tag:blogger.com,1999:blog-28201624563841225232024-03-12T19:42:53.268-07:00Confer with BlaineA blog related to CCC Confer, Web-conferencing, and synchronous online education.Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.comBlogger106125tag:blogger.com,1999:blog-2820162456384122523.post-74504888565978384242015-02-06T13:54:00.002-08:002015-02-06T13:58:31.162-08:00Content for a Professional Development Clearinghouse<div dir="ltr" style="text-align: left;" trbidi="on">
As noted in my <a href="http://contentconversations.blogspot.com/2015/01/ideas-for-professional-development.html">last post</a>, we hosted <span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">six
summits in six California regions (San Diego, Orange County, Los
Angeles, Pasadena, San Francisco, and Sacramento) to solicit ideas for a
professional development clearinghouse to serve the California Community
Colleges. Here I'll present the ideas for what kinds of content belongs in a PD Clearinghouse. </span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_5O2Dx1qKKZ6x-PRUa1rQifFMWAs5a5YVs4Pfqc2uIcrS0D2E1lxAdfJicKC90CthdrJROulQ_2PDJvVyTFgMuG02AFEnI9RTXnlqzkPYvdF3NkGr9ozCay7VQ9lXAZwJPb1_ljs25XY/s1600/clearinghouse.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_5O2Dx1qKKZ6x-PRUa1rQifFMWAs5a5YVs4Pfqc2uIcrS0D2E1lxAdfJicKC90CthdrJROulQ_2PDJvVyTFgMuG02AFEnI9RTXnlqzkPYvdF3NkGr9ozCay7VQ9lXAZwJPb1_ljs25XY/s1600/clearinghouse.png" height="200" width="139" /></a></div>
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"></span><br />
<br />
<br />
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Accreditation:
see </u></b><span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;">Mandated Content/Training</b></span><span style="mso-bookmark: calendar;">. </span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Adjunct Faculty Resources</u></b>. Connections; Content. </span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Administrators PD</u></b></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Adult HS Equivalency</u></b></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Arts</u></b></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Assessment Training </u></b>Attendance Tracking; Badges; Costs /
Benefits Analysis; How to Get Consistent Measures; Monitoring for Completion;
Outcomes of PD; Use / Misuse of PD</span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Best Practices</u></b>. Acceleration; Accreditation and Self
Studies; Assessment; Basic Skills; Big Data; Distance Education; Effective
Pedagogical Practices; Effective Practices; Faculty Evaluations; Face-to-Face, Financial
Aid; Good Food for PD Events; Governance; Hybrid, and Online Best Practices; Orientation;
Planning; Research; Program Review; Retention; Rubric/Template for Sharing Best
Practices; Student Educational Plans; Student Engagement; Student Equity;
Templates; Student Learning Outcomes; What Works on Other Campuses </span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Book Reviews</u></b>. Online Book Clubs.</span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Budget</u></b>. Budget Allocation Models; Fiscal Policies and
Procedures; Funding for Resources; How to Use PD Funds</span></div>
<div class="MsoNormal">
<span style="mso-bookmark: calendar;"><b style="mso-bidi-font-weight: normal;"><u>Calendar</u></b></span>. There is a common, granular calendar, with
events coded by type (e.g., Webinar, Conference, Workshop, Course, Summit,
Retreat, Meeting).<span style="mso-spacerun: yes;"> </span>The calendar includes
personal, regional, district, college, state, and national events, with links
to organizational calendars from the personal calendar. The calendar allows
users to share events, send invitations to other users, and arrange for
“meet-ups” by linking to collaborative features in the Clearinghouse. It also
includes a “registration” option that allows users to register for events
listed in the calendar.</div>
<div class="MsoNormal">
The calendar can be searched by topic, region or location,
fees required, date(s), speaker(s), time required, and similar information. <span style="mso-spacerun: yes;"> </span>Calendar events can be shared, edited, copied,
and sent to target groups. Past calendar events are updated with outcomes
(e.g., handouts, materials, videos, PPTs). </div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIZGLd88JDHlfX0Q-sZKQjNL9W10Slw0nLyeGmcneBInJypBGuozIAKynJ71EUSlbhGKDDE3AIUjKbNgAnYst9vYS6-O31gIjxKFt200aE0Sjcd6LT9KJx2rT2O3KnL4xOkD_zrOsYC8Y/s1600/cccco+button.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIZGLd88JDHlfX0Q-sZKQjNL9W10Slw0nLyeGmcneBInJypBGuozIAKynJ71EUSlbhGKDDE3AIUjKbNgAnYst9vYS6-O31gIjxKFt200aE0Sjcd6LT9KJx2rT2O3KnL4xOkD_zrOsYC8Y/s1600/cccco+button.png" /></a><b style="mso-bidi-font-weight: normal;"><u>California
Community Colleges Information</u></b>. CCCCO Resources; Classrooms; Compliance
Training; Governance Structure; Orientation to CCC system; Policies;
Populations in the CCCs.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>CCC Confer.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Challenges,
Obstacles</u></b>. Questions; Scenarios.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Classified Staff
PD (Section Devoted to this)</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>College-Specific
Resources</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Conference
Materials and Information</u></b> Archives, handouts, videos, presentations.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Contacts Database</u></b>
Association; Campus; Expertise; Industry-Related</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Copyright and Fair
Use.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Counseling </u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Course Management
Systems</u></b> Training on multiple systems</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>CTE (Career and
Technical Education) Topics and Information.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Cultural
Transitions and Culturally Aware Instruction</u></b>. Cultural Competence;
Disabilities; First-Generation Students; Instructional Strategies; Poverty;
Research; Services; Veterans.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Customer Service
for Student Success</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Data</u></b>.
Collecting data; Common Data Collection from each college for ease of
usability; Finding data; Understanding data.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Emergency
Preparedness</u></b> Crisis Management</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Equity</u></b>.
Plans; Topics.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>ESL
Instruction</u></b></div>
<div class="MsoNormal">
<span style="mso-bookmark: experts;"><b style="mso-bidi-font-weight: normal;"><u>Experts Database</u></b></span>. Commencement Speakers; Connect
Professionals Around Common Goals; Contact Information; Experts from Other
States; Fees/Costs; Key Campus Contacts; Keynote Speaker Database (Angie’s
List) ; PD Contacts; Presenters; Rated by Users; Mentors; Recordings of
Presentations to View; Regional Experts; Speakers Bureau; Reviews; Specialties;
State-Certified or Vetted (optional); Subject Search (area, discipline, job,
program). Users can post their own areas of expertise.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Facilities Design</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>FAQs.</u></b> </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Funding for PD</u></b>
Fund Raising; Grant Writing; Partnership/Consortia Options</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>General Office
Skills</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Glossary of Terms</u></b>.
