she's an advisee. 01:15:42.000 --> 01:15:47.000 But it gives me a chance to keep this updated in realtime. 01:15:47.000 --> 01:15:49.000 And then the students can also refer back to it. 01:15:49.000 --> 01:15:56.000 The last way that I have used this and this is using Google Forms 01:15:56.000 --> 01:15:58.000 more specifically than some of the other Google sheets. 01:15:58.000 --> 01:15:64.000 In the biology 100 series laboratories that I coordinate 01:16:04.000 --> 01:16:07.000 we oftentimes have students who are requesting to make up labs. 01:16:07.000 --> 01:16:11.000 And it used to be that they had to drop off a little yellow slip with their lab instructor 01:16:11.000 --> 01:16:16.000 and then we would go through those to make sure that we could fit everybody into a make-up lab session. 01:16:16.000 --> 01:16:18.000 Because we can't overfill the labs for safety reasons. 01:16:18.000 --> 01:16:23.000 But using Google Forms we've come up with a way for students to do this on their own 01:16:23.000 --> 01:16:25.000 without physically having to come into the building. 01:16:25.000 --> 01:16:29.000 So if they're sick we don't want them spreading that around 01:16:29.000 --> 01:16:32.000 so they can make their make-up lab request using Google Forms 01:16:32.000 --> 01:16:37.000 and we can again keep these updated. I can add and take away labs as they get filled. 01:16:37.000 --> 01:16:39.000 And then the students can even upload their doctors' notes 01:16:39.000 --> 01:16:41.000 so that we know why they're absent. 01:16:41.000 --> 01:16:45.000 So it's been really helpful in managing a lot of different strategies. 01:16:45.000 --> 01:16:50.000 Hi my name's Carly DelaBarre. I'm from Student Success and Advising 01:16:50.000 --> 01:16:52.000 and I'm going to be presenting on Moodle as a training interface 01:16:52.000 --> 01:16:58.000 but more importantly the feedback option within Moodle and how it's helped that training. 01:16:58.000 --> 01:16:61.000 So I guess a little background. 01:17:01.000 --> 01:17:06.000 I sort of took over the tutoring center for Student Success and Advising 01:17:06.000 --> 01:17:12.000 and with that I decided I wanted to create a training for my tutors to prep them for their appointments. 01:17:12.000 --> 01:17:16.000 We also were making a lot of changes utilizing WCS and mapping 01:17:16.000 --> 01:17:21.000 so their hours, their appointments, tracking that, getting data in terms of WCS. 01:17:21.000 --> 01:17:24.000 With that came the training interface. 01:17:24.000 --> 01:17:28.000 And the feedback option was actually an option at the end 01:17:28.000 --> 01:17:32.000 that I wasn't sure I wanted to do but I'm really glad that I did. 01:17:32.000 --> 01:17:36.000 So we use it as a training interface. There's 10 modules. 01:17:36.000 --> 01:17:38.000 We'll kind of go into that in a second. 01:17:38.000 --> 01:17:41.000 But we are the peer tutor training at the tutoring center. 01:17:41.000 --> 01:17:44.000 So it's our old office APSC in 401. 01:17:44.000 --> 01:17:50.000 The goals that really incited that change was along with the training I really wanted to retain tutors. 01:17:50.000 --> 01:17:56.000 But in order to retain tutors I really needed to retain students and vice versa so it was a big circle. 01:17:56.000 --> 01:17:58.000 So how do we do that? 01:17:58.000 --> 01:17:62.000 Well I'm going to ask. I'm going to ask the tutors. 01:18:02.000 --> 01:18:04.000 So that was where the feedback option came in. 01:18:04.000 --> 01:18:07.000 Asking them, how do you think that you can impact these students? 01:18:07.000 --> 01:18:11.000 How do you think that you can help these students stay? How can we advocate for our program? 01:18:11.000 --> 01:18:13.000 And that's sort of where the feedback came in. 01:18:13.000 --> 01:18:17.000 So we do have 10 modules within our training interface. 01:18:17.000 --> 01:18:22.000 We train them in FERPA and Title IX, we do a policies and procedures manual 01:18:22.000 --> 01:18:27.000 we train them in WCS, so WCS one and two 01:18:27.000 --> 01:18:30.000 what it means to be a peer tutor, what does it look like to be a peer tutor 01:18:30.000 --> 01:18:33.000 how do you represent yourself, how do you represent Western. 01:18:33.000 --> 01:18:37.000 And then SAVVY which is basically a personally developed training. 01:18:37.000 --> 01:18:40.000 And then developing a tutoring session 01:18:40.000 --> 01:18:45.000 as well as interacting with the students, preparing our tutors for interacting with their physical students 01:18:45.000 --> 01:18:49.000 talking to them, how do I work with a student I've never tutored before, what do I do? 01:18:49.000 --> 01:18:52.000 And then learning styles and then advocating. 01:18:52.000 --> 01:18:55.000 Advocating is the biggest piece for our program 01:18:55.000 --> 01:18:59.000 because it's sort of word of mouth. 01:18:59.000 --> 01:18:64.000 We reach out to departments. I'm sure some of you have gotten an email from me or requests from our office 01:19:04.000 --> 01:19:08.000 saying hey we need a tutor. 01:19:08.000 --> 01:19:13.000 Advocating is really important. So one of the ways that I reached out to the students was with that feedback option. 01:19:13.000 --> 01:19:16.000 I've also included a bunch of screenshots. 01:19:16.000 --> 01:19:20.000 I didn't think I needed to go through Moodle because most of you have used it. 01:19:20.000 --> 01:19:25.000 Alright. So feedback is basically an activity or resource within that option on Moodle. 