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The History of Social Media

logo 7.gifDid you know that social media dates back to the 1960′s or that Google became a major search engine in 1999? I remember when the little blue bird, Twitter made an appearance and thought, well isn’t that cute, but does anyone really want to know what you are doing every moment of the day.  Think about the rapid pace in which social media has risen to become part of our daily lives.  Ten years ago, YouTube wasn’t around nor were iPods. “Sites that weren’t even around 10 years ago are now visited every day” (Bart, 2011). 

So here is my question, when it comes to integrating technology or social media into your classrooms, do you Tweet, Instagram, blog or Facebook?  To learn more about the effective integration of Social Media in the classroom, mark your calendars for Thursday, March 27, 12:00-1:00 pm to hear Dr. Jim Miller share his experiences with social media and how he challenges his students to think about the world in new ways.Social Media - A History

Explore more infographics like this one on the web’s largest information design community – Visually.

Social Media – A History was designed by Karim Benyagoub (@karim_designs) for Cendrine Marrouat

Bart, M. (2011). - See more at: http://www.facultyfocus.com/free-reports/social-media-usage-trends-among-higher-education-faculty/#sthash.SZRnoziA.dpuf

 
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Posted by on January 30, 2014 in Uncategorized

 

Flipping the Classroom with Dr. Mumper

ImageBy now, you have hopefully heard of the flipped classroom method and may have even implemented some of the strategies in your own classroom. If not, follow this link for an in-depth look at the flipped classroom.

The purpose of this blog is to:

1. Provide a clearer definition of the flipped classroom method and how to incorporate this model into the higher education environment.

2. Showcase a model developed by Dr. Russell Mumper, Vice Dean and professor in the UNC Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill.

The Flipped Classroom

“In essence, ‘flipping the classroom’ means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates” (Brame,n.d.). Accessing content outside of class, provides time for instructors to question individual students, probe for misconceptions concerning content, and clear up incorrect ideas. With the flipped classroom model, students arrive at class prepared to work with their professors and fellow classmates on complex problems.

For additional information and applications of the ‘Flipped Classroom’, you can view the video produced by Pennsylvania State University below.   

Dr. Russell Mumper (Flipping Works)

K-12 classrooms have been the frontrunners in restructuring their traditional classroom models and adopting the flipped classroom method.  In higher education, classes are generally lecture driven, student class population is large, and the curriculum tends to be less student engaging than in K-12 education. But that did not dissuade Dr. Russell Mumper, Vice Dean and professor in the UNC Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill from restructuring his pharmacy class from a traditional lecture based course to a flipped class.

Dr. Mumper began by recording 25 of his lectures, with echo360, which he will then repurposed in his future classes to allow out of class viewing. Instead of spending class time dispensing content via lecture, his students come to class ready to engage in rigorous discussion, peer research, and associated activities. To answer the proposed question, does the flipped classroom approach increase student test scores, Dr. Mumper’s research suggests a resounding yes! Dr. Mumper discovered that students’ test scores increased 5 percentage points as a result of the flipped classroom.  Dr. Mumper organized his 75 minute class into four active learning exercises: assessment, pair and share, student presentations, and quiz.  To read an interview of Dr. Mumper, conducted by EDTECH Magazine, follow this link: 86% of UNC Chapel students prefer the flipped classroom

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References

Brame, C. (n.d.) Flipping the Classroom. Retrieved from: http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/

 
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Posted by on January 10, 2014 in Uncategorized

 
Video

Teaching Online with Video

Fun with Video: Teaching Online with Video

Recently, I was blessed to be able to attend the 19th annual Sloan Consortium International Conference on Online Learning and it was such a wonderful professional experience. While there, I stopped by a Poster Session titled, “Fun with Video: A Practical Guide to Creating and Implementing Video Instruction in an Online Environment.”  The presenters were Adam Morad (Maryland Institute College of Art, USA) and Carol Abraham-Morad (UMUC, NLC, USA).  Adam and Carol both teach online and are heavily invested in enhancing the online learning experience through video instruction.  I was thrilled to be able to chat with Adam and Carol, sharing ideas about how to enhance the learning experience with video instruction.  Adam and Carol suggest that, “students need visual cues to understand the important points of discussion topics, concepts, and feedback. In the online learning environment, this can be challenging. Video instruction can bridge the gap and fill the void for online students by providing them with what they often miss from the traditional classroom” (Morad & Morad, 2013).

