Tag Archives: ed tech

FYE Game Site & Student Tech Survey

In this update….

Info on the FYE Game, the Student Technology Survey, and the eLearning Orientation Reboot.

FYE Game Site

If you attended the Convocation session on the FYE Game, please find that here:

FYE Game screenshot

You can now request your copy of the FYE Game site!  How?  Follow these simple directions:

  1. Email ITS at:  elifacultysupport@tri-c.edu.
  2. Ask to be added as a faculty member in the 2016 FYE Game course site.
  3. Login to Blackboard, and use the Course Site Request System to request your own copy!
  4. May the odds be ever in  your favor.

We are currently incorporating the feedback from the session, so those Softchalks will be updated till end of day Friday.  Don’t worry, that’s all in the cloud, so it won’t impact your ability to have a current copy of the course.

Student Technology Survey

If you weren’t at the Student Technology Survey session with Professor Sam LiPuma and myself, of course you missed the social event of the season, but you also missed hearing the sometimes unexpected but always illuminating results of the 2015 college-wide survey of students about technology!  Check out the presentation below:

Student Tech Survey


eLearning Orientation Reboot in Course Button

Have you seen the eLearning Orientation Reboot?  Check it out!  It can help prepare your students to be successful in their online and blended/hybrid courses.

We also put it into a course site via a button!  It comes with 5 quick accompanying quizzes to test students’ knowledge in 5 domains:

  • Managing Your Time Well
  • Being a Successful Student
  • Being an Online Student at Tri-C
  • Using Blackboard
  • Computer and Internet Basics

Students get digital badges when they hit 80% or above in the quick quizzes.

Do you want your very own button?  Email elifacultysupport@tri-c.edu and ask to be added to the 2016 eLearning Orientation Reboot course as a faculty member.  You can then copy the entire button into your courses!

Have a great start of term!



Special Issue of American Journal of Distance Education focused on Quality Matters

Check out the great articles on the research behind QM!  http://www.tandfonline.com/toc/hajd20/current

Great article The Impact of Findability on on  Student Motivation, Self-Efficacy, and Perceptions of Online Course Quality!



“Findability” is a component of “usability,” whereby students can find essential course components.  Results included that courses with low findability reported lower levels of self-efficacy and motivation.

Interested in learning more about how you can get more involved with Quality Matters at Tri-C and improve findability in your course?  Contact Sasha.Thackaberry@Tri-C.edu.


Flipping Assessment & Other Cool Ways to Gauge Learning

Interested in learning about some great ways to make assessment more collaborative and relevant?  Check out this article from Faculty Focus on ways to flip assessment.

My favorite new idea that I want to implement in my class asap?  Suggestion #2 from author Dr. Susan Spangler:

Have students fill in evidence of learning on their assignment/course rubric. Give students a modified rubric with the articulation for the highest achievement level and leave a blank space for them to write in. This flipped assessment strategy enables students to reflect on their learning and take an active role in the grading process by directing the instructor’s attention to their achievements. Instead of passively “receiving” a grade, students actively guide the instructor in assessing their work in a particular context, one that the students articulate for the instructor. This method, coupled with the last, allows students to participate in authentic assessment situations that they might face in job performance assessments as current or future employees.

Looking for more assessment-related resources?  Check out these links for more info:

And of course, our own examples are posted in the Faculty Instructional Design Toolkit on the Instructional Design Page.

Interested in still more?  Check out this diigo bookmarking list on Assessment, Measurement and Evaluation.


Open Education Week

What have you been up to for Open Education Week?  Or even “What is Open Education”?

Open Educational Resources, or OER, are free, openly licensed resources that anyone can use to learn for free.  The vast majority of the time you can also “rip, remix and burn” them – in other words, pull them down from online, make changes,and republish them with citation.  OER is in alignment with the mission of access of community colleges, and its use is expanding geometrically within the field!

Check out this great, short video that explains the basic concept:

Are you on Twitter?  A Twitter event has been going on for OER, a non-stop, 24 hour online discussion! Use #AllAboutOpen to check it out:) #OpenEducationWk

Also, check out the Open Educational Resources page on this site:  https://elearningandinnovation.com/pilots-and-initiatives/open-educational-resources/

Survey finds college students love laptops, but not eReaders; Facebook, but not Twitter

A recent report published by EDUCAUSE has provided us with some insight into student views of technology. The results indicate eReaders aren’t taking off, and Facebook is far more popular than Twitter. Other interesting results from the survey included 96% of students saying they were on Facebook, with 7% of those respondents noting they used no privacy restrictions.

Read Write Web

October 27, 2010

Want to know what the future workforce thinks of technology, how it uses search engines, social networking, and online collaborative tools? The recently released ECAR Study of Undergraduate Students and Information Technology gives some excellent insights into trends in college students’ technology ownership, perceptions, skills, and habits.

The 2010 report was recently released by EDUCAUSE, a non-profit organization that supports the advancement of technology in higher education. The report is based on a survey from the spring of 2010 of over 36,950 freshmen and seniors at 100 four-year institutions and students at 27 two-year institutions.

