You have heard the saying, You learn something new everyday, well today I learned something new about ANGEL!
Many faculty look to me to help resolve issues or help them design their ANGEL courses to be the most effective for students. I love helping them and in the process I get to see so many interesting ideas and presentations. By investigating problems I have, on occasion, come across things you can do in ANGEL to make the flow between faculty and student smooth. The goal is to make navigating through the course as effortless as possible. Today, a faculty member showed me how to disable the tabs a student can see across their ANGEL course page. If you don’t use the tab why have it displayed?
Why don’t you take a look and decide if it is a tab you want to keep?
To disable a tab:
A great way to make your ANGEL course clean and concise!
How else do you try to make navigating Angel less daunting or challenging for students? What other ways do you try to make Angel more coherent to your students? Share your thoughts in the comment box below.
It is the beginning of week 7 of the fall semester; a great time to reflect on what the semester has been like. It is also a great time for students to analyze how they are doing in class. A great tool for them to use when doing this is the ANGEL gradebook. It gives the student the insight on how they are doing at any particular point in the semester.
The ANGEL gradebook is available for all courses; it doesn’t matter if it is online, hybrid or a face-to-face course. Any faculty member can choose to use it.
First thing to consider when doing the gradebook is whether you want to use the point or percentage system. The gradebook is set up by categories that reflect what percentage of the total grade that category is worth. Then each category will contain the total assignments that make up that category.
For example – you could have 3 categories:
For assignments you could have:
The ANGEL gradebook will automatically do the calculations for you as you enter your grades. No more spreadsheets and formulas to figure out!
Technology is great but it is always a good idea to have a printed or saved copy of your gradebook. Not only can technology be fallible, but, if, for some reason, a student questioned their grade in the future you would have your own copy of the gradebook even if you were no longer using ANGEL. It is very easy to do.
Document cameras are a classroom technology that are becoming more and more a standard part of the physical classrooms. The cameras are integrated into the Smart Classroom. Whether you’ve used this technology before or are using it for the very first time, you can begin to learn or learn more about why the use of this technology in the classroom may help to enhance teaching and learning. Below are several articles that will give you a glimpse into how you might consider integrating the use of this tool into your teaching.
If you’d like more information about document camera technology here at North Shore Community College and would like to discuss ways to use this in your teaching, please contact me, Dave Houle, at email@example.com or 978-739-5530.
Have you used document cameras in your classes before? What did you find useful about them? What worked and what didn’t? Let us know your thoughts by commenting below.
Recently, Information Services made two new Google tools available through our northshore.edu Gmail accounts. These tools, Google+ and Blogger, were implemented at the request of several faculty who wanted to experiment with them in their classes. One of the benefits of having access to these tools from within our NSCC Google suite is that faculty and students will not have to sign-up for a separate Gmail account with an additional username and password.
Google+ is Google’s social networking platform. Faculty, staff, and students now have access to this tool from within our Google suite by clicking on the +You (or +Your Name) option in the black toolbar at the top.
Google+ has several features and one of them is Google Hangouts which is a tool that allows for video conferencing with up to ten people.
Here are just a few uses of Google Hangouts inside and outside of the classroom:
To use Google Hangouts, you do need to set up a Google+ profile within your northshore.edu Gmail account. You can do one-on-one video conferencing without a Google+ profile.
Note: When entering your birth date, make sure you do not select a year that will make you 13 years or younger. This will lock your North Shore Gmail account.
For more information on social media in the classroom and using Google+, please take a look at these resources:
Please do not hesitate to contact us at firstname.lastname@example.org to brainstorm ideas for integrating Google+ and other social media into your teaching or for assistance in using any of these tools.
• Do you see a use for Google+, especially Google Hangouts, in the teaching and learning environment? What goals might this tool help you meet?
• What challenges do you see to using Google+?
• What role, if any, does social media play in the classroom?
