Category Archives: Presentations

Avoiding the “T” Word

Engaging Faculty in the Use of Technology Without Using the “T” Word

danland_logoI’ve added “Wind” to the “Windy City” this week.  I co-presented at CALIcon13: Conference for Law School Computing in Chicago.

My topic can be useful for any EdTech Professional. It covers how to communicate and reach your Faculty about technology without evoking fear, stress, anxiety and dissonance. These feelings typically hinder innovation and adoption of Educational Technology.

You can view the content slides with notes in PDF Format or watch the hour-long recording starring yours truly (and co-starring the man that signs her paychecks):

Key Points include:

  • Advocate for the person who uses the tool, not just the tool
  • Support people, who in turn, support the Educational Mission
  • Don’t find a problem for the tool, find a tool for the problem
  • Craft your message and language specific to your audience
  • When communicating, be Simple (concise), Specific (give every detail necessary, but only the necessary details), and Visual.
  • Know what you are saying
  • Know who you are saying it to
  • Build relationships to build trust to build collaboration

EduSoCal ’13 Presentation: Social Media in the Classroom

It’s a special treat for my regular followers, you’re hearing from me twice this week!


But it was an even better treat for myself, as I was able to collaborate and speak with other EdTech and Instructional Design professionals at EduSoCal 2013. EduSoCal, is “the premier face-to-face conference in California where you Meet/Share/Learn/Play with your local peers and colleagues working in the fields of Information and Educational technology.”

A follow-up post on the Keynote Address by Michael Wesch has been written. Wesch is a cultural anthropologist exploring the effects of new media on society and culture and his speech gave some valuable insight on Transformative Learning Theory and new media.

I presented on the topic of using social media in the classroom- “Help! My Students are 3,000 miles Away! Using Social Media to Interact with Online Students”. (View a PDF version of my presentation slides- EduSoCal13Presentation)

Video Syllabus

What do you do when you teach an online class 3,000 miles away from your students? Many would say, use Web conferencing to hold synchronous or live class sessions.

I would typically whole heartedly agree. However, not only am I teaching students located in Ithaca, New York while I am in Los Angeles, I am also working a full-time day job with at least a 90 minute commute. This means the earliest I’d be able to meet online would be 8 pm PST or 11 pm EST for my undergraduate students. In addition, five of my students are studying abroad in London. Therefore, unless I want to torture my students late at night or during the weekend, synchronous Web conferencing sessions are just not possible.

So, again, I ask, what does an instructor do when they teach students who are in different time zones?

My solution was simple. I created a “Video Syllabus” to introduce the course, the course environment, and my expectations in regards to requirements. I used lecture capture software that allowed me to record both my Web cam and my desktop, along with audio, at one time. I navigated to the online course environment to show exactly where the students needed to go to obtain relevant course materials. As I moved my cursor, the lecture capture system recorded the moves. This makes it easier for students to visualize where they need to go, as opposed to reading text directions.

In addition, having my Web camera record me as I spoke, allowed for a better interpersonal connection. Students liked that they were able to see me and put my face and voice together with the person who was lecturing and responding to Discussion forums. It shows that there’s an actual instructor involved in the course and not a random group of people hired as graders.

I saw a decreased number of emails asking for clarification on requirements compared to semesters when I did not us the video syllabus.

Social Media: Facebook and Twitter

Another hurdle I’ve faced is “how do I get my students excited in the content, when I’m 3,000 miles away?” This is an obstacle that many online instructors have to overcome. Since this course is only a one-credit course and my students are undergraduates, I decided to take advantage of the interests of the millennial generation by using Twitter and Facebook.

The class is designed based on discussion relating to topics of: Career planning, Professional Culture, Networking, Work Life, Professional Development, and Work Place Professionalism.

The Facebook Group is SEPARATE (as in I don’t friend my students) and PRIVATE (as in only those on the course roster are invited). Participation this term was optional. I had 90% of my students use Facebook, and of those, 100% were active. Twitter had a 75% user rate, with 80% of those users being active.

The Facebook and Twitter accounts also have varying levels of interaction from the Passive class announcements and reminders, to supplemental materials to be read, to the more interactive extra credit assignments, and the highly interactive Guest Speakers.

To engage my students, I created a Facebook Group and Twitter Feed and arranged for “Guest Speakers” to join us in our social networks for specific topics. The Guest Speakers have the flexibility to respond anytime during the week, which makes commitment from our guests much easier than having to travel to campus.

Students are required to participate in the Guest Speaker sessions by posting questions to the guests on the designated topic. The students read short biographies of our guests and have asked questions that result in the reflection of our guests’ career and education experiences. Most of our guests are Ithaca College Alumni, so there’s already a bond created and a frame of reference for the discussion.

Since the discussion posts have been lengthy, our guest speakers have preferred to use Facebook as the communication medium. Therefore, I’ve found other uses for our Twitter feed. Class announcements, such as due dates, are a basic use of the tool. However, students have been using the Twitter feed for Extra Credit. For example, students were asked to attend a Job/Intern Fair and collect a minimum of three business cards. To earn the extra credit, they needed to tweet a photo of each business card and state what the company was seeking in an employee. Not only did the photos prove they attended (since I’m off campus and cannot provide an attendance sheet), but the tweets also alerted their classmates of the opportunities available. Next term, I’d like to utilize Twitter for concise and dynamic discussion, but I need to work on aligning pedagogy with the tool in order to accomplish the goal.

I saw a pattern in the discussion, with 75% of questions occurring the first three days of the lesson, 5% occurring mid-week, and 20% of the questions occurring the last day. The fact that students participated from an early start makes me believe that they were excited about how the Guest Speaker sessions are conducted.

The big question is- How are you using Social Media and New Media? Comment below!

Presentation at the Sloan-C International Conference on Online Learning 2010

It’s amazing what digging into older computer files reveals. I recently located the Poster I developed for the Sloan-C International Conference on Online Learning 2010. I’ve decided to share this nugget of information with you. A PDF version (better quality image) can be found at WebCampus Poster.

The topic of the Presentation was the Quality Audit (QA) Process used by Stevens Institute of Technology’s WebCampus Department to evaluate the use of technology and interaction in its online courses. By conducting the QA process  on individual courses, WebCampus hopes to A) provide feedback to assist the instructor in adjusting their teaching pedagogy to create a more effective online learning environment and B) collect data regarding Best Practices in Online Learning.

The Quality Audit Process is something close to my heart, mainly because it was one of my first major tasks at Stevens Institute of Technology. I was asked to conduct a Quality Audit of an existing and currently running online course. I followed the process using the already established Quality Audit Form (seen center of the Poster).

When I provided the feedback to the Instructor, I was blown away by his response email. To say the least, it was very negative. As a new employee, I handled the situation the best I could. I assessed the situation and addressed the instructor’s concerns as diplomatically as possible. But more importantly, I realized the Instructor was also “blown away” by the Quality Audit. He was not informed that the Audit would take place or given a reason for why it was conducted.

Once I realized this, I adjusted the Quality Audit Process to include a “Pre-Audit” phase. This includes emailing the selected Instructors and informing them of the benefits of the Quality Audit while assuring them that the information gathered would be in no way used during their employee review. Since changing the process (and since this poster was created), roughly 200 course sections have been Audited, and I have not received any negative responses to the QA taking place.  Consider the lesson learned- Open Communication is necessary for acceptance of constructive feedback.

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