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Good morning everyone. Welcome to our very first Faculty Technology Showcase. 

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Yay! 

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We have 12 presenters today and each presenter will have eight minutes 

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to show a technology they've used and have found helpful in their teaching. 

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So first up we have Paul Disney from business. 

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Thank you very much. I am going to share with you something that I worked on with Weiwei and Dave Foster

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for our organizational leadership master's program. 

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And this is the Mount Everest leadership and team simulation 

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that we're looking to use either face to face or online. 

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And it can be used for both and it is a Harvard Business publishing product. 

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What I'm going to do is I'm going to show you the introductory video.

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It'll be about four minutes of my eight minutes. 

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So I'll cut it short. 

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But it puts the students into the right frame of mind

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to think about what it would be like to actually try to climb Mount Everest. 

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So there's a five person team. 

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I'll talk about the roles after the video. 

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But essentially they go from basecamp to basecamp 

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and they have different information and they have different agendas

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and different motives about why they want to get to the top or not. 

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Kind of like going to faculty senate with a lot of faculty with different divisions. 

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And it kind of simulates the political challenges that you could have out there in organizations 

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where you try to bring teams together from different departments 

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that have different goals and agendas. And politics are involved. 

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So without any further ado I'm going to show you the introductory video for a few minutes

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and then we'll get into the simulation. 

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Well in the interest of time I'm going to stop the video there. 

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But you can see how it kind of gets the students in the mindset 

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and try to get them to understand just exactly how difficult this challenge is. 

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So this is kind of a tutorial and these are the five team members. 

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Each one of them has their own profile 

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their own goals and challenges that they are presented basecamp by basecamp. 

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OK. And it's about making decisions at each basecamp

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given different information about the climbers, supplies, and things of that nature. 

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So of course I chose for myself to be the marathoner the first time we did it with some faculty members. 

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OK. The climb itself as you could see in the video as well.

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These are the different basecamps and their elevations. 

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Once you get going you can kind of scroll over in the simulation 

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but in the tutorial you don't get it. There's some information about the basecamp. 

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And then as you get into the game you have these different basically icons 

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that can give you information about what's going on on that particular day at that particular basecamp. 

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You get role information. 

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Each of the different players have different information.

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Background as well as their goal and what they bring to the team. 

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Then of course there's the map where you can kind of check in where you're at and what's going on.

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To give you that situational awareness as the simulation progresses. 

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And then you get different day information. 

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And that's everything from weather to what is the particular status of the climbers. 

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And then ultimately you have to make decisions. 

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With all this different information input from each of the different team members, the weather, 

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what's going on with medical supplies, 

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it forces them to make decisions. 

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On the health screen each player will only see their own

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it terms of mental acuity, frostbite risk, and then of course altitude sickness. 

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And then the marathoner of all things

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is the one that makes all the weather forecasts. 

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Hiking speed. 

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And then supplies screen. 

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And there's one point I think it's at about basecamp three or four

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where they have to go on supplemental oxygen. 

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They'll have to actually do a calculation. 

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One or tow of the hikers may have already been rescued for a particular medical problem. 

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Or may had to delay at basecamp and they had to wait for that person to get better and then catch up. 

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So there's a lot of different variables thrown at each of the different teams. 

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And then they have that chat box. This also can be used online so they can communicate as a team. 

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It also kind of simulates walkie talkies 

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if you have another team member at a prior basecamp and not quite caught up with you. 

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And then also to help in the simulation every so often 

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surveys are provided to evaluate both leadership and teamwork. 

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And that's going to be used in a debrief 

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that the simulation actually produces.

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It helps you to do the debrief for the team. 

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What was some of the decision-making, the challenges, the teamwork? 

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All the different objectives that you had for that simulation. 

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And then it says ready to begin. And here's that role of the marathoner as you can see. 

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Uh oh I'm at my time limit. 

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So it's a pretty neat thing. 

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The real challenge is to get the student's head in the game. 

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One of the cool things just to wrap up is that they will achieve different scores 

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and then you can make it a little bit of a competition 

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whereby those with the highest score get a little bit of extra credit towards their grade. 

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So you can make it competitive in that way.

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Where everybody kind of does pretty good they get scored on their own participation. 