When to Use Social Media in the Classroom:
Different Social Media & Potential Assignments or Projects
Faculty observations & students comment
Course blog where all students contribute relevant posts related to the course
Group blogs based upon different course-topics
Student-faculty video conferences
Student group conferences
Collaborative work space
Small-group workshops with students and faculty
News-tracking for different disciplines
Live classroom question forum
Encouraging dialogue with professionals within a given field
Tweeting live events
Organize online course readings
Collectively annotating course material
Research space for project/paper
Develop a collection of supplemental resources that can be reproduced for the next course.
Recommendations for Using Social Media in the Classroom
We always encourage faculty to contact the Instructional Technology and Design Team – Andrea Milligan (email@example.com), Lance Eaton (firstname.lastname@example.org), David Houle (email@example.com), & Patricia Lavoie (firstname.lastname@example.org) for help in addressing some of the following concerns:
For More Information
Please visit the ITD Social Media Resources page at: https://sites.google.com/a/northshore.edu/itd/technology-tools/social-media
GETTING STARTED WITH BLOGGER
Once in Blogger:
GETTING STARTED WITH GOOGLE+
Once in Google+:
Note: Google+ is available on iPhones, iPads, and Android devices. Also, use of Google+ and Blogger fall under NSCC’s Computer Use Policy (http://www.northshore.edu/legal/computer_use.html). For full Social Media Guidelines, visit: http://www.northshore.edu/legal/social-media-guidelines.html.
I heard about it; I did not feel it. Apparently, I missed the not-so-epic earthquake of New England. I was in my basement apartment engaged in conversation–I guess I just figured it was the hot air bellowing from me (or indigestion?). But New England witnessed a 4.5 magnitude earthquake in Maine that was felt down through Massachusetts.
Like many people who missed the earthquake, I found out about it when Facebook updates exploded with references to it. Dozens of friends were asking Facebook if their world was just rocked. Enough asked to figure out that yes, indeed, there was an earthquake, even before the official notice went out. It was pretty interesting to come to Facebook some 20 minutes after the event to discover the event and witness everyone else discovering the event.
But what struck me as absolutely fascinating was how quickly the meme-machine went into action. Within 20 minutes, people were posting amusing pics about the incident. It was a typical self-deprecating response with a bit of post-modern twists to it as can be seen in the screenshot to the left. But around 8:15PM, about an hour after the earthquake, I stumbled upon a Facebook page: I survived the 10/16/12 earthquake. By the time I encountered it, it had over 35,000 “Likes”. That is, already in less than an hour 35,000+ had seen it on their Facebook feed or shared it with friends who had quickly learned about the earthquake and joined. Over the course of the next 3 hours, this group swelled to nearly double in ranks (about 71,000) before I went to sleep and up over 80,000 likes before I went to bed. So in lieu of watching the debate, I watched the numbers grow. And as they grew, I took screenshots of the page and numbers, showing that increase. The results can be found below in the slideshow.
But the question I want to think about is as educators, how can we harness this potential of viral explosion with informal learning. Granted, I understand there is a certain frivolousness to what’s happened. Most likely, 99.99% of people who “liked” it will never revisit it. But that doesn’t mean we can’t learn from the interaction and ask ourselves what are the takeaways from this (non)event. A couple to consider:
1. Fast response: A news event occurred and someone quickly responded with a way to capture it in a way that brings attention to it (and mocks it).
2. It grew rapidly within a specified population. I’m not privy to the demographics of the the fan page, but I’m willing to guess the demographics were heavily skewered to these people: People who have or are living in New England and people under 50.
3. Absurdity + recent event + social media=Opportunity to connect (and profit). Within 3 hours of the event, the FB page not only had 70,000+ likes, but also had quickly created an e-store with which to sell “I Survived the 10-16-2012 Earthquake” T-shirts.
4. People got something out of liking it. Brief though the interaction may be, there was something rewarding for people to participate in this. There was some exchange–small or not.
If we are more socially connected with our students what opportunities lie in wait for us to re-purpose such events into opportunities for learning and meaning-making? I don’t have the answers for this one but do wonder if we are more away of the phenomenon and think or discuss it more, can we find ways of doing something with it. I look forward to hearing your thoughts!