<b style="mso-bidi-font-weight: normal;"><u>Acronyms, “Alphabet Soup,” <span style="mso-spacerun: yes;"> </span>“CCpedia.”</u></b> </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Grants and Grant
Writing</u></b>. Applications; Awards; Searching for grants and funding
sources; What’s Available.</div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifggVBJ5wKQpx0GJpSJ2kJHE_NCBXa8QU5cuIn-Q7Irx0yANW06OHJSKPZQDRYnF3X1cCShKAYKFDqKF2jYSuTUp_ui9kr-r_0qVZhoWgA1WJm-qVOW_nMJVheqTlsFyIj0GRzYmoSDZg/s1600/hot+topic.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifggVBJ5wKQpx0GJpSJ2kJHE_NCBXa8QU5cuIn-Q7Irx0yANW06OHJSKPZQDRYnF3X1cCShKAYKFDqKF2jYSuTUp_ui9kr-r_0qVZhoWgA1WJm-qVOW_nMJVheqTlsFyIj0GRzYmoSDZg/s1600/hot+topic.png" height="149" width="200" /></a><b style="mso-bidi-font-weight: normal;"><u>Help Desk</u></b>.
</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Hot Topics</u></b>.
Includes “Trend or Theme of the Year.”</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>How to Learn</u></b>
How to Request Training</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>HR Topics</u></b>.
How to Hire, Evaluate</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Humor. </u></b>“Fun”
file.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Innovative
Educators</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>IRB Training</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Kognito Simulation
Training</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>LBGQT Issues</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Leadership
Development</u></b>. Admin 101; Career Development Planning; Career Ladder; Chair
Training; Conflict Management; Dean Topics; Great Deans and Great Chairs
Training; How to Build Leadership Capacity; Leadership Development Suite; Leadership
Institute; New Supervisor Training; Professional Growth and Leadership for
Non-Managers; Suite of Management Trai</div>
nings<br />
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Legislative
Information</u></b>. Classified; Links to CA legislative bodies; Updates.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Library of
Learning Objects</u></b>. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Links
to Outside PD Resources</u></b>. Conferences; Connections; Fees; Information;
Mission;</div>
<div class="MsoNormal">
<span style="mso-bookmark: mandates;"><b style="mso-bidi-font-weight: normal;"><u>Links to System-Wide Resources</u></b> @ONE; 3C Media Solutions; CCC
Apply; CCC Confer; DECT.</span></div>
<div class="MsoNormal">
<span style="mso-bookmark: mandates;"><b style="mso-bidi-font-weight: normal;"><u>List of Degree Programs</u></b></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: mandates;"><b style="mso-bidi-font-weight: normal;"><u>Lynda: see </u></b></span><span style="mso-bookmark: mandates;"><b style="mso-bidi-font-weight: normal;">Videos</b></span><span style="mso-bookmark: mandates;"></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: mandates;"><b style="mso-bidi-font-weight: normal;"><u>Management</u></b> Notifications of Employee Participation in
Trainings; Performance Evaluations; Supervisory Training</span></div>
<div class="MsoNormal">
<span style="mso-bookmark: mandates;"><b style="mso-bidi-font-weight: normal;"><u>Mandated Content/Training</u></b></span>. AB 86; Accreditation
reporting; ADA; Brown Act; Compliance Training; Diversity; Dual Enrollment;
Early Alert; Ed. Code; EEO; Equity; Facilities and Maintenance; FERPA; “Go to”
links for mandated training; Guidelines; Guidelines for PD Coordinators; Job
Aides for Statewide Tech Initiatives; Legislation; Mandates; Program Review; Regulations;
Reporting; SSSP; Standards; Title IX</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Maps. </u></b>Regional,
with nearby colleges.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Marketing/Publicity</u></b>.
How to Market; Marketing Resources. Individuals and Local PD Programs are
Celebrated and outstanding activities given publicity and tributes. Success
stories are publicized. Mechanisms are developed for encouraging participation
in PD activities. Promotional materials are developed, easily reproduced, and
distributed. Incentive programs for participation and usage are developed.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Master Planning</u></b>.
Plans for Equity, SSP, Distance Education, Technology. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Meetings –
Resources.</u></b> Minutes of Meetings; Robert’s Rules</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Mentors (see also </u></b><b style="mso-bidi-font-weight: normal;">Experts Database</b><b style="mso-bidi-font-weight: normal;"><u>)</u></b> Regional categories.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>MERLOT</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Mission Statement
Connected to Students</u></b>. State PD Group 6.1 and 6.2 recommendations;
focus on student success.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Model Curriculum</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Modules that lead
to Certification on Subjects.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Needs Assessment</u></b>.
Discussions; Samples.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>New Employee
Orientation, Training</u></b>. First Year Survival; Job-specific orientations
(e.g., Banner, Datatel); Instruction Manual for Community Colleges; Orientations
for New Faculty, New Faculty Resources; New Staff; “Tips for the new ___”. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>New Student
Orientation</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>News Updates</u></b>.
Announcement Board; By Subject, Job Title; Blog; Legislative Update; Newsletter;
RSS Feed</div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlouG_0r-EjWLZoa__qocJZzy968I6_51TyPczs3xaN1N1JRysQp511k8GJtg6P8tzrcvKblma4buTyqT1fcgkzQ3upyvvIPhjCo_Y5VfnaA5guzuesH2qazI17UscwGWMdTqXU4Cprd0/s1600/online+teaching.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlouG_0r-EjWLZoa__qocJZzy968I6_51TyPczs3xaN1N1JRysQp511k8GJtg6P8tzrcvKblma4buTyqT1fcgkzQ3upyvvIPhjCo_Y5VfnaA5guzuesH2qazI17UscwGWMdTqXU4Cprd0/s1600/online+teaching.png" /></a><b style="mso-bidi-font-weight: normal;"><u>Noel Levitz
Content and Connections</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Online Teaching</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Organizational
Development</u></b>. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Outside Resources</u></b>.
