Teaching with Technology

keeping up with the latest...

This is a public content group  public


  • Richard E Lillie
    12 Tech Innovators -- Who are Transforming Campuses6
    blog entry posted July 26, 2012 by Richard E Lillie, tagged research, teaching, technology, technology tools in TwT public

    The Chronicle of Higher Education has published its first e-book titled Rebooting the Academy:  12 Tech Innovators Who Are Transforming Campuses.  The book is available through Amazon.com in Kindle format.

    Bob Jensen commented about the book in an AECM posting this morning.  Rather than purchasing the e-book at this point, I decided to learn something about the work of each innovator.  I discovered that the name of each innovator on the Chronicle web page is an active hyperlink to a support web page describing the innovator and his(her) work.

    Click the image below to access the "Technology" page (Thursday, July 26, 2012) in the Chronicle of Higher Education.  Click the name of an innovator to find out about the person's work.  Also, peruse the feedback comments at the bottom of the Chronicle web page.  The comments are quite good.

    If an innovator's stories tweaks your interest, you may want to search deeper for articles about the innovator's work. Alternatively, you may decide it's time to purchase the Kindle e-book.


    Rick Lillie (Cal State, San Bernardino)



  • Richard E Lillie
    blog entry posted December 7, 2012 by Richard E Lillie, tagged technology, technology tools in TwT public

    This morning, I read an interesting post by Steven Borsch on his blog Connecting the Dots.   The post shares Meeker's 2012 Internet Trends Update report.  Meeker is a venture capitalist and partner with Silicon Valley venture capital firm Kleiner Perkins Caufield & Byers.  She became known as "Queen of the Net" after being dubbed so by Barron's Magazine in 1998.

    Click the image below to access Meeker's recent presentation to students at Stanford University.  The PowerPoint type presentation is shared through Slideshare.  There is no soundtrack.  Click the forward (>) and back (<) buttons at the bottom of the Slideshare player to advance through the slide deck.

    The slideshow is well worth viewing.  There are 88 slides included in the presentation.  Slides are great until about the last five or six of them.  Unfortunately, the presentation becomes somewhat political.  If this bothers you, ignore the last few slides.  Comments by viewers are rather interesting and worth perusing.


    Rick Lillie (CSU San Bernardino)




  • Richard E Lillie
    2015 Survey of Faculty Attitudes on Technology
    blog entry posted October 14, 2015 by Richard E Lillie, tagged research, teaching, technology in TwT public

    The Inside Higher Education Daily News Update (10/14/2015) includes a link to its 2015 Survey of Faculty Attitudes on Technology.  Below is IHE's description of the survey conducted by IHE and Gallup.

    Inside Higher Ed survey explores how faculty members and administrators feel about the quality of online education, the integrity of plagiarism-detection software, the expansion of MOOC-to-degree programs, the growth in the cost of course materials and more. In many cases, instructors are skeptical.

    Click here to download a free copy of the survey study.

    Have a great day,


  • Richard E Lillie
    9 Minute Video Presentation by David Gauntlett titled...
    blog entry posted July 27, 2010 by Richard E Lillie, tagged teaching, technology, technology tools in TwT public

    Flash Content requires JavaScript to be enabled and the Flash player to be installed.
    Get Adobe Flash player

    This 9 minute presentation by David Gauntlett titled Making is Connecting is an excellent example of a slide presentation with supporting soundtrack.  Overall, the author:

    • used zoom-in/zoom-out to add motion or movement to the presentation which creates a movie-like feeling.
    • recorded a great soundtrack (i.e., excellent sound quality).
    • emphasized pictures and images supported by text rather than text (i.e., like most PowerPoint type presentations).
    • made pictures/images/text flow along smoothly with the voice narration.

    Gauntlett used several software tools to create the presentation file.  The slides could be created with (e.g., PowerPoint, Creately, Capture Wiz Pro, or SnagIt).  The soundtrack could be added with PowerPoint or an authoring tools like Camtasia.  He could also use an inexpensive but powerful tool like Replay Video Capture to capture the slides on a screen and add the soundtrack.  There are a lot of technology tools available to create this type of presentation.

    Gauntlett used YouTube to share the video presentation with viewers.  The YouTube video could be public or it could be made private but shareable by using YouTube's new unlisted sharing option.  YouTube's new unlisted sharing option provides a great way to create and share audio/video presentations in a teaching-learning experience.

    Gauntlett created a streaming video presentation that is a dynamic, enjoyable viewing experience.

    Rick Lillie (CalState, San Bernardino)

  • Richard E Lillie
    Carnegie Mellon University ==> Do you watch "Person...
    blog entry posted October 28, 2012 by Richard E Lillie, tagged teaching, technology in TwT public

    Each morning, I check Techmeme.com, a web page focusing on technology news to learn about latest happenings in the tech world.  This morning, I read an article about a team at Carnegie Mellon University developing computerized survelliance software capable of "eventually predicting" what you're going to do.  Wow!  This could be the solution I've been searching for to help resolve cheating in traditional and online classes.

