*This post was scheduled for later in the day, but we are publishing it now due to the weather!
Did you miss the weatherproofing workshop last week? We focused on three types of activities you can do with your students if you are unable to attend class. Here are just a few ideas we shared. If you want more information or need step-by-step instructions about anything mentioned, contact Diane Creede or Jessica McCullough!
Record mini-lectures or a full lecture. This can be so easy and done on the fly! Record audio directly on PowerPoint slides, or make mini-lectures and share with students. Students can listen/watch from any location, and you can include some of the more participatory ideas below to hold discussion and check for understanding. Technologies we demonstrated are PowerPoint (Insert Audio feature), QuickTime audio/screen capture, Jing, and whiteboard apps such as Educreations.
Hold discussion, collect responses, and continue group work. Students can participate in discussion and participate in group projects just as they would during class. Use a Moodle Forum to elicit responses to readings or your recorded mini-lectures, or to hold (asynchronous) discussion. Google Docs can be used for group work – ask students to add you as an editor and check in, answer questions, and provide feedback as they progress.
Meet virtually. Have an exam coming up and want to be available to answer questions or hold a review? Hold virtual office hours using a tool such as Zoom. A free license allows for a 40-minute virtual meeting. We have a limited number of Pro licenses that we can distribute for longer meetings. Other options are Google Hangouts or Skype.
Are you looking for that perfect film that will inspire discussion? One that will serve as introduction or closure to a topic, or perfectly demonstrate a concept? Searching Google and YouTube may not be the most effective way to find great educational films. Here are some free, online video resources that you may not know about. Of course, I would be remiss if I did not mention Kanopy, a resource with thousands of full length films, funded by the library, available to Connecticut College students, staff and faculty.
Warning: Exploring these resources may take you down long and winding rabbit holes!
Mosfilm Hundreds of full length films streaming online — in Russian only.
Moving Image Archive More than a million digital movies uploaded by various users, many of which are available for download.
The National Film Registry The National Film Registry is a list of movies deemed “culturally, historically or aesthetically significant” that are earmarked for preservation by the Library of Congress. With few exceptions, films can can be downloaded, edited, mixed and used to create new content.
The Open Video Project A shared digital video collection from UNC Chapel Hill’s School of Information, most with Creative Commons licensing.
SnagFilms More than 2500 award-winning independent documentary titles
Video Data Bank Videos by and about contemporary artists from the School of Art Institute of Chicago.
WGBH Open Vault Provides online access to historical news and feature stories produced by the public television and radio station WGBH (Boston).
Three years ago in my Costume History class, I noticed that students with access to color printouts and Photoshop were producing higher quality work on their assignments. Committed to creating a more equitable learning environment, I made an appointment with Digital Scholarship and Visual Resources Librarian, Lyndsay Bratton, to discuss ways that the College’s DELI program might help level the playing field in my class. After some collective brainstorming, Lyndsay suggested that I integrate DELI iPad loaners into the course and recommended the Skitch, Paper, and Morpholio applications as potential digital tools. After some testing, I decided to go with Skitch, because its intuitive interface allows users to label, caption, and markup imported images on both the iPad and Mac.
Fast forward to fall 2015 and the introduction of iPads into my Costume History course. After giving students guidelines on how to successfully complete their weekly “costume research dossiers,” an assignment in which they must accurately locate, cite and label images of historical western dress, Lyndsay stopped by to distribute iPads, chargers, and styluses. She took time to walk students through the iPad’s various functions and together we familiarized them with Skitch, Google Drive, Pinterest, Vogue Runway, and the many other applications she generously installed onto everyone’s tablets. After solving some minor tech issues, the class quickly acclimated to the new technology. The ultimate test finally revealed itself when the first round of annotated images were due. Not surprisingly, the clarity/quality of work executed with the aid of Skitch showed a vast, across-the-board improvement compared to assignments submitted the previous year.
To conclude, I recently completed my third round of teaching with iPads and I find that the majority of students appreciate the opportunity to borrow the devices. Some said they thought the Skitch app worked better on their personal laptops and a small minority found borrowing an iPad burdensome. Since my goal is to create equal access and not to add more stress, I make borrowing completely optional. This policy has the added benefit of freeing up limited resources for the DELI program to accommodate more classes.
Fortunately, Information Services has the internet and sharing platform (Digital Commons) figured out for you. Determining the copyright-holder is a little more complicated. By default, you own the copyright to all your creative work as soon as it is recorded (online or in print). If your work was published in a journal, you needed to sign at least *some* of the copyright over to the publisher so they could distribute the work. Unfortunately, in many cases, authors actually transfer ALL rights associated with their work to the publisher, or certainly more rights than the publisher actually needs. Depending on the rights you granted the publisher, you may not be legally allowed to distribute your scholarship viaDigital Commons or other online repositories like ResearchGate or Academia.edu, provide copies to colleagues or students(!), or reuse parts of it in upcoming publications (like books!).