National and statewide initiatives. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Pathways to
Teaching.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Pedagogy</u></b>. Assessment;
Assignments; Classroom Techniques; Curricular Map (e.g., after Reading
Apprenticeship, this comes next); <span style="mso-spacerun: yes;"> </span>Delivery
Methods; Discipline/Subject/Topic Search; Innovative Pedagogy; Lesson Planning;
Model Curriculum; Pathways for PD (e.g., STEM track); Rubrics; SLO Assessment; Syllabus
Building; Teaching Strategies; Writing Across the Curriculum</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Peer-Assisted
Learning</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>PowerPoints.</u></b>
A library of PowerPoint presentations is maintained.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Professional
Development Activities</u></b>. Activities and communications from
organizations – 3CSN, 4C/SD, ASCCC, @ONE, CCC Confer, 3C Media Solutions, OEI,
and others are included. <span style="mso-spacerun: yes;"> </span>Links to other
colleges’ PD sites. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Professional
Development Program Development</u></b>. Assessments; Benchmarks; Best
Practices; Contact Lists; Developing a PD Team/Committee; Event Planning; Fact
Sheets; Funding; Guidance for PD Coordinators; Guidelines for PD; How to Build
Physical Space for PD; How to Start a PD Program; How Colleges Organize PD; How
to Create a Robust PD Department/Program; How to Increase Participation; In-sourcing;
<span style="mso-spacerun: yes;"> </span>Job Descriptions; Library of White
Papers; Literature; Mandates; “New to PD” Resources; Parameters; Policies and
Procedures; Professional Growth Plans and Cohesive Professional Learning Plans;
Reflections about PD Practice; Research (Distilled); Resources for Teaching and
Learning Common PD Topics; Sample Models; Success Stories; Surveys; What Works.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Professional
Development Research</u></b> How to Collect Data for Further Usage; Statistics
for PD Participation (campus, district, statewide); Student Success Data;
Template of Staff Studies (and results of past studies); Training on Research
(e.g., DataMart)</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Professional Help</u></b>.
Crisis Response; Depression; Disabilities; Mental Health Awareness; PTSD; Special
Student Populations; Suicide Prevention; Trauma; Veterans</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Project Management</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Research</u></b>
Articles; Documents; Summaries; Support References</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Retention
Strategies</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Role of Counselor
and Student Support.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Safety</u></b>.
Active Shooter; Emergency Preparedness; Natural Disasters; Safe Zone Training;
Sexual Assault; Title IX; Violent Intruder; Workplace Safety</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Samples/Models/Examples</u></b>.
Course Designs; Curriculum; Documents; Peer Observation; Professional Growth
Plans; RFPs and RFQs; Surveys; Syllabi; Templates; Training; Workshops</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Soft Skills.</u></b><span style="mso-spacerun: yes;"> </span>Communication; Cultural Competence; Customer
Service; Dealing with Difficult People; Dealing with Disruptive Students;
Diversity; Interpersonal Skills; Personal Development;<span style="mso-spacerun: yes;"> </span>Sensitivity Training; Stress Management; Team
Building; Time Management; Wellness.<b style="mso-bidi-font-weight: normal;"><u> </u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Speakers Bureau:
see </u></b><b style="mso-bidi-font-weight: normal;">Experts
Database</b><b style="mso-bidi-font-weight: normal;"><u>.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Strategies for
Supporting Student Success</u></b>. Strategies for specific target groups. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Student
Development</u></b></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilMeVEmrIi6f7WJj6k63rg_rzw08fKtxLkwWvbzc6jyBmFBeLGg5uneiJ9yRaKL79yJw18qCv6YB1z59i5V3X-P_Ibc9zvUp9uM2cVidBzXZAb2n_290P6IaoFlqcwIXwIcy5cF5DxIFk/s1600/slo.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilMeVEmrIi6f7WJj6k63rg_rzw08fKtxLkwWvbzc6jyBmFBeLGg5uneiJ9yRaKL79yJw18qCv6YB1z59i5V3X-P_Ibc9zvUp9uM2cVidBzXZAb2n_290P6IaoFlqcwIXwIcy5cF5DxIFk/s1600/slo.png" height="105" width="200" /></a><b style="mso-bidi-font-weight: normal;"><u>Student Engagement
Survey.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Student Learning
Outcomes</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Student Tutorials</u></b>.
</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Succession
Planning</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>System Goals</u></b>.
Content is linked to major campus/system goals, initiatives, and standards.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Team Building</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Technology
Training</u></b>. ADA Training; Applications; Budgets; CCC Confer; Classroom
Technology; Course Design; Creating Web Products; Distance Education Training; Effective
Use of Technology; Flipped PD Classroom; Handbooks; How-to’s; How to Check
Information; How to Find Stuff; How to Make Videos; Hybrid Technology Training;
Information about Statewide Tech Resources; IT List of Software; Learning
Management Systems; Modules on Specific Technology Tools; New Technology
Showcase; Office; Online Teaching Technology; PowerPoint; Recommendations; Streaming
Media; Technology for Support Services; Tools for Managing Workflow,
Productivity, Idea Generation; Web 2.0; Who’s Using What and How do they Train
for it?</div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQVKI0GoV7n3U2NrpLeTP_vRJciElWq5-ZMiJK4YvZD_ib_Rdbctwh1ibmvgBSyUo1oIhZeoQhBxxPlSnGYkL5S7YMLB0oIYoCqEQqUOvkeybZINRvg3Icw_bEpaZjHyuNzB1JIJHmzio/s1600/training.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQVKI0GoV7n3U2NrpLeTP_vRJciElWq5-ZMiJK4YvZD_ib_Rdbctwh1ibmvgBSyUo1oIhZeoQhBxxPlSnGYkL5S7YMLB0oIYoCqEQqUOvkeybZINRvg3Icw_bEpaZjHyuNzB1JIJHmzio/s1600/training.png" height="189" width="200" /></a><b style="mso-bidi-font-weight: normal;"><u>Training Ideas</u></b>.
</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Train the Trainer</u></b>.
</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Transcripts
TrainingTransfer Education</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Transition (Credit
to Non-Credit, e.g.)</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Tutorials and
Self-paced Online Courses</u></b>: @ONE; Go 2 Knowledge; Lynda; Program Review,
New Student Success, SLOs.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Undocumented
Students</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Venues for PD</u></b>.
Off-campus sites.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Videos</u></b>.