    I'm already familiar with what computerized survelliance software might do.  My favorite TV show is Person of Interest (CBS).  SyFy often imagines what happens later in the research lab.

    Click the image below to access the article by Declan McCullagh/CNET.  It offers insight into what could be the future.


    Rick Lillie (CSU, San Bernardino)



  • Richard E Lillie
    Creating a Dynamic Presentation using Prezi + Webnotes...2
    blog entry posted January 2, 2012 by Richard E Lillie, tagged teaching, technology, technology tools in TwT public

    Flash Content requires JavaScript to be enabled and the Flash player to be installed.
    Get Adobe Flash player

  • Richard E Lillie
    Dark Side of the Internet: Students can find almost...1
    blog entry posted December 15, 2015 by Richard E Lillie, tagged research, teaching, technology in TwT public

    For many years, I have taught accounting courses in face-to-face, blended, and fully online formats.  Of the three instructional methods, I thoroughly enjoy teaching courses in the fully online format.  My personal logo reflects the challenge of doing this.

    While undergraduate courses tend to be somewhat "nuts-n-bolts" focused, graduate courses (both MBA and Master's of Accountancy) are broader in scope, require a lot of writing and presentations, include case studies, team collaboration and online research.  For both undergraduate and graduate courses, the Internet is an important support resource for the teaching-learning process.  The Internet can be either a good resource or a not-so-good resource depending on intent with which it is used.

    During recent academic terms, I have noticed a significant increase in the use of what I call the "Dark Side of the Internet."  By this I mean the increasing student use of the Internet as a source for finding solutions to class assignments, solutions to exam questions, solutions for case studies, and engaging others who will write papers for students for a fee.  While unethical, this type of behavior does not seem to cause even a "blink of an eye" for students who gravitate toward "Dark Side" activity.  This trend includes students completing courses in all three course delivery formats (i.e., face-to-face, blended, and fully online).

    I am amazed when a student turns in an assignment prepared by someone else and considers the assignment to be his(her) own work.  The fact that the submitted assignment is NOT his(her) own work does not seem to be a matter of concern.  After all, the student paid a fee for a service.

    I am updating an online graduate course that I am teaching during upcoming Spring 2016.  I plan to include a few short case studies to be used for team projects.  Course topics are interesting, challenging, and intense.  The projects are well-suited for the team and case study formats.  The cases are good examples of the old adage "more heads may be better than one."  Team discussion and research are integral parts of preparing a case solution.

    I have been searching for appropriate case studies for the course.  Each time I find an interesting case study, the first thing I do is perform an online search for the case study title. This is where things get interesting very quickly.

    Over and over again, the title of the case study pops up on the screen with a URL that links to a website that promises a "high quality" solution for the case study with the claim that an "A" grade is only a click away!  How could a student whether undergraduate or graduate resist this kind of temptation.

    Below are statements posted on the home page of a "case writing service" offering "personalized case solutions for you."  Of course, "personalized case solutions" cost money.

    • "We offer personalized solutions to any business case, individually written by.....graduates from top North American universities."
    • "We guarantee your cases will be written individually which means there is no chance of plagiarism.  We provide answers....at a reasonable price!"
    • "We pride ourselves in quality work.  Having completed over 1,000...business cases, as well as 500+ case solutions from other organizations, you are guaranteed a quality solution."
    • "Please browse out site and do not hesitate to contact us with any questions.  We will gladly solve your case and please remember, an 'A' grade is only a click away!"

    Students find these "Internet resources" pretty easily.  A quick search using almost any search engine turns up links like the ones shown below.

    While I thoroughly enjoy the challenge of teaching in the online format, I am both challenged and frustrated by students who feel that cheating and unethical behavior are acceptable.  In a recent online class, I read short essay responses that were word-for-word from the author's suggested solution for a textbook end-of-chapter ethics question.  What are the odds of a student or team coming up with an exact word-for-word answer?  Astronomical?

    I recently came across an interesting blog post on a website called "Online Schools Center."  The focus of the post was "How Students Cheat Online."  I especially liked a comment in the post that addressed my concern about being both challenged and frustrated by students who feel that cheating and unethical behavior is acceptable.  Below is the comment.

    As I update course materials for my upcoming Spring 2016 course, I will write about ways that I build into my course design that I "hope" will motivate students not to engage in Dark Side activities.

    Some methods that I have built into my course designs have worked pretty well.  Unfortunately, others have failed.  I have always heard that "failure" is the first step toward success.  If this is true, then I'm certainly headed in the right direction.

    Tell me what you think about this posting.  I hope my comments will start a conversation on a topic that we all face one way or another.