How do you know?
If you signed a Copyright Transfer Agreement, read the document carefully and ask your publisher to clarify any language that you don’t understand. If you no longer have a copy of that agreement, we can use databases like Sherpa/Romeo to search for a journal and find “a summary of permissions that are normally given as part of each publisher’s copyright transfer agreement.”
Happy Open Access Week 2017! Still not sure what we mean by Open Access, or how it relates to your research, teaching, or the college in general? Open Access is a complex issue and constantly in flux due to innovations and changes in technology, federal and state policies, grant funding agency requirements, for-profit and non-profit publishing stipulations, and the culture and expectations of the Academy. This week, through a series of posts, we will explain Open Access with special attention paid to our local environment at Connecticut College.
According toPeter Suber, “Open Access (OA) literature is digital, online, free of charge, and free of most copyright and licensing restrictions. What makes it possible is the internet and the consent of the author or copyright-holder.” Tomorrow’s post will discuss Suber’s last statement in more detail. In the meantime, this video does a nice job of summarizing the history of publishing and the need for Open Access.
We hope to see you at some of our upcoming events this month. Beverages and snacks are provided, as well as friendly colleagues and interesting conversation! Feel free to register or just stop by as your schedule allows.
Thursday! Joint Session with the Center for Teaching & Learning
Helping Students Read Effectively: In Print & Online – Email Tanya Schneider to Register
Thursday Sept 14, 8:45-10:15 AM| Hood Dining Room, Blaustein Humanities Center
Reading is a significant part of our students’ learning on campus, and much of this work takes place outside of class. How can we effectively guide their efforts to make sure that they are reading effectively and preparing well to reflect on their reading during class? How does reading online and in print differ, and how can we teach students to read carefully and critically in different media? This joint session with Instructional Technology will help us all consider methods that colleagues are already implementing and other approaches that we may want to share with our students.
Technologies for Teaching & Research Workshops
Reflect, Integrate, Demonstrate: Student Digital Portfolios – Register Tuesday, September 19, 2:00 – 3:30 | Advanced Technology Lab
As we build a curriculum that asks students to reflect upon and integrate their coursework and co-curricular activities, several members of of our teaching and learning community are experimenting with digital portfolios as a space for this work. Through digital portfolios, students can archive artifacts that document and demonstrate their path through their education. Narrative explanations and curated examples make clear why they selected courses, a major or pathway, as well as what they learned and accomplished. We will demonstrate platform options and end with a discussion and leave with ideas for future implementations.
Media Literacy and Fake News – Register Tuesday, September 26, 2:00 – 3:30 | Davis Classroom
Authorship, authority and credibility. How do we help our students distinguish a more-credible resource from a less-credible one? What is media literacy and why do our students need to understand it? We will offer assignment ideas and class activities faculty can use to incorporate media literacy into their courses.
Debates in the Digital Humanities Thursdays 2:30-3:30: September 21, October 26 & November 30
Advanced Technology Lab
Texts Available Online
Should liberal arts campuses do digital humanities? What is the role of teaching and learning in digital humanities? How are the digital humanities impacting your field? How do the digital humanities engage with, improve, and/or perpetuate problems of social justice? Debates in the Digital Humanities addresses these questions and many more. We will read some chapters together, and others of your choosing, based on your own interests.
Attend one session or all three! Please let Lyndsay Bratton know if you are interested in attending any of the meetings, so that planned readings can be communicated.
Activity is picking up on campus and we are looking forward to seeing you soon!
If you need help or motivation to work on your courses, drop in during our Instructional Technology Office Hours next Wednesday, August 23rd. Members of the Instructional Technology staff will be available on Wednesday, August 23rd from 10:00AM – 2:00PM in the Advanced Technology Lab (Shain Library). We can answer questions on Moodle, WordPress, Computer Labs, Google Apps, or whatever else is on your mind. Bring your own computer or use one of ours in the Advanced Technology Lab and get last-minute class preparation done. We will have coffee and tea.
I am teaching GER/GIS/GWS 262: “Refugees in Europe: Germany” for the second time this semester. Obviously the recent change of government in the United States has impacted this course in many ways. As we all know, on January 27th, President Trump signed the Executive Order 13769 “Protecting the Nation from Foreign Terrorist Entry into the United States,” limiting – among many other things – the number of refugees to be admitted into the United States in 2017 to 50,000 and suspending the U.S. Refugee Admissions Program for 120 days. As a consequence, the course has become much more comparative in nature, with students discussing the impact of the Executive Order and drawing parallels to Germany’s refugee policy. Right after the Executive Order was signed, students – as an online assignment on a snow day – wrote a letter to an (imaginary) friend or (imaginary) family member or local, state, or federal elected official, discussing the legal implications of the recent Executive Order in light of the 1951 Refugee Convention and its 1967 Protocol.