This year, Academic Technology is piloting a new on-demand online professional development service – Magna Commons.
Our subscription to Magna Commons provides North Shore Community College faculty and staff with instant access to current and archived versions of the most popular Magna Online Seminars, covering a broad range of teaching and learning topics such as student engagement, technology and Web 2.0, grading and feedback, academic integrity, and course design. There are also a variety of seminars specifically targeted to faculty teaching in an online or hybrid environment. These seminars are delivered by educators from institutions across the county. Each online seminar presentation also comes with a PowerPoint handout, supplemental materials, and a transcript.
Sampling of the professional development titles available:
To access the professional development seminars, you will need to create an account on Magna Commons and enter in our Authorization Code. You will only need to do this once. After you have done this, you will have instant access to Magna Commons from any computer, whether it is on- or off-campus, with your unique username and password. Seminars can be viewed by subscribers on a computer or many mobile devices.
For information on creating an account and accessing Magna Commons, please refer to the announcement in the Bulletin on October 9, 2012 or email email@example.com.
-Instructional Technology and Design Team
In June, Academic Technology and the Information Technology Fluency Across the Curriculum Committee facilitated the 2nd Annual Faculty Technology Summer Institute. 15 faculty attended the Summer Institute to learn more about student-centered uses of technology in a variety of disciplines. Several sessions focused on various Web 2.0 and instructional technology tools that could be used to engage students inside and outside of the classroom or for student-based projects or assignments that would allow students to use technology critically and creatively.
The following resources (with information to learn more) were highlighted at the Summer Institute.
Google Documents: A free online word processor, spreadsheet and presentation editor that enables students to collaborate online in real time. Google Documents is available to everyone at North Shore Community College.
Prezi: Online software that enables students to create “visually captivating presentations”.
VoiceThread: An online program that enables students to have “conversations in the cloud” around images, documents and videos. North Shore Community College has a departmental license to VoiceThread. Please contact ITD if you are interested in using VoiceThread with your students.
Diigo: An online collaborative research tool that enables students to bookmark and share Web resources.
Screencast-o-matic: A simple screen capture program that enables students to create online presentations with voice.
Glogster: A Web program that enables students to create online multimedia posters.
Quizlet: An online site that allows students to create and share flashcard sets. Mobile apps are available for on-the-go studying.
Wordle: A web site to create word clouds to visually display prominence of words in texts.
Poll Everywhere: A Web-based classroom response system that allows instructors to get instant feedback from students.
Dipity: A Web site to Create and share “interactive, visually engaging timelines that integrate video, audio, images, text, links, and social media”.
If you are interested in learning how to integrate any of these resources into your classes, please contact us at firstname.lastname@example.org.
• Have you used any of these Web 2.0 tools? If so, how are you using them to engage your students?
• What other Web 2.0 tools have you used in your classroom? What are the benefits to using Web 2.0 tools?
• What challenges do you run into when using Web 2.0 tools?
Consider Classroom Podcasts!
Often times when we think of using the Smart Classroom, we think of using video materials or PowerPoints with our class. Podcasts, however, are a great educational tool to use in the classroom—speeches, poetry, stories, and news clips—are all great types of podcasts to bring into the classroom or have your students listen to at home or on their computers, cellphones or mp3 players.
One application or web tool is “Stitcher”. It’s an on-demand internet radio service and application for the iPhone, Palm, and Android devices. Stitcher brings together content for thousands of providers, including NPR, CNN, MSNBC, Fox News, the BBC, AP, and more. It also gives you local stations so that you can easily utilize local content in the classroom.
With upcoming local and national elections, Stitcher is the ideal site to engage students in the political process. Check it out at www.stitcher.com or on your mobile device. (For instructions on how to use Stitcher for different platforms, we recommend checking out Youtube for instructional videos such as this one that shows you how to use it on your iPhone)
Podcasts are plentiful at the following sites as well:
If you’d like more information about utilizing podcasts in the classroom, please contact me at email@example.com.
Enjoy this new engaging experience for your students!
Have you used podcasts before? What was your experience like? How would you like to use podcasts in your class?