    Best wishes,





  • Richard E Lillie
    Enjoying David Pogue's NY Times Postings about...
    blog entry posted December 30, 2011 by Richard E Lillie, tagged technology in TwT public

    I'm a big fan of David Pogue (New York Times technologiy columnist).  I really enjoyed reading David's December 15, 2011 blog posting titled The Year of C.E.O. Failures Explained.  In this post, David wrote about three big-time blunders by tech CEOs (HP's Leo Aoptheker, Netflix's Reed Hastings, and Cisco's John Chambers).

    While Pogue's comments about CEO blunders were interesting, what intrigued me more were comments by students in a class Pogue taught at the Columbia Business School called "What Makes a Hit a Hit--and a Flop a Flop."  During one of his lectures, David said he focused on products that were rushed to market when they were full of bugs--and the company knew it.  He said his hope was to "instill some sense of Doing What's Right before they became corrupted by the corporate world."

    David said students quickly responded that "there's a solid business case for shipping half-finished software.  You get the revenue flowing.  You don't want to let your investors down, Right?  You can always fix the software later."

    Students felt it is OK to use customers as beta testers without their consent.  I found this logic rather unsettling.  I would have loved to hear arguments supporting this type of behavior as a solid business case.

    David suggested that the "ignore the customer approach" had not worked so well for HP, Netflix, or Cisco.  He found it interesting that students did not seem to be bothered by all of this.

    It is one thing to knowingly use beta test software.  This way the user accepts the fact up front that software may not fully ready for primetime use (i.e., most likely there are bugs and design problems).  I do this all the time and incorporate beta test software into my course designs.  I explain limitations to students.  The advantage is exposure and use of software that includes unique new features.

    It is another thing to knowingly not disclose that software is not ready for primetime use.  In my mind, this constitutes deliberate intent by management to deceive the customer.  Isn't this the same thing as fraud?

    In my opinion, if business students think this is OK behavior, we're in trouble!  I suggest that learning this type of strategy be balanced with required reading of That Used to be Us -- How America Fell Behind in the World It Invented and How We can Come Back by Friedman and Mandelbaum.  Perhaps, Friedman and Mendelbaum can give students insight to what made American business great.  I am sure this would NOT include a solid business case for knowingly cheating the customer.

    In addition to David Pogue's New York Times column, I suggest the Techmeme blog as a great place to learn about what is happening in the technology world.

    I wish you a Happy and Prosperous 2012.


    Rick Lillie (Cal State, San Bernardino)



  • Richard E Lillie
    Google does it again -- Unveils "Google Instant"3
    blog entry posted September 10, 2010 by Richard E Lillie, tagged teaching, technology, technology tools in TwT public

    Yesterday,  Google unveiled a new search tool called Google Instant, a tool that shows results as you type in your search term or query.  The search process is extremely fast, results are focused and include links to resources from both general search and Google Scholar.  In a word, Google's new innovation is super!

    Google Instant is set as the default when you perform a Google search.  Give Google Instant a try.  Tell us what you think of Google's latest search innovation.

    Rick Lillie (CalState, San Bernardino)

    Google Instant

    Flash Content requires JavaScript to be enabled and the Flash player to be installed.
    Get Adobe Flash player

  • Richard E Lillie
    If Content is King, It's Time to Overthrow the Monarchy!
    blog entry posted April 23, 2015 by Richard E Lillie, tagged research, teaching, technology in TwT public

    This post shares a blog posting by Will Thalheimer titled If Content is King, It's Time to Overthrow the Monarchy!  Click the article title to access Will's blog posting.

    Will's objective is to convince you that you're teaching too much information (i.e., you're cramming too much content into your courses).  With the every growing body of accounting knowledge, rules, regulations, methods, and techniques, I would find it difficult to believe that accounting educators are not doing this.  As the old saying goes, "It's the nature of the beast."  We have so much material to cover and so little time to get the job done.

    A driving force pushing us to cover more is content tested on the CPA Examination.  We want to make sure our students are prepared for the CPA Exam.

    I like Will's commentaries about instructional design.  They are practical and easily implemented.

    In this blog posting, Will briefly mentions the "Learning and Forgetting Curves."  This concept suggests that if you imagine your learners going up the learning curve and then down the forgetting curve, you'll notice that they end up where they started--that the learning has largely failed in producing benefits.  To learn more about "Learning and Foregetting Curves," click the URL link below to view a short YouTube presentation by Will Thalheimer.  Runtime is approximately 12 minutes.

    A great resource provided by the Association for Talent Development (ATD), formerly ASTD, is a blog titled Science of Learning Blog.  Click the blog title.  When the web page displays, bookmark for page for future access.

    What do you think of Will's discussion of Learning Curves/Forgetting Curves?  Post a reply to this blog posting.  Share your thoughts.

    Have a great day,