Another assignment in this class that has been heavily impacted by the above-mentioned Executive Order was the Twitter assignment. Throughout the semester, students are asked to tweet 4 times a week about our course readings and news sources regarding the situation of refugees in Germany and Europe. While students’ privacy is always a major concern, the recent changes in U.S. Customs and Border Protection that make social media accounts part of the screening process clearly affect the privacy and safety of non-US citizens more than ever:
If you travel, know that CBP will open all of your electronic devices (laptop, phone, tablet) and examine the contents. We know of instances where individuals have been turned away for being perceived as “anti-Trump.” If you delete the content on your phone, they will ask for your email username and password. They will do the same for all of your social media accounts. – a newsletter from Global Immigration Partners, sent to me on January 31st.
Again, this is something most of us are probably aware of, but a threat that, in a global classroom with extensive online and social media components, poses itself with particular urgency.
At the same time, the Twitter assignment this semester has triggered even more engaged discussions about its use as a tool for political social media marketing and branding; the challenges to distinguish between facts and lies; and one’s own responsibility to respond (or not to respond) to unsettling responses to one’s own posts.
Like last year, the second half of the semester has been dedicated to the videoconferences with our German interview partners (see my Engage blog post). This year, I have had a larger group or students, raising some of the technical issues that we had discussed during our Technology Workshops throughout the year, so I felt well prepared to address them (as always, thanks to Laura Little for her support!). This semester, we Skyped in a young female refugee from Syria, two volunteers from a private reception center for refugees in Lübeck, a teacher from Hamburg, the organization “Flow” from Lübeck that offers programs for young refugees; and a lawyer who volunteers his time to help refugees with their asylum applications. Our final interview with “KidzCare Lübeck“ is scheduled for May 3rd, focusing on the special situation of female refugees.
On Wednesday, May 10th, we are going to have the public “launch” of our collaborative WordPress site. You’re welcome to join us from 11:50-1:00 at the Visualization Wall in Shain!
Earlier this semester, I experimented with a “virtual class” on a day when snow closed down the college. Had there been class, students would have discussed a reading in small groups. Typically during these sessions, students spend roughly 2/3 of the class period working through discussion questions. The final 1/3 is spent debriefing with the entire class, hearing from the groups directly and collectively filling in the blanks. On the snow day, I figured that students could use GChat and Google Docs to collaboratively answer these same discussion questions, allowing me to use this time productively and not have to push my course schedule back. Students connected with their groups over GChat and typed answers on a Google document that was shared with me.
Jumping ahead in time, I am currently putting together the first midterm in this course. As I debate the set of questions to put on the exam, I am reflecting on what was actually accomplished during this virtual class. It was a way to get something out of this brief period of time when I knew that students could get together, and it enabled me to keep the course on schedule. But what did the activity accomplish aside from these basic goals? Could I be confident that students understood the key components of the reading? Could I know who was driving the discussion, who contributed to the final answers, and who simply was passively along for the ride?
Upon reflection, I cannot answer any of these questions. While the activity was not a total waste, it did not successfully mimic the learning that would have occurred in a regular class; it did not allow me to assess the degree to which students understood and appreciated the reading. As a result, I do not feel comfortable including questions about this reading on the exam.
I know that I, with the help of technology, can do much better. I am seeking to substantially enhance my approach to online discussions, with the dual goals of “snow-day-proofing” my courses and creating modular discussion-based assignments that can take place in, or out of, class. In the initial stages, I am taking a content-free approach, thinking about general best practices, methods of instruction and tools of assessment that help me think through the various challenges and strategies for dealing with them. How can I assess relative contributions? How can I develop ground rules, and provide instructions to encourage full participation and successful collaboration? How can I use chat transcripts to help me answer these questions without being overly intrusive? What would a successful transcript look like, and how can I model successful collaboration for students at the start of a semester? What kind of rubric can I use to set expectations?
The sheer number of these important questions (all of which have to be answered if this approach is to reach its potential) tells me that this journey will not be an easy one. But the payoffs are potentially high enough to make an initial time commitment well worth it.
Have you forgotten about lynda.com? Since our initial subscription, thousands of new courses have been added. If you haven’t looked in awhile, now is a good time to see what’s new! To access lynda.com, use this link or log in using the link from CamelWeb to ensure you have access to the full library.