Full article available at http://goo.gl/tPSH0

Tech-savvy kids play teachers

At Williamsville North High School, the students are teaching the teachers.


October 15, 2010

Tech-Savvy Kids Play Teachers

The gym at Williamsville North High School was packed. Tables with computers ringed the room as teachers went from station to station, quizzing students and reviewing projects.

But students weren’t learning anything. They were teaching.

At one station, a high school French teacher was asking 12-year-olds how to apply the digital poster program Glogster to her student assignments.

At another, a fifth-grade teacher grilled another set of middle-schoolers about how cheat-proof electronic clickers were when kids use them to complete classroom tests.

In an evolving era of interactive white boards, screencasting and wikis, teachers everywhere are finding it more and more challenging to keep up with the technology applications that are capable of reaching computer-savvy students in ways that pen and paper never could.

“There’s some teachers who really have a good grip on the technology, but there’s others who don’t,” said Bayli Schlierf, a seventh-grader whose group was showing teachers how they used screencasting to help peers solve a complex math problem. A classmate added, “Some teachers don’t even know how to turn on a projection screen.”

There’s no denying that a technology gap exists between students and their teachers, nor is there much debate about how much more interested students are in learning when digital tools and social technology principles are integrated in classroom lesson plans.

Full article available at http://goo.gl/xL1Vp

Laptops become wave of the future

Here’s an interesting post on the value of laptops, written by students at Council Rock High School-North in Newtown, Pennsylvania.

The Indiamite

September 24, 2010

Laptops Become Wave of The Future

As students, we all love technology. We love that we can write an essay on the computer and we don’t technically have to know how to spell. We enjoy being able to do all of our research for a paper without having to go to a library, or even open a book. We can watch a teacher giving a lecture and be completely understanding because of the aide of the technological advancements behind them. If asked if technology should be advanced the answer is always “yes” and students should be one of the major recipients of this technology.

Students are the ones who will be leading the world of tomorrow and they are the ones who need to keep up with the technology of today. What would be a better way of helping students than giving them the access to a laptop at every moment of teaching?

Full article available at http://goo.gl/15mN

How music teachers got their groove back

Students today are interacting with media, especially music, in entirely new ways. They carry around thousands of songs on their phones and iPods. They watch and comment on artist videos on YouTube. They play along in Rock Band and Guitar Hero. Read on to find out how some educators are embracing technology as the means to reach a new generation of music education students.

THE Journal

October 1, 2010

How Music Teachers Got Their Groove Back

Carol Broos is on a mission. She is determined to appeal to the estimated 80 percent of students who do not enroll in traditional school music programs—band, orchestra, and choir. “I want to change the way that music courses are taught,” says Broos, who teaches music to students in grades 4 through 8 at Sunset Ridge School in Northfield, IL, about 20 miles north of Chicago. “I want to change music education from a performing art to a creating art.”

The only way to do that, Broos recognizes, is by doing nothing short of reinventing her profession, which means acknowledging and incorporating the way students interact with music today—digitally.

“Music educators need to reexamine themselves,” she says. “Why are we not engaging kids? Why are we not reaching 80 to 90 percent of the student population? Students are listening to more music, creating more music, and playing more music, but we are not involved. It’s happening at home, on their home computers.”

Full article available at http://goo.gl/FJs3

The best college course ever?

Technology, particularly over the past decade, has changed very rapidly. New forms of media are emerging and evolving. Now a doctoral student at the University of Florida is using a computer game to teach 21st century skills. What do you think? Is this silly or innovative? Sound off below.

eCampus News

September 13, 2010

The Best College Course Ever?

Playing the real-time strategy video game StarCraft isn’t just for frittering away afternoons in students’ dorm rooms. It’s now for college credit, too.

University of Florida (UF) education technology doctoral student Nathaniel Poling is teaching the eight-week, two-credit class, “21st Century Skills in StarCraft,” this fall, using the internationally beloved computer game to hone students’ on-the-go decision making skills, resource management skills, and penchant to analyze ever-changing scenarios in the complex game’s platform.

Poling’s course will be conducted entirely online and is limited to 20 students who have, at the very least, “basic knowledge” of StarCraft, a game that pits three species battling for supremacy in the far reaches of the Milky Way Galaxy.

The StarCraft course doesn’t offer a step-by-step strategy for mastering the game—which has sold more than 11 million copies since its release in 1998—but it helps students develop skills that would serve them well in the modern workplace, according to Poling’s class outline.

The class isn’t all about video game analysis, however. Poling’s students will be required to complete weekly game play that will be viewed and scrutinized by classmates looking for the best ways to adjust strategies on the fly and beat opponents who were slow to adapt or doomed by a misconceived plan.

“In this course, learners are in an immersive real-time environment,” Poling said in a Sept. 2 UF blog post. “They are constantly forced to gather, analyze, and synthesize information from a wide variety of sources and act in a high-pressured, fast-paced environment.” Those are the same skills that employers covet in today’s information-based economy, the thinking goes.

Full article available at http://bit.ly/bMpF2h