01:19:25.000 --> 01:19:29.000 So basically it's like a custom survey created for the participants. 01:19:29.000 --> 01:19:32.000 I don't know if any of you have used the feedback option. 01:19:32.000 --> 01:19:36.000 I highly recommend it. It's a really good way to get feedback from your students. 01:19:36.000 --> 01:19:40.000 Oftentimes we want to give them feedback. 01:19:40.000 --> 01:19:45.000 We want to give them feedback on their work and presentations and things like that 01:19:45.000 --> 01:19:52.000 but I feel like giving them an opportunity to give feedback too is a really really good option for them to feel like they have a voice. 01:19:52.000 --> 01:19:55.000 Essentially it starts out 01:19:55.000 --> 01:19:58.000 you can see a picture of it. That's module 10. 01:19:58.000 --> 01:19:62.000 It has like a little megaphone. That's what the symbol looks like. 01:20:02.000 --> 01:20:07.000 So the answers can be anonymous and they can submit multiple submissions. 01:20:07.000 --> 01:20:10.000 So students can submit multiple times. 01:20:10.000 --> 01:20:13.000 Hey I had feedback about this one thing but wait I'm going to add some more. 01:20:13.000 --> 01:20:17.000 Or no that wasn't right. I'm going to add some more here or whatever. 01:20:17.000 --> 01:20:24.000 So the really nice thing about the feedback option is that you can provide a variety of questions in that. 01:20:24.000 --> 01:20:30.000 What I mean by that is you can do a short answer 01:20:30.000 --> 01:20:35.000 you can do an essay question, you can do a multiple choice as an option for the feedback. 01:20:35.000 --> 01:20:39.000 Was this good? Yes. Was this good? No. 01:20:39.000 --> 01:20:43.000 Or explain to me why this wasn't good or why this was bad or whatever. 01:20:43.000 --> 01:20:47.000 How do you get feedback? How do you get that as an option? 01:20:47.000 --> 01:20:52.000 So when you go to add an activity or a resource it pops up as an option in the orange. Remember it's that megaphone. 01:20:52.000 --> 01:20:55.000 Then you click add and it adds it in there. 01:20:55.000 --> 01:20:61.000 So advocating questionnaire was the name I created for the feedback option. 01:21:01.000 --> 01:21:04.000 And this is what it looks like on your interface. 01:21:04.000 --> 01:21:07.000 Granted I cut it, cropped it, so it's really small. 01:21:07.000 --> 01:21:12.000 But this is what you will see in the overview when you first open it. 01:21:12.000 --> 01:21:16.000 So you will see if students have submitted answers 01:21:16.000 --> 01:21:19.000 or how many questions you have or when it was created. 01:21:19.000 --> 01:21:25.000 You can allow it as an option from this day to this day like you can with an assignment. 01:21:25.000 --> 01:21:33.000 From there you can go edit questions and then that's where you get to either add or edit the existing questions. 01:21:33.000 --> 01:21:36.000 So if you look at add question, mine was a short answer. 01:21:36.000 --> 01:21:40.000 And it says are there any ways not mentioned in the material from this module 01:21:40.000 --> 01:21:44.000 but that you think could assist in advocating efforts for both you and students 01:21:44.000 --> 01:21:46.000 and our program in total? 01:21:46.000 --> 01:21:52.000 So the benefits of having this option are one, it's up to the student. 01:21:52.000 --> 01:21:57.000 It gives them an opportunity to feel like they're a part of something. 01:21:57.000 --> 01:21:60.000 Right? It gives that option to say I didn't really like that. 01:22:00.000 --> 01:22:04.000 Or maybe we could tweak it this way or this is the way that it could better benefit me. 01:22:04.000 --> 01:22:06.000 It improves morale. 01:22:06.000 --> 01:22:11.000 It's also very very user friendly so if you go in and do it the steps are really quick. 01:22:11.000 --> 01:22:15.000 And it's one second to improve the morale of your students and your classroom 01:22:15.000 --> 01:22:19.000 and you as an individual faculty member. 01:22:19.000 --> 01:22:22.000 So it's also an opportunity for students to voice concerns. 01:22:22.000 --> 01:22:26.000 Right? So if there's something that they didn't really like they can talk about that. 01:22:26.000 --> 01:22:28.000 It's also nice because there's no penalties. 01:22:28.000 --> 01:22:32.000 You're only getting feedback. Good things hopefully. 01:22:32.000 --> 01:22:36.000 So the only drawback to this 01:22:36.000 --> 01:22:39.000 is that because it's not graded students probably don't want to do it. 01:22:39.000 --> 01:22:44.000 So you might get blanks, you might get skipped-overs, you might get no feedback 01:22:44.000 --> 01:22:48.000 which isn't always necessarily a good thing because then you can't improve anything. 01:22:48.000 --> 01:22:52.000 But here were some options that students actually wrote. 01:22:52.000 --> 01:22:55.000 I think we already have enough support as tutors. I feel fully supported. 01:22:55.000 --> 01:22:59.000 Awesome. That was really good feedback but now what do I do with it? 01:22:59.000 --> 01:22:64.000 So you kind of open up that can of worms when you do create a feedback option. 01:23:04.000 --> 01:23:08.000 So does anybody have any questions about the feedback option? 01:23:09.000 --> 01:23:11.000 Perfect. Thank you so much. 01:23:11.000 --> 01:23:24.000 music