2011 Information Technoloy Services

Concordia College, Moorhead, MN

June 6, 2011

Summer Technology Academy

Workshop 3

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Workshop 3: Objectives

1. Participate in a presentation on the concept of open education

a) Jared Stein, Utah Valley University (guest speaker)

b) Open education projects and resources

2. Examine ethical considerations for using a new technology or information system and develop and

awareness of ethical issues associated with using new technologies

3. Understand characteristics of award-winning online classroom designs; formulate ideas for own use

a) Participants will take a field trip to a website for award-winning online classrooms

b) Participants will brainstorm on the potential applications of those ideas

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Debrief: Guest Speaker

CLASS DISCUSSION: Identify 4 key things you learned from Jared Stein’s presentation and be prepared to share your thoughts in class.

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Last Time: Workshop 2 Assignment Discussion

In our last session you were asked to read two articles on the concept of digital identity and social screening. As you reflect on these articles, think about these questions:

1. What are some issues you have encountered with using new technology in your courses?

2. What are some issues (regarding the required use of a new technology) that can impact your

students?

3. Can we (faculty) require students to register online for software or use of a website? What are

some issues we need to be aware of?

4. Some students have Macs, some students have PCs. How can I meet the needs of all my

students where technology is concerned? (What are some starting points I can use to answer

this question?)

Web Profiling Information from disparate sources can be combined to create profiles of individuals. Information can include public records such as date of birth, addresses, credit applications, professional licenses, public information from passport applications, and other government records. Additionally, information provided freely on the web can be combined with other data sources to create profiles of individuals such as internet purchases, answers provided to questions on web-based forms, classified advertising, travel reservations, magazine subscriptions, and more. Data cleansing (a process used to eliminate redundant or inaccurate information) may not be applied in the profiling process; data integrity is a common issue. Data Mining Data mining can be used to look for patterns and trends within consumer data and web profiles that might not otherwise be recognizable through conventional reporting methods. Data is mined for decision making purposes and to predict patterns of consumer behavior.

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Ethical Considerations1

What are the ethical and social responsibilities we need to consider with the use of unlicensed, external technologies in our courses? Is there a legitimate need for the use that external technology within your course? Has this need been identified and properly incorporated into your pedagogy prior to the start of your course? (Grading implications and considerations) Information Rights and Obligations What rights does Concordia have with respect to using unlicensed, external technologies and/or information systems outside the institution? What do those rights protect? What obligations does the Concordia have to protect student information (when using said technologies)? As a professor, what obligations do you have to protect student information? Property Rights and Obligations How does Concordia protect intellectual property? (Both employees and students) Accountability and Control Who can and will be held accountable and liable if the information used while engaging with unlicensed, external technologies were used in a way that would: threaten privacy, commit a crime, or used inappropriately? System Quality What standards or practices do we require for the use of unlicensed, external technologies and information systems? Quality of Life Many unlicensed, external technologies and information systems can be to achieve social progress. What cultural values should be preserved when considering the use of a new external technology or information system? Which cultural values and practices are supported by the use of a new technology or information system?

Application Questions

What can I do to make my students aware of the ethical concerns associated with the use of a new technology and help them understand best practices?

1Adapted from: K. Laudon, J. L. (2010). In J. L. K. Laudon, Management Information Systems: Managing the Digital

Firm (p. 124). Upper Saddle River, NJ: Prentice Hall.

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Learning Strategies - Incorporating Web 2.0 Tools

Reflective activities

Feedback activities

Instructional activities

Assessment activities

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Learner Engagement – Incorporating Web 2.0 Tools

Before considering the use of unlicensed, external technologies, check whether a comparable technology is available on campus.

Informal Learning

Creation of digital artifacts

Problem-based learning

Consider Guidelines

Whatever new technology or tool you will be incorporating, you’ll want to think about promoting guidelines for best practices outside of your rubric. Making students aware of your guidelines will help them to understand the value of incorporating best practices rather than discover those best practices through trial and error. As the course instructor, it is imperative that you model the behavior you want your students to emulate from the start. Here is a sampling of technology tools that you would normally want to provide guidelines for or suggest best practices prior to the onset of use:

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Web conferencing

Discussion boards and forums

Blogs – writing and responding

Online networks (Facebook, LinkedIn, etc.)

Podcasting (simple voice recording)

Role assignments with technology (web conference moderation, forum moderation, etc.)

