Teaching with Technology

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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 

    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 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
    blog entry posted December 7, 2012 by Richard E Lillie, tagged technology, technology tools 

    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 

    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 

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    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
    All My Faves -- Quick way to find web resources3
    blog entry posted December 3, 2010 by Richard E Lillie, tagged teaching, technology tools 

    Here's an interesting web page that includes lots of links to web resourcesCategories are listed down the left side of the web page.  Resources are listed across each row.  Click an icon to link to the resource website.  Click the tabs at the top of the web page to find resources by topic area.

    Click the picture below to access the webpage.

    All My Faves

    Rick Lillie (CalState, San Bernardino)

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

    Each morning, I check, 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
    blog entry posted November 14, 2012 by Richard E Lillie, tagged research 

    Today, I learned about an outstanding blog published by Lloyd Armstrong titled Changing Higher Education.  He writes about a rapidly changing world driven by powerful forces such economics.politics, demographics, religion and technology.  Armstrong suggests that American universities have been affected only marginally by these forces so far; but, imagines it difficult to believe universities will not be changed in significant, perhaps radical, ways over the next few decades.  Armstrong focuses on forces impacting higher education.  I believe you will find this website to be a tremendous resource that challenges your thinking about what is happening in higher education.

    Rick Lillie (CSU San Bernardino)



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  • Richard E Lillie
    Competency-based education is all the rage: What is it?9
    blog entry posted April 7, 2015 by Richard E Lillie, tagged research, teaching 

    In his blog "OLDaily," Stephen Downes referenced an article published in The Tennessean (4/07/2015) titled Competency-based education is all the rage:  What is it?  The article was written by Kimberly K. Estep, Chancellor of WGU Tennessee (Western Governors University).


    Estep provides a great definition of competency-based education (CBE).  She provides an interesting example of how CBE works at WGU Tennessee.


    I'm interested in finding out whether your college or university has adopted any type of CBE programs, particularly for accounting.  If you have adopted a CBE for accounting or are considering doing this, please REPLY to this posting telling us about the program.


    Best wishes,


    Rick Lillie


    Rick Lillie, MAS, Ed.D., CPA (Retired)

    Associate Professor of Accounting, Emeritus

    CSUSB, CBPA, Department of Accounting & Finance

    5500 University Parkway, JB-547

    San Bernardino, CA.  92407-2397



    Telephone:  (909) 537-5726

    Skype (Username):  ricklillie



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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 

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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 

    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 a reasonable price!"
    • "We pride ourselves in quality work.  Having completed over 1, 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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