Digital Images; Downloadable Video Lectures; Orientations (macro to micro);
Student Engagement Activities; Self-produced; TED Talks; Training Activities by
Subject; Live streamed events, with outside links to materials; In-house
presentations, Webinars. </div>
<div class="MsoNormal">
Centrally purchased video collection, especially <b style="mso-bidi-font-weight: normal;">Lynda.com.</b> Also Magna Publications. <span style="mso-spacerun: yes;"> </span>Khan Academy concept, TED Talks features.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Webinars </u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Wellness</u></b>
Fitness; Health; Mental Health; Personal Enrichment; Safety; Stress Management</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Workshop Topics by
Category</u></b> Completed Workshops; Handouts; Notes; Outlines</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Dandy ideas, eh? Please let me know if you have any more we can add.</div>
<br /></div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-54892380323068425502015-01-23T14:22:00.000-08:002015-01-23T14:27:59.786-08:00What Would A Professional Development Clearinghouse Look Like? What Might It Do?<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsDpquated0TIB_R3Eetb2DNG3V5uN3cPjyq-Co79vbIUB-GuO6J4a5iur_3KH5HbbeWbBWTPMEMOKXyeL0egFyvxjsa9BUM0xER0SUlCcDWhW5C67-mCheRhsdc4ATFLk3mYf6B163xGx/s1600/bells+and+whistles.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsDpquated0TIB_R3Eetb2DNG3V5uN3cPjyq-Co79vbIUB-GuO6J4a5iur_3KH5HbbeWbBWTPMEMOKXyeL0egFyvxjsa9BUM0xER0SUlCcDWhW5C67-mCheRhsdc4ATFLk3mYf6B163xGx/s1600/bells+and+whistles.png" height="140" width="200" /></a>In November, 2014, six summits were held in six California
regions (San Diego, Orange County, Los Angeles, Pasadena, San Francisco, and
Sacramento) to solicit ideas for a professional development clearinghouse to
serve the California Community Colleges. A total of 545 people registered for
these events, and idea maps were created for each summit: see <a href="http://www.3cmediasolutions.org/files/?f=460&key=5f29e2ee3fbd198cd3f53a8e6b7105eb44e43259">http://www.3cmediasolutions.org/files/?f=460&key=5f29e2ee3fbd198cd3f53a8e6b7105eb44e43259</a>.<br />
<br />
We got a lot of ideas from a diverse collection of people: educators, student service specialists, HR professionals, classified staff, and administrators all over the state. Here, I'll summarize the "bells and whistles" these folks suggested: the features they'd like a PD Clearinghouse to include.<br />
<br />
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Name="index heading"/>
<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of figures"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope return"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
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<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
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<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
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<br />
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>24/7 Access</u></b>.
</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Accessible</u></b>.
The Clearinghouse conforms to ADA Section 508 requirements and Universal Design
standards.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Analytics and
Reporting. </u></b><span style="mso-spacerun: yes;"> </span>The Clearinghouse
processes submitted evaluations, tracked Flex activities, individual and group
PD activities, success factors (and “needs improvement” indicators), impacts on
student success, online and on-site PD events and participation. Reports and
analytical summaries are provided showing trends, needs, and usage patterns. Analytics
are tied to student success. <span style="mso-spacerun: yes;"> </span>Analytics
include state-wide, district-wide, and college level reports. Predictive
analytics are included.</div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioqfjg4L2T8cEMpEqRupzVbyyrQ6nMduqbNn3hpD-GSfpvLLDHYo5aXSWhzI2cvzyQ0t0kEK6nWR2S1f32OH4k4g8XgODiSoWVbe_jasUehCDaEq-fxVw5dMHAiNfrz9cLztljuJ1pykMl/s1600/assessment.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioqfjg4L2T8cEMpEqRupzVbyyrQ6nMduqbNn3hpD-GSfpvLLDHYo5aXSWhzI2cvzyQ0t0kEK6nWR2S1f32OH4k4g8XgODiSoWVbe_jasUehCDaEq-fxVw5dMHAiNfrz9cLztljuJ1pykMl/s1600/assessment.jpg" height="188" width="200" /></a><b style="mso-bidi-font-weight: normal;"><u>Assessment</u></b>.
Tools for assessing what users have learned are built-in. Quizzes, tests, and
other </div>
measures of learning are selectable and verified. Users can “test out” of
certain training.<br />
<div class="MsoNormal">
There are also self-assessment features. Users can define a
PD Plan, identify learning styles, and indicate prior learning and
competencies.Assessments are tied to student learning outcomes.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Certification:</u></b><span style="mso-bidi-font-weight: normal;"> see
</span><span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;">Credentialing</b><span style="mso-bidi-font-weight: normal;"></span><span style="mso-bidi-font-weight: normal;"> (below).</span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;"><u>Chat: </u></b><span style="mso-bidi-font-weight: normal;">see </span><span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;">Social</b><b style="mso-bidi-font-weight: normal;"><u> </u></b><span style="mso-bidi-font-weight: normal;">(below).</span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;"><u>Content
Customization</u></b>. Users can edit, tag, share, highlight, and rename
content uploaded to the Clearinghouse. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Content Descriptions.</u></b>
Content can be identified and searched by the source of the content (e.g.,
author, host institution). </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Course Management
System.</u></b> The Clearinghouse can be embedded in a Course Management
System, enabling users to login to their host college’s CMS and access the
Clearinghouse from there. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Copyright</u></b>.
Licensing information is provided for all content. CC-BY licensing
predominates, allowing free access and editing with attribution. Usage and
re-purposing rights are clearly delineated.</div>
<div class="MsoNormal">
<span style="mso-bookmark: credentialing;"><b style="mso-bidi-font-weight: normal;"><u>Credentialing</u></b></span><b style="mso-bidi-font-weight: normal;"><u> (</u></b><span style="mso-bidi-font-weight: normal;">see also</span><b style="mso-bidi-font-weight: normal;"> </b><b style="mso-bidi-font-weight: normal;">Tracking</b><b style="mso-bidi-font-weight: normal;"><u>)</u></b>. Users’ PD efforts and accomplishments generate
credentials stored in the Clearinghouse and shareable or downloadable by users.
These credentials include badges, certifications, and credits. The credentials
are verified. </div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkz533aldoQdBQ80fx-mA8dYCE3dMukYpWsThXj-G3_I3ZUbD6cZNeX2kAne7-rU0icrWU9jxPw6itQZ1MHLLYtK-jVnYgeYNsHufUWio393rWN2ABMQ1DqnJeaD2ZDjL49BLGfiibgRP1/s1600/credential.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkz533aldoQdBQ80fx-mA8dYCE3dMukYpWsThXj-G3_I3ZUbD6cZNeX2kAne7-rU0icrWU9jxPw6itQZ1MHLLYtK-jVnYgeYNsHufUWio393rWN2ABMQ1DqnJeaD2ZDjL49BLGfiibgRP1/s1600/credential.jpg" height="133" width="200" /></a>Users receive and the system keeps track of credits for
workshops, courses, and other PD activities. Portfolios are maintained for each
user, including attendance, Flex tracking, and credits/badges<span style="mso-spacerun: yes;"> </span>Employees can
be re-certified by using the Clearinghouse’s resources/certificates
earned (like DegreeWorks). <br />
<div class="MsoNormal">
Host institutions can receive reports of credentials earned
by their employees. A statewide coding system is employed to track
participation in events, courses, and activities. This can be used for purposes
of salary advancement.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Current: </u></b><span style="mso-bidi-font-weight: normal;">see </span><span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;">Quality Control </b><span style="mso-bidi-font-weight: normal;">(below)</span><b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Database of Related
Topics</u></b>. See also <b style="mso-bidi-font-weight: normal;">Search</b>.
