Faculty Spotlight: Rick Schneider

Sharing Student Projects Through Wikis
Illustration Survey, Fall 2009

Introduction

In Rick Schneider's traditional face-to-face art history course, students had little opportunity to share perspectives or engage in dialogue about artists. After learning about wikis, Rick set up this tool to enhance student engagement with the content. He created an environment where students could research and collaboratively profile artists to share with the class. By creating this space, Rick was able to engage the students in a lively discussion about the artists they were viewing.

Timeline

In June of 2009, Rick participated in the Online Course Development Seminar. Through that seminar and attendance at various other workshops, he began to see the value of a shared online environment, even in a face-to-face lecture class. Rick then decided to build a wiki for his illustration Survey course. After completing research on his own, he was able to figure out how to create one.

Equipment

• Wikispaces (www.wikispaces.com)

Process

Rick set up a wiki with module pages for each of his course topics. In response to each module, students were required to create their own wiki page featuring an artist in that weeks' genre. The students created artist profiles, incorporating text, images and video. The students then commented on each others' pages with constructive feedback. In this way students were able to share what they were learning, and create a rich repository for the various artists explored throughout the course.

Outcome

In the wiki, students were able to view each others work in a way they hadn't before. This gave students exposure to more artists than they would have had time for in the classroom. According to Rick, "The students clearly benefited from the shared insight. They engaged in dialog about content, agreed or disagreed about conclusions, and read about topics outside their own required writing." In terms of assessment, the transparency of the activity in the wiki allowed Rick to easily see who was contributing.

Rick's Next Steps...

Rick continues to refine the instructions to be clear around what is expected. By providing better guidelines, Rick hopes to help students understand how to collaboratively write and edit one another's papers. Using what he has learned from developing the Illustration Survey wiki, Rick will create a fully online course for undergraduates called A History of Illustration.

You Can Create A Wiki Too!!

• Keep an eye our for our Wiki Workshops - http://www.lesley.edu/elis/programs.html
• Participate in a self-paced, online Wiki module in the eLearning Faculty Resource Center
• Contact eLIS@lesley.edu for special one-on-one training sessions
  

Faculty Spotlight: Kathy Holmes and Mary Jo Larsen

Providing Library Instruction Through Online Webinars
Research Seminar Investigations, Adult Learning Division

Introduction

Mary Jo Larsen teaches a research course on-site in Tacoma, WA. Her students extensively use the Library's online databases and resources. Mary Jo began working with Kathy Holmes, the Library's Assistant Director, to provide a specialized orientation to using library resources for research. Initially, Kathy flew to Tacoma for a face-to-face orientation. It was soon clear that the cost of providing a face-to-face orientation was not scalable. For the second orientation, Kathy delivered her content via a live phone conference while Mary Jo and her students participated from their Tacoma classroom. This approach was okay, but still lacked the strong connection to the visual elements they needed. Kathy then contacted eLIS to learn about Elluminate web conferencing software that could potentially provide the ideal situation for delivering Kathy's presentation.

Timeline

In January 2009, Kathy met with the Learning Technologies Designer in eLIS for a tour of Elluminate and to brainstorm plans for the event. Kathy then completed Elluminate's online moderator training. She and Mary Jo practiced using the Elluminate tools while sharing scripts for the event. In February, they gave their first Elluminate event.

Equipment

• Elluminate vRoom (Free)
• Headset microphone ($20-$30)

Process

Kathy and Mary Jo kept things simple for the event. Mary Jo plugged her laptop into the classroom's projector and sound system in her Tacoma classroom. She then logged into the Elluminate virtual classroom while Kathy logged in from her computer in Cambridge. The students could see and hear Kathy's demo on the projection screen. Mary Jo used the Raise Hand tool in Elluminate to let Kathy know when there were questions. Students then had hands on time to practice on their computers in Tacoma. They could still see the projection screen at the front of the classroom so Kathy put up tips or steps for the students to view while working. A few students used the voice feature to ask Kathy specific questions.

Outcome

The students felt they got the information they needed from the Elluminate event and that it was equivalent to face-to-face orientations they had received. It was a new experience for the students, but they were very accepting. Kathy and Mary Jo found that as long as they didn't get nervous about the technology, the students wouldn't either. The event also helped the off-campus students feel more connected to the University. They could now see the librarians as real people and the web conference allowed the library to provide just in time instructions to a whole group of students at once and answer common questions.

Next Steps...

Kathy and Mary Jo are refining their use of Elluminate for short Q&A sessions at the start of class. They hope to include video of Kathy to help build a stronger connection and to experiment with alternate microphone options so students have greater opportunity to talk directly with Kathy and guide her presentation with questions and comments.

You Can Elluminate Too!

• Contact eLIS@lesley.edu for training and orientation
• Get a free vRoom at http://www.elluminate.com/vroom
  

Faculty Spotlight: Susan McFarland

Delivering Content Through Narrated PowerPoint Presentations
The Art and Science of Leadership, Spring 2009

Introduction
In the design of her first fully online course, Susan McFarland decided to incorporate narrated PowerPoint presentations in order to engage her students more wholeheartedly and appeal to the visual and auditory learners in her course.

Timeline
In the Fall of 2008, Susan enrolled in the Online Course Development Seminar as a starting point for developing her online course for the Undergraduate Management Program. During that time she sat down with a technologically savvy friend who walked her through the process of recording narration in PowerPoint. She described the process as a "simple technological venture."