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But you can make it extra credit and make them really try hard to get that extra credit. 

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Hi I'm Laurie Burton. I'm from mathematics 

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and I'm going to talk about using reading quizzes for Moodle to enhance a face to face class today. 

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So what's a reading quiz? 

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It's typically a PowerPoint or an article and I post them on Moodle and I have students do the reading. 

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And then after they do the reading they take a short quiz in Moodle. 

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And I have some photos interspersed throughout my slides today of my students. 

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And I did a survey on Moodle to get some information from them about how they felt about the reading quizzes. 

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My husband claims I paid them but I did not. 

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And so you can see that this set says the reading quizzes are a great way to practice and memorize the fresh information. 

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They help make sure I understand the most important part of the reading. 

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And so the set up. My whole goal is to get them to look at the material before class. 

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That's the entire outcome that I want for them. 

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So they're open notes. The quizzes are timed.

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And I give them plenty of time. 15 to 20 minutes for a 10 question quiz. 

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They just get one attempt maybe two right at the beginning of the term 

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because I do want them to look at the material before they do the quiz. 

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And they're due before the class where we do the material. 

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And you can see I have another set of student comments and a picture there. 

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So the reading quizzes help me begin to understand the section

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and help me when we work on the section in class. 

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I have a better understand of the terminology used in the book. 

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And so why do I use a reading quiz? 

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Well I think that students learning about something for the first time in class can be overwhelmed. 

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So reading the material before class is really very helpful for them. 

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And then also if all the students in the class have at least looked at the material before class 

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the whole classroom environment tends to be enhanced for everyone. 

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And so there's a few more comments. 

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The reading quizzes are very helpful when it comes to understanding the process of how to carry out the problems. 

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Because of course it's math class it's problem based. 

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And it forces me to actually read and comprehend what I'm reading. 

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And I definitely paid that student for that comment. 

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And so I have some examples of what I do for reading quizzes. 

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And there's some really fun stuff in the new Moodle options. 

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And you can see right. Math is awesome. 

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So there's just your traditional multiple choice. That doesn't really count as the fun stuff. 

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So it's easy to program in Moodle. 

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And there's matching in Moodle which is multiple multiple choice. 

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And you can fill in the blanks with words. 

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You can fill in the blanks with numbers which comes in handy in a math class. 

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This is a cool new one that they have in the newest version of Moodle 

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where you can drag images into an image. 

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And if you're in the know you'll recognize that's the unit circle which we use in trigonometry and calculus. 

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And this one was actually for a slightly different review quiz where I had it timed. 

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And the students actually got a lot of attempts until they got it right. 

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So they have to drag the angle to the right location. 

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And then you can drag words into an image. 

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This is for a geometry class

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where I want them to identify the different prisms and various things we have there.

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And so they have to drag the identifier words into the picture. 

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And so I have my students do a reading.

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I have them do the quiz and then we work together in class. 

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And a few more things the students say. 

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They help me stay accountable for getting the reading done. 

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And doing the reading quizzes reminds me that I need to do my try-its. 

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So I have my students try some problems before class.

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And that's actually what they're working on in class there in the pictures. 

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And then once they're in class after they've done that work

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then they share their answers and you see I have a few photos of my students sharing their work there. 

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And a few more comments. 

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They make sure I actually do the reading. 

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I like how it's online. 

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They're not too time consuming. 

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And reading quizzes help increase my overall grade because they're easy to pass. 

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So that's good. I don't want it to be a stressful experience for them. 

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And so here's my experience. 

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So last spring in calculus the first week of class

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I said OK I've posted some PowerPoints on Moodle for you. Please look at them before class. 

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And the first week I would say things like OK does that make sense? 

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And I just got blank stares. 

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Not blank squares, stares. 

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And then the second week of class I was like that's it we're having reading quizzes in here as well. 

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And so I immediately instituted reading quizzes. 

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They all just magically did them. 

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And then when I asked them that does-that-make-sense-question in class, I had animated dialog. 

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It was remarkable. And I was extremely pleased with that choice. 

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And here's the weird thing. 

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Not one of my face to face students has ever complained about having to do a Moodle quiz before class. 

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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. 

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In fact they say things like if I didn't do the reading quizzes ever or the reading quizzes don't exist 

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then I wouldn't even understand any of the lesson during class. 