Cross-references are built-in for entries.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Discussion Boards:
</u></b><span style="mso-bidi-font-weight: normal;">see </span><b style="mso-bidi-font-weight: normal;">Social</b><b style="mso-bidi-font-weight: normal;"> </b><span style="mso-bidi-font-weight: normal;">(below).</span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Ease of Use </u></b><span style="mso-bidi-font-weight: normal;">(see
also </span><span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;">Flexible</b><b style="mso-bidi-font-weight: normal;"><u>)</u></b>. The Clearinghouse is
accessible and intuitive. It has a user-friendly interface and simple search
and index features (similar to YouTube and Amazon). <span style="mso-spacerun: yes;"> </span>Navigation is clear because of logical
organization and good Web design.</div>
<div class="MsoNormal">
A “Siri” or “Echo” interface is used for voice recognition
and interaction with the system.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Evaluation</u></b>.
A toolbox is provided for evaluation of PD activities and programs. This
measures the effectiveness of professional development. </div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGVu_AAe9kOQMJ1ee99iM8AGbFi71rwHcbOE2-puIGemiDVa-nkqhC4M0Zl-wPwAVpmQ5FIzD_NBfLvLrcKB28CY9ka7y_JiDy3WlIk1V5E2OYf2uBGKXZ33z-kh1JeWYgUWaSGqmuisrO/s1600/feedback.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGVu_AAe9kOQMJ1ee99iM8AGbFi71rwHcbOE2-puIGemiDVa-nkqhC4M0Zl-wPwAVpmQ5FIzD_NBfLvLrcKB28CY9ka7y_JiDy3WlIk1V5E2OYf2uBGKXZ33z-kh1JeWYgUWaSGqmuisrO/s1600/feedback.png" height="180" width="200" /></a><b style="mso-bidi-font-weight: normal;"><u>Feedback Mechanism</u></b>.
Users can provide feedback to the CCCCO regarding, for example, student equity
information and similar required reports. Users can suggest content and respond to polls or surveys
about collection needs or gaps. They may also provide testimonials and
comments. The </div>
Clearinghouse provides online feedback and evaluation forms and
surveys. Users’ and colleges’ or districts’ professional development
activities and accomplishments can be communicated with CCCCO to enable
tributes, commendations, or recognition from the system. <br />
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>File Sharing</u></b>.
Users can upload files and make them publicly viewable or shareable, with
options for how to share them (e.g., only with specific groups or individuals).
</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>File
Storage.</u></b> Users can store files, videos, materials digitally in private
storage areas. Stored content can be selectively shared with other users,
groups, or institutions. Sharing can be limited to time periods or to links
that expire according to a specified deadline.</div>
<div class="MsoNormal">
<span style="mso-bookmark: flexible;"><b style="mso-bidi-font-weight: normal;"><u>Flex Reporting</u></b><span style="mso-bidi-font-weight: normal;"> (see </span></span><span style="mso-bookmark: flexible;"><b style="mso-bidi-font-weight: normal;">Tracking</b></span><span style="mso-bookmark: flexible;"><b style="mso-bidi-font-weight: normal;"><u>)</u></b></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: flexible;"><b style="mso-bidi-font-weight: normal;"><u>Flexible</u></b></span><u>. </u><span style="mso-spacerun: yes;"> </span>They system can grow indefinitely, so that new
content can be continuously added without reaching a storage limit.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Forums: </u></b><span style="mso-bidi-font-weight: normal;">see </span><b style="mso-bidi-font-weight: normal;">Social</b><b style="mso-bidi-font-weight: normal;"><u>.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Free.</u></b> No
fees for usage are charged.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Groups:</u></b><span style="mso-bidi-font-weight: normal;"> See </span><span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;">Social</b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Help</u></b>:
Tiered help system for people with different tech. needs.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Inter-segmental
and Integrated.</u></b> The Clearinghouse serves as a “One-Stop Shop” for
connecting to all segments of the CCCs (administrators, classified staff,
faculty, service positions) and integrating with each campus’s professional
development portal or Web resources (see also <b>Login</b>). The
Clearinghouse can be embedded in each campus’s Course Management System. Campus representatives (professional development contacts)
are identified for each campus. Specific disciplines and areas of service are identifiable
and have integrated resources related to these areas. There are strands for
exploring specific roles and career goals. Materials are integrated with a Student Success Map, Course
Management Systems, PeopleSoft, Datatel, Payroll, and Enrollment Services.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>International
Education/Study and Teach Abroad Information.</u></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Just-in-Time
Training, Information</u></b>. The Clearinghouse allows users to make requests
and receive timely information or training to accommodate immediate or quickly-developing
needs.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Licensing</u></b>.
The Clearinghouse uses blanket licensing to provide content that requires
subscription fees for access.</div>
<div class="MsoNormal">
<span style="mso-bookmark: login;"><b style="mso-bidi-font-weight: normal;"><u>Login</u></b></span>. User IDs are verified by use of Federated ID,
enabling them to use a single sign-on for the campus, the Clearinghouse, and
other CCC services (e.g., CCC Confer, 3C Media Solutions, @ONE, OEI). Logins are used to determine role-based accounts (e.g.,
faculty, administrator, adjunct) which direct users to relevant content for
those roles. There is a Guest Login option.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Media-Rich</u></b>.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Mobile</u></b>.
Users can access the Clearinghouse from mobile devices. A “lite” version is
incorporated into an app.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Navigation</u></b>.
There are “Where Do I Start?” links throughout the Clearinghouse to help users
navigate the vast quantity of content.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Open Source</u></b>.
Creative Commons licensing – e.g., CC-BY – are sought for all content, enabling
users to re-use and re-purpose (with attribution) content found in the
Clearinghouse.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Personalizable</u></b>.
