Teaching with Technology

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  • Richard E Lillie
    Video Primers for e-Teaching & Learning -- 27 Video...12
    blog entry posted October 17, 2010 by Richard E Lillie, tagged teaching, technology, technology tools in TwT public

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  • Richard E Lillie
    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?


    Rick Lillie (Cal State San Bernardino)

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  • 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)



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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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    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
    Zoom.us -- An Amazing Cloud-based, Video-Conferencing...3
    blog entry posted September 1, 2012 by Richard E Lillie, tagged technology, technology tools in TwT public

    Recently, I read about Zoom.us a new free, cloud-based, video-conferencing service.  Yesterday, three of us used zoom.us to work on a research project.  We are located throughout the U.S.  We logged into the video conference call and worked for more than an hour.  The audio and video were crystal clear.  We shared desktops to work on documents together.  Wow!  The virtual work session was very productive and enjoyable.

    I use Skype to work with colleagues and to offer virtual office hours for my students.  Skype offers a free 1:1 video-conference call with desktop sharing.  To include more than two people in a Skype video call, you need to subscribe to Skype's premium service.  Skype's fee is very reasonable; however, it's difficult to beat "free."

    Both Zoom.us and Skype have features that meet specific needs.  Therefore, both services are valuable to the teaching-learning experience.  The quality of the zoom.us video-conference call was exceptional.  Zoom.us versus Skype is not an either/or situation.  Using one service or the other is a judgment call regarding features that best fit the need as hand.

    Getting started with zoom.us is quick and easy to do.  Their support page explanations are easy to follow.  The service works with Google and Facebook, iPad, iPhone, Windows and Mac.  When I set up zoom.us, I had to download a small file to my computer that includes the zoom.us interface.  The download was quick.  No problem.

    Below is a screenshot from the support page indicating key features of the zoom.us interface screen.  Individual members participating in a video call are shown at the top of the screen.  When a member speaks, the border of the member's screen turns "green."  The speaker's screen displays in the "big screen" section of the interface window.  This process works as the conversation switches among participants.  Wow!  This is amazing and allows each speaker to be the center of attention.

    Check out zoom.us.  I think you'll like this new video-conference service.

    Best wishes,

    Rick Lillie (CSU San Bernardino)

     * * * * * * * * * *


    Screenshot of zoom.us video conference call



    I talked with the developers of zoom.us this afternoon.  They explained the simple way to download the small zoom.us file to your computer's desktop.
    See the picture below.
    • Log into http://zoom.us/
    • Click the "Start Video Meeting" button.
    • Follow-up screen should start the download process. (Allow this to happen.)
    • zoom.us file should download and the "z icon" should display on your desktop.
    Unless you change the "settings" in zoom.us, you will need to double-click on the zoom.us icon on your desktop to start the program.  Once the icon displays at the bottom of your monitor screen, click the icon to open the zoom.us screen.  Click the Start Video Meeting button.  When the screen displays, click the Invite option.  Enter the email addresses for participants you wish to invite into the video conference call.  Send the email message.  Stay logged into zoom.us.  Watch participants join the video conference call.
    I think you will be amazed by the clarity and crispness of the audio and video call.
    Rick Lillie (CSU San Bernardino)
    * * * * * * * * * *
    zoom.us home page

  • 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.


    Rick Lillie (CalState San Bernardino)

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  • 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

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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.



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  • 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

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  • 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,





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