Teaching with Technology

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  • Richard E Lillie
    Jane Hart's Top 100 Tools for Learning 20152
    blog entry posted October 1, 2015 by Richard E Lillie, tagged technology, technology tools in TwT public

    Each year, Jane Hart, founder of  C4LPT compiles her list of Top 100 Tools for Learning.  The 2015 list is now available.  I have followed Hart's work for many years and have always found the annual list to be a great resource.  I have incorporated several of the tools into my course designs.  I especially like tools like Zoom.us.

    Zoom.us is a cloud-based, video-conferencing service.  It's great for collaboration.  Anyone can use it for free.  A "Pro" account is very inexpensive.  Many universities now have campus subscriptions.  LMS systems like Canvas integrate Zoom.us as an "app" with the LMS.

    Click the image below to access SlideShare version of the 2015 List.  Click your way through the presentation.  I'm sure you will recognize many teaching/learning tool resources.  You may find something new and exciting.


    Enjoy,

     

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  • Richard E Lillie
    Learning Amongst the Riches: Students in the Cloud3
    blog entry posted September 1, 2010 by Richard E Lillie, tagged teaching, technology, technology tools in TwT public

    In an article in Campus Technology (September 1, 2010), Trent Batson (MIT) writes that students are moving away from their college or university, not physically, but in terms of their online “center.” More and more, they can engage independently in learning conversations using applications of their own choosing, and they can create their own digital identity that includes their learning spaces--all without using campus-based technology.

    Student working in the cloud

    Without specifically using the term, Batson refers to the challenge of meeting teaching-learning needs of Millennial students.  He considers this issue from four different perspectives.

    • Institutional cloud.
    • Academic side of the cloud.
    • Return to "The Learning Conversation."
    • Student ownership in the cloud.

    Of the four perspectives, the one I found most interesting is Batson's focus on "learning as a conversation."  He says that "conversation among people interested in inquiry in the same field of knowledge is the basis for the idea of the university."  He then considers how Web 2.0 technologies are changing the nature of the teaching-learning conversation.  He suggests that "the cloud" (Web 2.0 technologies) is where new learning conversations and related activities are happening for Millennial students.

    During 2010 CTLA in San Francisco, we talked about the impact of using Web 2.0 ("cloud") technologies to create and share course materials, and to create interactive teaching-learning experiences.  While we considered how we can use Web 2.0 technologies in the teaching-learning process, I am not sure that we viewed Web 2.0 technologies as being an enabler of a conversation.

    Batson concludes that while learning is becoming virtualized, the role of universities (and faculty) is essential as ever (i.e., to guide learners through the process of learning).  The objective remains the same.  How we get there is what is changing.

    Enjoy.

    Rick Lillie (CalState San Bernardino)

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  • Richard E Lillie
    MILLIONS OF LESSONS LEARNED ON ELECTRONIC NAPKINS6
    blog entry posted January 2, 2013 by Richard E Lillie, tagged technology, technology tools in TwT public

    This is a very cute, entertaining presentation.  It's creative in that it uses the "napkin" as the background for slides.  Otherwise, it's a PowerPoint presentation with a soundtrack and a little annotation added.  The presentation explains what a MOOC (Massive Open Online Course) is supposed to be.

    My purpose in sharing this presentation is NOT to share my thoughts about MOOCs.  Rather, it is to share what a PowerPoint presentation can be....with a little creative thought.

    The video runs for about 36 minutes.  Watch all of it or just some of it.  That's your choice.  However long you view, you'll learn something about making PowerPoint interesting.  Yes...this is possile to do.

    Welcome to "2013."  Any year ending in "13" can't be completely bad.  Are you superstitious?

    Enjoy!

    Rick Lillie (Cal State San Bernardino)

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  • Richard E Lillie
    Online Test-Takers Feel Anti-Cheating Software's Uneasy...1
    blog entry posted April 9, 2015 by Richard E Lillie, tagged teaching, technology, technology tools in TwT public

    Anyone who has taught a blended or online class where online testing is used, has had to deal with the issue of cheating, whether real or imagined.  I teach a lot of online classes and thoroughly enjoy the challenge of this teaching-learning experience.

    I used an online proctoring service with one online course.  Student feedback was so-so.  I have used Zoom.us, a cloud-based, incredible video-conferencing tool to proctor students completing an online exam.  Student reaction to being watched through Zoom.us was more positive than the online proctoring service.

    Whether good or bad, online proctoring is still very much an evolving process.

    This post shares a story from The New York Times (Technology, April 5, 2015) titled Online Test-Takers Feel Anti-Cheating Software’s Uneasy Glare.