Users can make and receive recommendations for content. They can instruct the
system (Clearinghouse software) to display content related to their specific
interests. They can also “opt out” of certain portions of the Clearinghouse by
filtering out areas that do not interest them. The system can also “push”
materials to the user based on specific positions, job plans, tiers, etc. Users
can maintain a “wish list” for materials or training content. Users can also upload or add biographical details in a
personal profile. They can maintain a portable (shareable, downloadable)
portfolio of professional development activities and accomplishments.<span style="mso-spacerun: yes;"> </span>The portfolio (or “PD transcript”) is
(optionally) publicly searchable, allowing other users to find a user by
searching for specific talents or skills, etc. There is also an option for
managers or supervisors to view employees’ portfolios and completed activities
(the user chooses this option and can undo it). Users can add areas of
expertise to their personal profile, to be included in the Experts
Database (a content feature). Users can maintain a personal calendar which can
be shared with others.<span style="mso-spacerun: yes;"> </span>The calendar
allows users to share events, send invitations to other users, and arrange for
“meet-ups” by linking to collaborative features in the Clearinghouse. It also
includes a “registration” option that allows users to register for events
listed in the calendar. The Clearinghouse keeps track of user preferences and
interests, including searches. Recommendations or suggested content are
generated based on past history. Users maintain an </div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9BTIabInZ2uDhPt_KDBOh5nM-z60qlHUUAX4ft0KqZ9c_8f6-0jZA1TTZHmP89PfObpdWwTNekGewH8Nt4I9GlD8mrAPL9qu0hFpzpTvbCHdb-lHUH8IBX5LgPrVOBOwKdJBU9NEH-YkM/s1600/mix+and+use+my+stuff.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9BTIabInZ2uDhPt_KDBOh5nM-z60qlHUUAX4ft0KqZ9c_8f6-0jZA1TTZHmP89PfObpdWwTNekGewH8Nt4I9GlD8mrAPL9qu0hFpzpTvbCHdb-lHUH8IBX5LgPrVOBOwKdJBU9NEH-YkM/s1600/mix+and+use+my+stuff.jpg" height="200" width="200" /></a></div>
<div class="MsoNormal">
Interests Profile. Users can use the Clearinghouse for self-assessment:
personality, learning styles, aptitudes, etc. Career Pathways are suggested
based on personal profiles. There is a resume-building tool. Users take charge of their own learning by selecting from
the Clearinghouse’s options. This can be mapped into personal training
schedules or a personalized PD Plan. </div>
<div class="MsoNormal">
Personal options can be saved, edited, and printed or
downloaded via a report feature. A “time on task” feature enables users to record their
activities while using the Clearinghouse. Individual Colleges are also able to personalize content and
form groups that use local, college-level information and resources.The Clearinghouse has personalized save options: My Files,
My Resources, My Bookmarks, My Calendar. Users have a personalized dashboard
for navigation, with access to their statistics and reports, Customized
Learning Path, Interests, Groups, Bookmarks, Stored Searches, Exports, Produced
Content, and Stored Content.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Polling/
Surveys</u></b> Users can be polled, can create polls and send them to groups
or defined populations. </div>
<div class="MsoNormal">
<span style="mso-bookmark: qualitycontrol;"><b style="mso-bidi-font-weight: normal;"><u>Preview Option</u></b> Users can “preview”
materials (get a “quick look”) prior to downloading them.</span></div>
<div class="MsoNormal">
<span style="mso-bookmark: qualitycontrol;"><b style="mso-bidi-font-weight: normal;"><u>Privacy</u></b>. Users’ privacy is
protected. Users can opt to make private all or some activities while online
and using the Clearinghouse. </span></div>
<div class="MsoNormal">
<span style="mso-bookmark: qualitycontrol;"><b style="mso-bidi-font-weight: normal;"><u>Quality Control</u></b></span>. The
system is monitored by dedicated staff members who weed the collection of
outdated or inappropriate content. The Clearinghouse resembles “EBSCO” more
than “Google” because of controlled vocabulary and selective entries. Tags and
meta-tags are included – including required fields – for each content entry.
Content providers are accountable for content quality. A vetting process is
clearly defined.Users can rate content and add reviews. There is also an
indicator of the number of “hits” or “views” for content entries. Currency is maintained, with built-in expiration dates for
time-sensitive content. All content has a “date added to the collection” tag.
Users can limit searches to “new” materials. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Quick-Access
Headlines</u></b>. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Ratings</u></b><span style="mso-bidi-font-weight: normal;"> (see also </span><span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;">Quality Control</b><b style="mso-bidi-font-weight: normal;"><u>)</u></b>. Users can rate content and
add reviews. A star system, with “Yelp”-like features, is incorporated, using
standardized ratings (e.g., 5 stars). <span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Regional</u></b>.
Regional connections are facilitated by identifying regional experts and
regional professional development activities. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Resume</u></b>.
Users can build, upload, and download resumes using the Clearinghouse tools. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Sandbox</u></b>.
Users can use “sandboxes” to develop and test modules before they are added to
the Clearinghouse. Modules can be created from other (existing) modules in the
Clearinghouse. Group editing is supporting, so that others can add features
once the author finishes or gives up.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Search</u></b>.
Users can search by keyword, author (source), subject, department, instructor, job
role, pathway, standard, size, length, cost, and material type. Filters are
included for time (length of time required or expected to complete; length of
time for workshops or other learning events, etc.). <span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
There is a “drill down” feature for refining or expanding
searches on topics. Taxonomies are clearly organized and indexes are robust.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Self-paced
Courses</u></b>. Users can take courses directly from the Clearinghouse, with
their progress tracked and built-in assessments and credentialing. </div>
<div class="separator" style="clear: both; text-align: center;">
<span style="mso-bookmark: social;"><b style="mso-bidi-font-weight: normal;"><u>Social</u></b></span>. Users can find and network with one another according
to topic, job, interests, region, and similar criteria. PD Coordinators, for
example, can form a “hub” for sharing ideas, resources, information, and other
information. Users can find one another, follow one another, search for
contacts, see what others are doing (publicly), and connect with one another in
various ways (e.g., “LinkedIn” connections).Forums, discussion boards, and chat rooms are provided for
groups with similar jobs or interests. Users can send e-mails or instant
messages to invite others to chat. These can be sub-divided into
classifications or whole campuses.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZmOIB39aNA9j1C6JHuFnql-MkewfBUSvS0E1F972HCIOgiBB8FPHbI_vs8HfC9ZJ4ixCYuSx5qV8rm4NkCUHraj4gLghXKU3W_zPqisuuOAFrgk0uwpy3kyM_jKj8UKdnbr42T3nlkQQY/s1600/social+web.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZmOIB39aNA9j1C6JHuFnql-MkewfBUSvS0E1F972HCIOgiBB8FPHbI_vs8HfC9ZJ4ixCYuSx5qV8rm4NkCUHraj4gLghXKU3W_zPqisuuOAFrgk0uwpy3kyM_jKj8UKdnbr42T3nlkQQY/s1600/social+web.png" height="130" width="200" /></a></div>
<div class="MsoNormal">
There is a phone link to chat rooms and instant meetings. Presence is included, allowing users to know who is online
now. Inquiry groups can be formed by any individual. For example,
online book clubs can be created around specific titles or interests. Groups
have “LinkedIn”-type features: join, invite, with moderators or no moderators
according to the group founder’s preference. Users can opt out of group
membership at any time. Self-directed Communities of Practice are supported.
