Might we suggest adding Lynda.com to your syllabus?
As plans begin for the fall semester the Technology & Learning Program (TLP) wants to remind you that you, and all your students, have unlimited access to Lynda.com, an online library of high-quality, instructional videos on the latest software tools and skills.
Below see some sample verbiage that you might use:
Online Technology Tutorials: Lynda.com is a CSU-provided online library of high-quality instructional videos produced by recognized industry experts. It provides training on a wide range of software, computing, and professional skills. This is an excellent resource to use if you are unfamiliar with the programs or software features needed for your classes.
To begin using the Lynda.com Online Training Library, simply activate your profile by clicking on this link: http://www.csuchico.edu/lynda.
Quick introductory video for how-to-use Lynda.com tutorials, http://www.lynda.com/Business-tutorials/How-use-lyndacom/77683-2.html.
Lynda.com has been an excellent resource for many of our sister CSU campuses and we hope that you discover that it can be a useful tool for you as well. Professors, please feel free to contact TLP with questions about Lynda.com. We can help you find the right tutorial(s) to supplement your courses.
The Technology and Learning Program
In an effort to support faculty who are using informed redesign to create engaging dynamic classes, the CSU Learning Management Systems Services (LMSS) is sponsoring a Quality Online Learning and Teaching (QOLT) program to recognize exemplary teaching and learning in hybrid-to-online courses. Over the past ten years, CSU Chico recognized faculty for Exemplary Online Instruction (EOI). The addition of QOLT will enable faculty to not only be recognized locally, but also system-wide throughout the CSU.
The Technology and Learning Program (TLP) in conjunction with the Center for Excellence in Teaching and Learning (CELT) will be looking through faculty-nominated courses to see which ones can possibly be nominated at the state level. Luckily for Chico State, the new state tool is closely aligned to our own Rubric for Online Instruction (ROI). This will allow faculty to use what they learn through the EOI process and apply it to the CSU QOLT requirements.
The categories of evaluation are:
Course Overview and Introduction
Assessment and Evaluation of Student Learning
Instructional Materials and Resources Utilized
Student Interaction and Community
Facilitation and Instruction
Technology for Teaching and Learning
Learner Support and Resources
Accessibility and Universal Design
Course Summary and Wrap-up
The call for QOLT nominations begins November 15th and wraps up during the month of March. During that time, courses will be evaluated locally and system-wide to see which will be given the exemplary status. All participants will receive a letter of participation from Laura Sederberg, QOLT Campus Coordinator, with the top 5 receiving an additional letter of recognition from the CSU. Winning courses will be featured on the QOLT website and via QOLT dissemination at webinars and conferences.
If you are interested in learning more about Chico State’s EOI program or the state-wide QOLT program, please contact Laura Sederberg at firstname.lastname@example.org or at x4326.
To view the QOLT website please go to http://ecatalst.org/our-services/qolt/call-participation.
Immersive Learning in Preservice Teacher Education: Using Virtual Worlds
Published on July 6, 2012
HETL Note: We are pleased to present “Immersive Learning in Preservice Teacher Education: Using Virtual Worlds” – an academic article by CSU Chico’s Dr. Paula M. Selvester. The article describes how Second Life was used as part of an online course to support preservice teachers and provide a means to investigative their beliefs and attitudes about gender roles in society. The data showed that using Second Life in this way created a more transformative and interactive online course experience which led to new insights about gender roles in society.
Recently an experimental mediated classroom has been created on the fourth floor of Meriam Library. MLIB 442 has been outfitted with seven “pods” that allow students to share their laptop or tablet displays on LCD TV screens. The pods which seat six people, can be used to enhance student engagement and group collaboration. Currently four faculty are piloting the use of this classroom. MLIB 442 is open during the day so faculty can stop by to take a look when classes are not in session. For more information, photos and the room schedule, please see the the Classroom Technology website.
The Turnitin Academy is a series of highly interactive Webinars geared toward taking instructors beyond just plagiarism prevention and toward a powerful pedagogy for “writing to learn.” Developed and taught by a college professor and Turnitin power user, each one-hour session explores practical elements of using the entire Turnitin solution in the instructional process. There’s no cost to participate in these valuable professional development sessions. Sign up online, http://turnitin.com/static/academy.html
Participate in one or all five different sessions:
• Teaching the Writing Process with Turnitin
• Teaching Students Accurate & Effective Source Integration with Turnitin
• Assessing Student Writing with Turnitin for Instructors & Writing Programs
• Managing Students & Coursework Online with Turnitin
• Best Practices for Teaching with Turnitin
The Human Element (from Inside Higher Ed)
March 29, 2010
“A growing body of research has all but obliterated the notion that distance education is inherently less effective than classroom education.” – Douglas E. Hersh
To read more, http://www.insidehighered.com/news/2010/03/29/lms, please see the article with links to research to back it up.
From the Abstract:
“A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.”
Please find the full article online, from the U.S. Department of Education, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
“Pe-CHAK-cha” — Pecha Kucha is a new way of thinking about delivering instruction. It reduces the lecture to small bite size pieces or 20 slides in 20 seconds. That’s six minutes and 40 seconds. (It is Japanese for “chit-chat”.) Think of this as a quick presentation, for faculty or students. This rigid format provokes critical thinking to be concise and to the point and very focused. Visit “A Guide to Making a Pecha Kucha Presentation: Overview, Felix Jung.”
It is recommended that brainstorming happen first, then writing a script, and timing it. Next step is presenting. You can use Lecshare Pro. It is hard at first to think of limiting yourself to 20 seconds per slide. But very effective.
Educause Live! offered a free session today, and you can watch the archive!
What it’s about:
In the past decade, the proliferation of Web 2.0 tools for sharing and creating knowledge, coupled with the creation of open-access journals, databases, and archives across the web, has begun to redefine the concept of “openness” in higher education. Advocates of the open-access campaign argue that free, virtual access to scholarly works and research advance scientific discovery and lead to faster knowledge dissemination and richer research collaborations, throwing open the doors that once restricted knowledge sharing and exploration. Critics of the movement have doubted its economic sustainability and raised concerns about its impact on peer review. Regardless, open access requires a new examination of campus copyright and publishing policy. Join us as we discuss the strategies and definitions behind open access and its implications for campus IT, librarians, administrators, and policy offices. To view the archive, click on this link.