    What do you think?  Is this an appropriate way to proctor an online exam test taker?

    If you have had experience with this, please REPLY to this post with comments about your experience.

    Rick Lillie

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  • Richard E Lillie
    Salman Khan -- A Breath of Fresh Air in Instructional Design...1
    blog entry posted February 8, 2014 by Richard E Lillie, tagged research, teaching, technology in TwT public

    Earlier today, Bob Jensen posted a link on AECM to a Harvard Business Review article (January-February 2014) titled Life's Work: Salman Khan.  I've written about Salman Khan and the Khan Academy several times before.  I use technology extensively in my course designs.  Where appropriate, I draw on Khan's methods and techniques to improve what I do for my students.

    Salman Khan

    Like Salman Khan, I am very much student-centered in my approach to designing the teaching/learning experience.  My approach to teaching came from the years when I was an audit manager in the National Continuing Education Department at Grant Thornton International (GTI).  I quickly learned that you do not teach adult learners.  Rather, you guide them through a learning process.  Adult learners take responsibility for their own learning.

    In the HBR article, Khan states that "one meta-level thing is to take agency over your own learning."  I agree with his statement.  However, I think it is important to understand the point at which a learner may be development wise.

    Taking "agency" (responsibility) for your own learning assumes a learner has the maturity needed for this level of responsibility.  I believe this is where faculty play a major role in the teaching/learning process.  I don't equate "tech-savviness" with "maturity."  Just because someone can interact with others on Facebook and Twitter does not necessarily make the person ready to take total control of the teaching/learning process.

    A learner in the "becoming stage" (i.e., in the process of earning a degree or credential) needs guidance, influence, and a structured learning process.  Whereas, a learner who has moved beyond the "becoming stage" (i..e, has earned a degree or credential) into the "continuing education stage" has reached the point of personal development where it is OK to do whatever turns you on.  Learning is more "learning for learning's sake." 

    Khan states that Khan Academy is all about giving more breathing room to the learner.  He believes he can use technology to deliver information at a student's pace.  He says "there is something you get only from a human voice..It's incredibly valuable."  On this, Khan and I agree.  

    I learned the art of instructional design by the seat of my pants.  I quickly realized that "CPA" stood for "cut, paste, and attach."  I created some pretty interesting instructional materials with a pencil, ruler, invisible tape, IBM Selectric typewriter, a variety of font balls, colored markers, and some fairly modest software applications.  I was amazed what I could accomplish with an Apple2Plus computer.  This all brings back a lot of enjoyable memories.

    While at GTI, I started experimenting with computer-based instructional design.  I played around with sound and video.  It was difficult to do and include in course design.  The technology was far too clunky, complicated to use and far too expensive.  While experimenting, I began to follow the work of Ruth Colvin Clark and Richard E. Mayer dealing with multimedia learning.

    Khan's methodology is all about connecting with the learner in ways that empower the learner to progress as quickly as the learner is capable of doing.  I agree with this objective to a point.

    Rick Lillie, CSU San Bernardino

     

     

     

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  • Richard E Lillie
    Send email messages to a student's cell phone4
    blog entry posted December 4, 2010 by Richard E Lillie, tagged teaching, technology, technology tools in TwT public

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    SET UP EMAIL ACCOUNT TO FORWARD EMAIL MESSAGES TO YOUR CELL PHONE

    In Gmail, this is pretty easy to do.  Start by logging into your Gmail account.

    1. In the upper right hand corder of the screen, click SETTINGS.
    2. On the SETTINGS page, click the FILTERS tab.
    3. You will see a set of text boxes to be filled in.
    4. Put the email address addresses of people who you wish to have forwarded to your cell phone in the FROM box.
    5. Click NEXT.
    6. On the next screen, put a CHECK next to the box that says FORWARD IT TO.
      • This is where you type the EMAIL ADDRESS of your CELL PHONE.
      • Use instructions below to find your cell phone's email address.
    7. Click CREATE FILTER.
    8. You're done.

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  • Richard E Lillie
    Sharing the story with one of the oldest technologies --...1
    blog entry posted October 22, 2011 by Richard E Lillie, tagged teaching, technology, technology tools in TwT public

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  • Richard E Lillie
    Stanford student creates YouTube Instant -- Gets job offer...
    blog entry posted September 10, 2010 by Richard E Lillie, tagged technology in TwT public

    Now, here's a fairy tale come true.  A Stanford student named Feross Aboukhadijeh created a real time search engine for YouTube videos.  Chat Hurley, YouTube's CEO liked the web search product and offered Feross a job.