These include cohorts based on software/operating systems (e.g., Blackboard,
GoogleDocs) and disciplines. The Clearinghouse facilitates face-to-face encounters by
allowing users to plan, invite, select venues for such events. Pinterest, Facebook, LinkedIn, and Twitter are supported,
along with the ability to “follow” users or topics.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Subscription
Services.</u></b> Users can subscribe to – and unsubscribe from<span style="mso-spacerun: yes;"> </span>- listservs, topical updates, podcasts,
“push” notifications (alerts), RSS feeds, Webinars, reports, and a variety of
subscription options for receiving updates.</div>
<div class="MsoNormal">
<span style="mso-bookmark: tracking;"><b style="mso-bidi-font-weight: normal;"><u>Tracking Capabilities</u></b></span><span style="mso-bidi-font-weight: normal;"> (see also </span><span style="mso-bidi-font-weight: normal;"></span><b style="mso-bidi-font-weight: normal;">Credentialing</b><b style="mso-bidi-font-weight: normal;"><u>)</u></b>.<span style="mso-spacerun: yes;"> </span>Portfolios, or PD Transcripts, are
automatically updated as users complete PD activities. Reporting capabilities
are built-in so that users and/or HR staff can use the Clearinghouse to
transfer credentials or meet learning requirements.<span style="mso-spacerun: yes;"> </span>Mandated (e.g., compliance) training can be
tracked by host institutions to satisfy users’ PD obligations. Flex reporting
is also accomplished by tracking efforts and participation in PD activities. </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Videoconferencing</u></b>.
Users can use the Clearinghouse to meet in “Hangouts” or other online
conferences with peers (e.g., <a href="http://www.cccconfer.org/products/products.aspx" target="_blank">Confer Now</a>). This may include Web conferencing
and telephone bridging for participation without a computer or video device.</div>
<br />
<br /></div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com1tag:blogger.com,1999:blog-2820162456384122523.post-85718403797703670832014-10-03T12:48:00.000-07:002014-10-03T12:48:02.775-07:00Let's Make Something!<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiVsDx5sUJHshXHrkbGkr7Zz7z31gfIODNAz2TML15YBCXu4HxulEmNet6JzBWh1DRzSA4Bq4ybGkz1AxFevdyuhNpFbWCwtdQnuV0Zd589lrj5g-Vhj-xWuCckIm7cXeTmIrKquJScNc/s1600/letsmakesomething.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiVsDx5sUJHshXHrkbGkr7Zz7z31gfIODNAz2TML15YBCXu4HxulEmNet6JzBWh1DRzSA4Bq4ybGkz1AxFevdyuhNpFbWCwtdQnuV0Zd589lrj5g-Vhj-xWuCckIm7cXeTmIrKquJScNc/s1600/letsmakesomething.JPG" height="201" width="400" /></a></div>
<b>Let's Make Something for Professional Development </b><br />
<b><br /></b>
We all want to be better at what we do, don't we? We want to know the latest research, the best practices, the tips and tricks, the state-of-the-art techniques and tools, and the most effective ways to perform our jobs.<br />
<br />
But how do we do that? How do we keep up with all that's going on, locate the best resources, experiment with the new technologies, and still manage to work? Where do we find the time and how do we find the things that will actually help us perform to our best potential?<br />
<br />
These are the questions the <a href="http://bit.ly/pdsummit">Professional Development Summit</a> (which is actually a series of six summits throughout California) hopes to address. We hope to build a <b>useful</b> tool for all types of professional development in the California Community Colleges. To be useful, a clearinghouse should at least:<br />
<ul style="text-align: left;">
<li><u>Provide information about professional development options and plans</u>. Want to learn more about SLOs (Student Learning Outcomes)? Look it up and find materials, tools, experts, training opportunities, courses, workshops, etc. </li>
<li><u>Allow every user to take control of his or her own professional learning.</u> Instead of dictating how and when you can learn about something you need to know, the Clearinghouse should make it possible for you to define your own professional goals and paths.</li>
<li><u>Allow institutions to participate in and monitor training activities of members.</u> Colleges have a vested interest in the training of all staff, faculty, and administrators. So does the entire community college system. </li>
<li><u>Define and document the professional development activities throughout the California Community College system.</u> Thousands of professional development activities take place across the state - seminars, workshops, Webinars, conferences, summits, online courses, mini-courses, retreats, etc. - which are largely invisible to those of us who don't participate or aren't invited. Wouldn't it be nice to know how other people do new faculty orientations or where to find an expert on course design?</li>
<li><u>Recognize and pay tribute to good instructional and student support practices and projects.</u> There are heroes performing stellar jobs on every campus. Why hide that light under a local bushel?</li>
<li><u>Provide mentoring, practitioner-to-practitioner, and community-of-practice opportunities for engagement and relationships</u>. How great would it be to find someone who does what you do and knows something you wish you knew - and who was willing to share it with you? </li>
<li><u>Delineate accreditation standards, requirements, and system goals</u>. Some jobs and activities require specific knowledge or skill sets. Let's build a place where you can look them all up.</li>
<li><u>Provide information, knowledge support, and content for practitioners</u>. That's what a traditional clearinghouse does: give you a place to look stuff up. Let's fill it with relevant, timely papers, research, printable handouts, PowerPoints, and other training materials.</li>
<li><u>Personalize Professional Development</u>. Allow everyone to monitor their own individual progress, set and track their own goals, store their own related materials, bookmark content in the clearinghouse, create groups of friends, form networks, and build a personal portfolio.</li>
</ul>
Sound like something you'd like to see? <br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/p7QkLd2u524" width="420"></iframe>
<br />
<div>
<br />