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So that's really just about forcing them to read. It's not the quiz itself. 

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And it works. 

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So for my math for elementary teachers class I never lecture. 

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And they do the reading, they do the reading quiz, and then they work and present in class. 

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Retention is incredibly high in these classes. 

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Scores are a bit higher than precious years when I didn't do this. 

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And students are quite engaged in the classroom. 

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So it's a great flipped classroom approach. 

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Good morning. I'm Cornelia Paraskevas and I teach linguistics and writing for the English Department. 

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And you probably have heard about the linguistics 315 class how difficult it was. 

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So a couple of years ago Rob Troyer mentioned that he was using a smart pen

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for his ESL classes. 

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And I said well what is that all about?

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So he said it's quite simple. It's a pen, truly it's a pen. 

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And you need a special notebook for it which looks like this. 

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And so I bought a pen. 

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And I let it sit for a couple of years

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until this fall I decided I better do something about it. 

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Rob has an assistant an international advisor, Chin. 

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And she uses it a lot. So she said I'll help you. 

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So I want to thank them very much for doing this. 

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So what is a smart pen? Truly it's a pen that you use to write with 

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and record a lecture. 

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So why use that? I've tried other things too. But why this? 

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Well first of all a smart pen helps me focus on my students. 

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In what sense? Students miss class. Winter term, flu going around. 

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A lot of my students have unclear notes. 

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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? 

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And either their notes didn't seem to be complete or they were wrong. 

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And I would say well where did you get that? 

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And a lot of times it was well I didn't have time to write everything down. 

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And a lot of times they would say would you have a study guide for us? 

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And I'd say what do you mean by study guide? 

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Well go over the lectures. 

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And that's again an impossibility. 

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So how about for me? What's the advantage? 

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It's cheap. It's about 100 dollars or so. 

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The learning curve is not steep and that was real important for me. 

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It works really well with Moodle with the forum function. 

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And it creates focused instruction during my office hours. 

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Because if a student has missed class and I get the what did I miss? 

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I will immediately say well you know what how about if you go to the pen-cast, listen to the lecture,

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and then we can talk about it. 

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So here is what a page looks like. 

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Here is how the process works. 

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Every class period I assign a student to come sit close to the front 

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because of the audio it's not great. The recording is not wonderful. 

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And the student records. They tap on the special notebook to start the recording. They can pause. 

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And they take what I call raw notes. 

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So what you have here is a page of raw notes from the student. 

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They hand me the pen at the end of class. 

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I upload it on the forum for Moodle. OK?

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What's in it for the students in terms of real benefits? 

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Five percent of their total grade. 

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They have to take their own notes. 

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Then a second student will listen to the pen-cast, look at the raw notes,

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and summarize the notes and upload them to the forum. 

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So every student has access to an audio recording of the nature

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raw notes from the pen-cast which are typically what I have used while explaining concepts using the doc-cam

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and then summarized notes from the audio-cast. 

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And from their own notes. Plus their own notes. 

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So there are three sets of notes. 

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And of course when I told my daughter about this she said well I trust my notes only. 

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And I said that's ok but you can also listen to what the lecture was like. 

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So how does the student access the pen-cast? 

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They will download the pdf that has the audio. 

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And then they download the Livescribe 

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which is the particular software they need. 

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And they do it and they will upload the pdf. 

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And I thought who would bother to do this? And a lot of times I worried do they actually do anything? 

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So here is what they told me. 

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These are students who were absent, right? 

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So the first one initially said can I come to your office and get help? 

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And I said sure. Just in preparation for a meeting please make sure that you listen to the audio. 

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You review both the raw notes and the summarized notes. 

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And her email back was you know everything is straightforward and then she continued, I don't need to come. 

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The second one is more interesting. 

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Because the student was counting on the pen-cast and the raw notes. 

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And both were not good. 

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So the student emailed me and said I was wondering if audio was recorded.

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The file size of the pdf is 97 kilobytes which is tiny. 

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For a two hour class typically I get five pages of raw notes from the students.

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This student had half a page. 

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And the student who emailed me was very annoyed. 

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Because they felt they were being cheated. 

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My favorite one is this one. 

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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
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