Equipment

• PowerPoint (standard on most computers)
• Headset ($20-$30)

Process
Susan recorded her own narrations, illuminating the written material on the slides without being too verbose or losing her audience. She prepared notes and then recorded without a script as she wanted to sound as if she were in the classroom. Susan used her laptop with a built in microphone and PowerPoint 2007 to record eight 15-20 minute presentations. She then uploaded the presentations directly into myLesley with assistance from an Instructional Designer.

Outcome
The addition of narration allowed Susan to use PowerPoint in a manner similar to how she would use it in a face-to-face class - to explain concepts, provide examples and make connections. “I think the PowerPoint slides more fully captured my purpose to convey concepts for each week, highlighting the most important ideas from the readings and assignments. Otherwise the slides just seem like lists of ideas, not that useful in enhancing understanding. Students commented that they really enjoyed the narrated slides.”

Susan's Next Steps...
Susan plans on continuing to develop her presentations by adding more graphics and photos for visual enhancement. She will also continue to narrate the slides to add more interest to the presentation. She considers the project a work in progress, which she will continue to build upon based on student feedback and her own experience.

You Can Narrate PowerPoint Too!

• Keep an eye out for our PowerPoint Workshops: http://www.lesley.edu/elis/programs.html
• Review the documentation provided by Microsoft: http://office.microsoft.com/en-us/powerpoint/CH063500681033.aspx
• Contact elis@lesley.edu for a special one-on-one training session

Faculty Spotlight: Carmin Karasic

Getting to Know Your Classmates Through VoiceThread
Emerging Technologies, Spring 2009

Introduction
Carmin is an adjunct instructor in the online Technology in Education program who was faced with the challenge of creating a community of learners at a distance. To give her course a personal touch, Carmin had students introduce one another through a collaborative multimedia tool called VoiceThread. This tool, which uses images, video and audio, allows for an experience of bringing the online students to life.

Timeline
In the Summer of 2008, Carmin was discussing tools with a colleague when the conversation turned to a new multimedia tool called VoiceThread. She was able to create her first VoiceThread for free in just a few minutes! She then incorporated the tool into her online course for the Fall 2008 semester.

Equipment

• VoiceThread (free)
• Microphone (~$30)
• WebCam [optional] (~30)

Process
Carmin set up a VoiceThread for the introductions for her course, and created a short video explaining the project to the students. She asked the students to view sample VoiceThreads and a "How-to" demo created by her teaching assistant, Jason Kries. Students visited the course VoiceThread, and added their own introductions. Students were encouraged to add a photograph and a video introduction. Those who could not record a video were allowed to add a brief audio clip, or even a text narrative for their introductions. The students were then able to view each other's introductions, all in one place!

Outcome
Carmin's VoiceThread project helped students get to know one another, creating a personal connection from the beginning. View Carmin's VoiceThread introductions: http://voicethread.com/share/327335

Carmin's Next Steps...
VoiceThread worked out so well that Carmin is now using it for an online debate - she created a page for students to post three "Pro" and three "Con" arguments. Students post audio comments, followed by their cited evidence as text. While Carmin has used online debates for many years, she found this one to be the most exciting yet - allowing students to experience the emotion, passion, and personality found in a live debate!

You Can Create a VoiceThread Too!

• A one minute video on setting up a VoiceThread: http://voicethread.com/?#c28.b8381.i61448
• How to Leave Comments on a VoiceThread, developed by Jason Kries: http://coderedsupport.com/demos/voicethread.htm
• Contact eLearning and Instructional Support at elis@lesley.edu for a special one-on-one training session
  

Faculty Spotlight: Ned Rimer

Sharing Student Videos on TeacherTube
Curriculum, Assessment & Instruction: Practicum
Spring 2008

Introduction
Ned Rimer has taught for the Lesley/Citizen Schools Out of School Time blended program since its inception. He was faced with a challenge; he wanted to see how his students were applying what they were learning to the out of school programs they worked in all over the country. The first semester, he had students mail him video-taped class sessions. While this allowed him to view his students applying their knowledge in practice, he felt that the students would benefit from being able to view one another's videos. In the Fall of 2007, Ned decided to transform this into a digital process, having students use digital cameras and upload their videos to TeacherTube.

Timeline
Ned began planning this project in the Fall of 2007, and executed it with his class in the Spring of 2008.

• In the Fall of 2007, Ned consulted with an Instructional Designer on the logistics of the process.
• In January 2008, the class met face-to-face, where students received videotaping and editing instruction.
• In March 2008, students began sharing their short videos on TeacherTube.

Equipment

• Digital Camera ($100 or borrowed)
• TeacherTube (Free)

Process
During the face-to-face portion of the course in January, the students attended a workshop on video recording and editing that was arranged by the Kresge Media Center in the Library. The students then went out into field placements all over the country. They continued to communicate and engage in their coursework at a distance through myLesley. Towards the end of the semester, students had the assignment to record themselves teaching a lesson they had designed. They uploaded those videos to a private group area in TeacherTube that only the instructor, teaching assistants, and classmates could view.

Outcome
Ned was able to log into TeacherTube and see all of the students' videos in one place. The students in the course were able to do the same - and provide critiques of one another's videos and teaching styles right on the TeacherTube site through the commenting feature.

You Can TeacherTube Too!

• Visit TeacherTube to see what it's all about
• Read the Guide to Getting Started with TeacherTube (PDF Document)
• Contact eLearning and Instructional Support at eLIS@lesley.edu to set up a consultation with an Instructional Designer.