    YouTube Instant works much the same way as the new Google Instant search process.  Type in the YouTube video you are looking for and the engine guesses the video and begins playing it immediately.

    The system is definitely in BETA status at this point.  The video plays instantly.  Unfortunately, there are no player controls.  Here's what YouTube Instant looks like at this point.  Want to have a little fun, go to YouTube Instant and give it a try.

    YouTube Instant

    Rick Lillie (CalState, San Bernardino)

  • Richard E Lillie
    Teaching in a Digital Age by A.W. (Tony) Bates --...
    blog entry posted April 8, 2015 by Richard E Lillie, tagged research, teaching, technology, technology tools in TwT public

    A.W. (Tony) Bates has authored a book titled Teaching in a Digital Age.  The book is available as a free download.

    I have followed Tony's writing for several years.  He has written extensively about online learning and distance education.  I really appreciate one of Tony's sayings.....

    "Good teaching may overcome a poor choice of technology but technology will never save bad teaching."

    Book chapters include.....

    • Chapter 1:  Fundamental Change in Education

    • Chapter 2:  The nature of knowledge and the implications for teaching

    • Chapter 3:  Methods of teaching:  campus-focused

    • Chapter 4:  Methods of teaching with online focus

    • Chapter 5:  MOOCs

    • Chapter 6:  Understanding technology in education

    • Chapter 7:  Pedagogical differences between media

    • Chapter 8:  Choosing and using media in education:  the SECTIONS model

    • Chapter 9:  Modes of delivery

    • Chapter 10:  Trends in open education

    • Chapter 11:  Ensuring quality teaching in a digital age

    • Chapter 12:  Supporting teachers and instructors in a digital age

    • Appendix 1:  Building an effective learning environment

    • Feedback on Activities

    Check out the new book by Bates.  Tony provides useful insights into distance teaching and learning.  Also check out the resources link below for other of Tony's publications.

    Best wishes,

     

    Rick Lillie

     

     

  • Richard E Lillie
    The "Book Trilogy" Becomes a "Quartet"
    blog entry posted September 5, 2015 by Richard E Lillie, tagged research, teaching, technology in TwT public

    With the rapid change to both the U.S. and global economies, I searched for ways to make the change more understandable for my accounting students, whether they be undergraduate or graduate level.  The initial result was creation of what I called the "Book Trilogy."

    As depicted in the diagram below, the "Book Trilogy" included The World is Flat by Thomas L. Friedman, The Myth of the Rational Market by Justin Fox, and That Used to be Us by Thomas L. Friedman and Michael Mandelbaum.  I asked students to read the books in the indicated sequence.  We discussed the books both during and outside of classes.

    I selected each book for its focus, clarity of writing style, and the unique way the story is told.  I wanted resources that were readable and understandable.  I did not want resources designed to "blow the reader out the door."

    Of the three books, I was particularly impressed with the way Justin Fox, a former editorial director of Harvard Business Review and now a columnist for Bloomberg View, told the story of development of modern finance and how its impact came close to bringing the U.S. and other economies to their knees.  Rather than burying the reader with mathematics and Finance jargon, Fox chronicled the rise of rational market theory by helping the reader "look through the eyes" of the scholars who constructed what is now referred to as "Modern Finance."

    I placed Fox's book in the middle of the trilogy because it bridges the gap between theory and practice of globalization, economics, and "Modern Finance."  Each book in the trilogy takes an innovative approach to telling its story.

    Recently, I read Economix, How Our Economy Works (And Doesn't Work) in Words and Pictures, by Michael Goodwin with illustration by Dan E. Burr.  A comment in the Miami Herald described Economix as

    This witty and elegant volume takes on a number of complex issues--in this case, economics, history and finance--and makes them comprehensible for mere mortals.

     I was fascinated by the way Goodwin's content and commentary were presented in a cartoon-like format.  Goodwin and Burr wrote an easy to read, insightful, entertaining story about our current economy and current economic problems. 

    Timothy Guinnane,Yale University, commented that

    Economix is a lively, cheerfully opinionated romp through the historical and intellectual foundations of our current economy and our current economic problems.  Goodwin has a knack for distilling complex ideas and events in ways that invite the reader to follow the big picture without losing track of what actually happened.  Any reader wondering how our economy got to where it is today will find this a refreshing overview.

    I enjoy coming up with innovative ways to invigorate and challenge the teaching-learning experience of my students.  Student response to the "Book Triology" has been very positive.  I wonder what they will think of my expanding the "Book Trilogy" into a "Book Quartet" (i.e., a series of four books)?

    I love discussion.  I would appreciate your feedback comments about the above commentary.  Please let me hear from you soon.