Live chat sessions

Online solo participation, Online team participation

Video recording, web cam recording

It’s valuable for students to see samples of what to do as well as what not to do. Start collecting examples to create an exhibit for your class. New technologies are being developed as this handout is being written. Those new technologies have no preexisting norms of behavior in their use which means your students are confronted with new situations for using the technologies. The ultimate goal with sharing best practices with current technologies is to teach your students strategies for becoming effective users of new technologies.

Using Moodle (or Other LMS) Strategically

Today’s ‘wired’ student brings a different set of expectations regarding how you interact with them as well as how you manage your course and provide resources. Fifteen years ago professors posted grades outside their office door or handed assignments back to students for review in class. Students today expect more immediate feedback – as soon as you post students’ grades, an e-mail notification may be sent to them and students can choose to follow up with you shortly after you’ve posted their grade. There are several advantages to using Moodle or an LMS (Learning Management System) in your course: you can spend more class time on learning tasks as opposed to administrative tasks (example: Moodle grades quizzes for you), you can act immediately on students concerns and adjust your instruction to better meet students’ needs, you can save a lot of time managing class resources when they are available electronically, and you can move some activities offline for a richer in-class experience. The cons to using Moodle or any other LMS is finding the time to invest in learning the product and its pedagogical applications for your course and building your classroom space. The advantage is once you build objects in your classroom space, those objects can be reused in subsequent or other courses. To make the most productive use of your time, it is recommended that you implement Moodle using a phased approach. The 4 phases are outlined next. The concepts you learn within each phase will help facilitate understanding of concepts in later phases. Some items in each phase may or may not have a pedagogical application for the specific course you teach. Nevertheless, it’s important to understand the progressive nature of the concepts within each of these phases. It’s equally important to understand there is no direct conversion of the pedagogical methods used in a traditional classroom to an electronic environment such as Moodle and each phase of Moodle implementation helps you to understand new pedagogical philosophies and their applications.

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Moodle Orientation – Phase 1 Acclimation to Moodle interface and

classroom interface

Operate navigational and editing

controls

Change default settings for classroom

interface

Create new resources and activities

o Announcements forum

o Inserting a hyperlink

o Compose a simple text page

o Add an offline assignment

Locate help files, switch roles, navigate

to other courses

Create personal profile

E-mail participants

Moodle Introduction – Phase 2 Manipulate classroom interface settings

o Create a banner heading using a

table and inserting images

o Edit sections and insert labels

o Promoting and demoting text

o Applying formats

Uploading files and creating directories

o File management

Add and manage more advanced

activities and their settings

o Forum types

o Online assignments

o Glossary

o Journal

o Web pages

Set up grade book, input grades and

feedback

o Export grades to Excel

o Grading online assignments

Add and manage blocks

Moodle Intermediate – Phase 3

Advanced interface manipulation

Add external, compatible resources

o Embed Wimba classroom,

Atomic Learning, Hot Potatoes

Manipulate grade books settings

o Use multiple aggregate settings

o Input formulas to calculate

grades

Assign groups and conduct group-based

activities

Produce participant activity reports

Send instant messages to participants

and add contact information to Moodle

Create a class blog and manage tags

Work with advanced activities such as

wikis, online chat, databases, Choices,

Lightbox Gallery, Maps

Moodle Advanced – Phase 4 Integrate and manage external

pedagogical resources

o Create objects from external

resources and sites

o Embed code for objects such as

a YouTube video, widget, Voki,

and more

Integrate advanced pedagogical

features and activities

o Assign TA roles

o Design workshops for peer-to-

peer assignment review

o Develop lessons

Conduct course surveys

Conduct advanced podcasting and

incorporate RSS technology

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Designing Award-Winning Courses

What are the characteristics of a well-built course? Can I emulate that?

FIELD TRIP: http://edublogawards.com

Icebreaking activities – these are normally done in class and can be done online also

Try to design an activity that would mirror what might be done in a professional setting

Draw attention to comments made online just as you would reward comments made in class

Quality design rubrics and standards are mentioned in your text on pages 409-410

Other ideas (refer to chapter 9 for more information):

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Workshop 4 Homework and Recommended Reading Amy Soma, Concordia College Librarian will be our guest speaker on the subject of Copyright Compliance. Make sure to read chapter 8 so you are prepared for her presentation.

Chapter 8 Copyright and Intellectual Capital, pp. 227-246

Chapter 11 Classroom management and facilitation, pp. 301-338

Chapter 12 Classroom management special issues, pp. 339-356

Chapter 13 Teaching web-enhanced and blended classes, pp. 357-376

Errata - Corrections to Text Page 205 – reference to National Center for Case Study Teaching includes an incorrect URL. The correct URL is: http://sciencecases.lib.buffalo.edu/cs/