In several studies, when video programs combined visual and audio information comparing the visual and audio information in video, their combined use contributed to greater recall than either of these alone (Kozma, 1991).  According to Henry (2009), when a teacher includes video into their online course, instruction is delivered both visually and verbally, which is great since most students are visual learners.  When developing an online learning environment, attention to students’ learning style preferences should be considered and instructional delivery should vary to accommodate visual, auditory, and kinetic learners’ needs.

With that in mind, before you begin your online course, it is a good idea to assess the learning style of your students. If you have never performed a learning style assessment, the following is a link to a free one by Felder and Soloman: http://www.engr.ncsu.edu/learningstyles/ilsweb.html. After you assess the learning style of your students, you will be better prepared to determine how to engage them collaboratively. Especially in an online learning environment, collaboration helps students learn more effectively and deeply.  There are many valuable technology tools a teacher can implement to engage students with the content and have a better connection with their teacher online.  Of these tools, video is at the top of the list as it helps teachers connect with students, set the tone of the class, and provide clarity to complex concepts.

As I talked with Carol, I gained a better appreciation for how vital it is that online facilitators incorporate video into their instruction. Carol uses instructional video extensively in her online courses and shared one of the ways she currently likes best. She develops instructional videos with a free screen-capture device called Screencast-O-Matic. To learn more about this exciting tool, watch my interview of Sloan-c presenter, Carol Abraham-Morad describing how she integrates video in her online courses.  Thank you Carol for graciously sharing your time with me and contributing your experience with the implementation of video in online instruction.

 
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Posted by on December 10, 2013 in Uncategorized

 

Center for Learning with Technology: At a Glance


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Colloquium Series: Featuring, Tim Westbrook, Assistant Professor
Director of the Center for Distance Education in Bible and Ministry

 
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Posted by on November 14, 2013 in Uncategorized

 

Faculty Technology Showcase 2013

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Faculty Technology Showcase 2013

Copy of Faculty Technology Showcase 2013 Video

The Center for Learning with Technology’s annual Faculty Technology Showcase has become the platform for faculty members to show their peers the unique ways they are using technology in their courses. On Tuesday, October 15, 2013, a group of faculty members gathered in the Regions room of Harding University’s David B. Burkes Heritage Building to observe the front-line between technology and education. The 2013 Faculty Technology Showcase featured 13 faculty members sharing their expertise and knowledge of certain technologies and systems, adapted to suit an educational or supplemental role.

There were many fresh and exciting technologies displayed at the Showcase, as well as traditional systems that are finding new, dynamic ground to cover.  Faculty presenters demonstrated their integration of technology with their hybrid, fully online and traditional course objectives.

Faculty who attended were privileged to hear how Jim Miller incorporates Social Media into his undergraduate courses, how Lisa Burley and the library staff can bring rich online  resources to Canvas courses with LibGuide, and how Jeff Hopper and his staff developed and electronic textbook for BNEW 313, featuring Dr. Bruce McLarty’s travels to locations around the Mediterranean, where the Apostle Paul visited,hoping to bring the course to life for students studying abroad.

Another technology on display was infographics, a visual display of complex data, that can be easily integrated in an online course to encourage collaboration and creativity. You can find infographics almost  anywhere, from the classroom to a McDonald’s bag. The new learning management system, Canvas was featured, with  Jimmy Behel demonstrating the use of media comments in Speed-grader and Tim Westbrook sharing how you can use the discussion forum tool to encourage problem-based learning activities. Steve Moore, revealed how he has been employing Echo 360 lecture captures for the past several years, providing his students access to to class lectures via Cavnas.

We would like to thank all of the faculty presenters this year who shared their use and experiences with technology integration: Amy Adair (Goodgle Docs), Alyssa Hepburn (Collaborative Classroom),Tim Westbrook (Problem-Based learning in Canvas), Gordon Sutherlin, (EduGadgets), Beverly Rose (Media Center), Connie Shay (Online Course Design/Infographics), Jimmy Behel (Speed-grader/Canvas), Jim Miller (Social Media), Usen Akapanudo (SmartBoard), Steve Warren (A/V Recording Lab), Jeff Hopper (ePublishing in International Programs), Lisa Burley (Library LibGuides), and Steve Moore (Lecture Capture/ECHO 360).

 
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Posted by on October 29, 2013 in Uncategorized

 

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How To Give A Killer Presentation: Chris Anderson

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Most of us were not not born public speakers and therefore may struggle with creating captivating, engaging, and interactive class presentations.  As educators, our desire is to engage students while providing them with the necessary concepts.  Chris Anderson’s article in the Harvard Business Review Magazine provides a road map of how to communicate effectively in a simple, concise and interesting manner.  Below is his article preview of How To Give A Killer Presentation:

In a new essay in The Harvard Business Review’s June issue, Anderson shares his fine-tuned advice for delivering a powerful talk. A few choice tidbits:

“We all know that humans are wired to listen to stories, and metaphors abound for the narrative structures that work best to engage people. When I think about compelling presentations, I think about taking an audience on a journey.”

“Many of our best and most popular TED Talks have been memorized word for word … Most people go through what I call the ‘valley of awkwardness,’ where they haven’t quite memorized the talk. If they give the talk while stuck in that valley, the audience will sense it … Getting past this point is simple, fortunately. It’s just a matter of rehearsing enough times that the flow of words becomes second nature.”

“Perhaps the most important physical act onstage is making eye contact. Find five or six friendly-looking people in different parts of the audience and look them in the eye as you speak. Think of them as friends you haven’t seen in a year, whom you’re bringing up to date on your work“  (Anderson, Chris).

Before you click here to read the full article, watch the TedTalk presentation of Richard Turere, a 12 year old Masai boy who relays to the audience, of how he devised a system of lights to protect his families livestock from the lions at night. With guidance from Chris Anderson, Richard Tuere’s presentation was engaging and compelling.

 
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Posted by on July 1, 2013 in Uncategorized

 

Engage Your Students: Presentation APPs for Your Classroom

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Need an app to help you create a presentation for your next lecture or conference?   Creating effective multimedia presentations is a skill every 21st century teacher should work to achieve.  Multimedia presentations help engage and capture student’s interest in the content being presented. Another added benefit is your presentation is paperless. Just think, your next classroom presentation or conference you present at, can be paperless.  Oh, the best part is that all of the apps are free.

Here are a few of my favorite presentation apps :

1. Animoto - A web-based tool that allows your to create free 30 second videos integrating music, pictures,and videos.  Or for $30 a year you can upgrade to a Plus account where you can create 10 minute videos and access to more visual styles.  Animoto is intuitive and easy to use providing easy editing, uploading, and sharing of videos.  With a 30 second video you can capture the most salient information that your students need to “take  away” from the lecture. For teachers who teach online, your  students can create a 30 second video showcasing who they are through images, music, and text to share with fellow classmates.

2SlideShark - Enables PowerPoint users to show (can’t create one with the app) their PowerPoint® presentations from the iPad, iPhone, and iPod touch.  What is nice about this app is that you don’t lose any of the cool animations, fonts, graphics, hyperlinks and videos.  Plus, your lecture notes are displayed when you run the show, so even though you cannot create presentations with this app, you will have a powerful control option at your fingertips for your next presentation.

3. Sliderocket – An easy-to-use site for creating visually engaging slideshows, recently purchased by ClearSlide.  Sliderocket has some of the same elements of PowerPoint or Animoto, but is unique in that you can embed live data into your presentations, such as social media newsfeeds, and global news from sites such as Yahoo! or MSN.

4. emaze – A cool mix between PowerPoint and Prezi. Emaze is cloud-based and can be accessed from anywhere. The presentation software app works on a  PC, Mac, tablets, and smartphones.  You can collaboratively present with your colleagues and embed your presentation in any web page (think Canvas).  Your presentation can be created in minutes with access to existing templates and ready-made slides.  Emaze is currently in Beta form and here are a few links to emaze presentation examples: Assessment as Learning  and The Beauty of Social Media.

5. Haiku Deck - “Haiku Deck is a smart app that makes beautiful slide shows in no time and makes your iPad a more productive tool” (Boehret, 2012).  The emphasis with this presentation tool is blending single, full-bleed photos with minimal text.  You are limited to two lines of text for each photograph.  You may upload your own images or pull them from networks like Facebook, Instagram and Picasa.  The app offers you over 35 legally shareable images to use in your presentation.  The idea is to focus each slide on one idea.

 
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Posted by on June 19, 2013 in Uncategorized

 
 
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