<a href="http://bit.ly/pdsummit">Join us</a>!</div>
</div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-42023979295881972782014-08-08T11:04:00.002-07:002014-08-08T11:06:25.640-07:00Online Teaching Conference 2014: The Live Sessions (Part One)<div dir="ltr" style="text-align: left;" trbidi="on">
The 2014 <a href="http://onlineteachingconference.org/" target="_blank">Online Teaching Conference</a> had terrific presentations and - since it was sold out a month before the conference - you may have missed them. Heck, even if you were at the conference, you couldn't attend more than one session at a time, so everyone missed some of these. But we were able to capture many of the presentations, and I'm happy to share the links with you here. Enjoy!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYc-V5mM261SOei7O_RAAbwEHHJBfoikkyHmhWPxth0S_4_SOXOWJC_2LGIeEouDpr2e9v_4fba547m8icxG5FffxZKqBJ-5tqiLWx_Ijpu8r47odf2lI8JJITs2yieMEB80ISm6sFxQm7/s1600/caveats4using.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYc-V5mM261SOei7O_RAAbwEHHJBfoikkyHmhWPxth0S_4_SOXOWJC_2LGIeEouDpr2e9v_4fba547m8icxG5FffxZKqBJ-5tqiLWx_Ijpu8r47odf2lI8JJITs2yieMEB80ISm6sFxQm7/s1600/caveats4using.jpg" height="112" width="200" /></a></div>
<a href="https://www.youtube.com/watch?v=QTZY9XlMFG4" target="_blank"><b><span class="Dates">Caveats for Use of Social Media for Teaching</span></b></a> with <a href="http://onlineteachingconference.org/TopNav/Bios.html#JBaker">Judy Baker</a>, Foothill College.Social media and cloud services such as Twitter, YouTube, Facebook, Slideshare, LinkedIn, VoiceThread, Edmodo, Wikispaces, Instagram, and Flickr can provide engaging and powerful learning experiences for our students. However, before faculty use these resources as part of course requirements, they must employ safeguards that comply with laws regarding student privacy, copyright, and accessibility as well as protect students’ intellectual property. This presentation discusses how to provide your innovative faculty with the guidance they need to use social media and cloud services for instruction responsibly and effectively.<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm6zq14pU_fayP32aztAeM_k615fE0jaUKIqR-YVUYhq3OaiLZk1ufHXi-MXEgcbhQRGrQfBnCCmJBvd5BII6xducMqumtH_tHYem03u2LuL4ELrsjSEELQG5giYmBm4vBYpbLZUlY86lm/s1600/thecenter.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm6zq14pU_fayP32aztAeM_k615fE0jaUKIqR-YVUYhq3OaiLZk1ufHXi-MXEgcbhQRGrQfBnCCmJBvd5BII6xducMqumtH_tHYem03u2LuL4ELrsjSEELQG5giYmBm4vBYpbLZUlY86lm/s1600/thecenter.jpg" height="150" width="200" /></a></div>
<a href="https://www.youtube.com/watch?v=LTejTH4X91Y" target="_blank"><b><span class="Dates">The Center: An Online Learning Community for California's 112 Community Colleges</span></b></a> with <a href="http://onlineteachingconference.org/TopNav/Bios.html#MPacansky-Brock">Michelle Pacansky-Brock</a>, <i>@ONE</i> . The Center, launched in October 2013, is @ONE's newest program. Coordinated by Michelle Pacansky-Brock, the online community is anchored by a Google+ community and a Twitter presence (@Center_Ed). Its focus is to connect all of CA's 112 community colleges in a social conversation about innovations in teaching and learning through technology. Learn how to be notified about regular Hangouts on Air (live online video conversations between CCC community members), how to use participate in our bi-weekly Twitter chats, improve your personal learning network through participation in The Center, and explore ways to leverage Center events in on-campus workshops. Join The Center and experience next-gen professional development!<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA2hQLSXxkIR5yptOgtOKADG25LtY-VxuiOUQDYTpCydL1vF0ylr6TAhIo7TCoosT1az4g3d4VGuIH_qP0xCHDmMylV5SP6mgm4rWvY0_jP4EaiyejecNP20IqfWc2hhxoMjz8QK514JMm/s1600/creatingdynamicdiscs.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA2hQLSXxkIR5yptOgtOKADG25LtY-VxuiOUQDYTpCydL1vF0ylr6TAhIo7TCoosT1az4g3d4VGuIH_qP0xCHDmMylV5SP6mgm4rWvY0_jP4EaiyejecNP20IqfWc2hhxoMjz8QK514JMm/s1600/creatingdynamicdiscs.jpg" height="112" width="200" /></a></div>
<a href="https://www.youtube.com/watch?v=1204aAdqV28" target="_blank"><b class="Dates">Creating Dynamic Discussions to Energize Your Class</b></a> with <a href="http://onlineteachingconference.org/TopNav/Bios.html#JMarteney">Jim Marteney</a><i>, </i>West Los Angeles College. This session explores strategies you can use to make your discussions more appealing and thought provoking. It examines uses for discussions from icebreakers to debates, to user generated content and examine strategies for grading discussions. It also provides some very specific approaches you can use to improve your discussions in your class.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivR5BHg79JYqdx4MNIlIpQ4WxOYSPAqVdsTxxLQzbQzaZDX2ZF_qHw1whF3hRGxPWNscjknN8u1SDWL_61uSM3A4scD-I22XhBuNd-OpgSz5EmKJbgfxJAFJ3e7PncCqI9xA9BnPHaewkK/s1600/developingacoursespecific.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivR5BHg79JYqdx4MNIlIpQ4WxOYSPAqVdsTxxLQzbQzaZDX2ZF_qHw1whF3hRGxPWNscjknN8u1SDWL_61uSM3A4scD-I22XhBuNd-OpgSz5EmKJbgfxJAFJ3e7PncCqI9xA9BnPHaewkK/s1600/developingacoursespecific.jpg" height="112" width="200" /></a></div>
<span class="Dates"><a href="https://www.youtube.com/watch?v=9_cmCS0YYpo" target="_blank"><b>Developing a Course Specific Online Orientation to Increase Student Success & Retention</b></a> </span>with <a href="http://onlineteachingconference.org/TopNav/Bios.html#AStirling">Anna Stirling</a>,<i> </i>Mt. San Jacinto College. By creating an orientation that is explicit to your course, you can introduce the tools and structure your students need to be familiar with to succeed in your course. Using this course orientation as the check-in process removes the burden of "teaching" the tech while you are teaching the content. The examples provided in this presentation are specific to Blackboard, but the concepts apply to any course or learning management system. Anna provides example activities you can use, along with help links and videos, to get your students past the learning curve of the course management system and focused on learning the curriculum content.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIKyonmgtB24Ba1w1Iyu3HJ5PQAkWUO58MAInCGfw-xWRRCREQWm41XSGEz3jKngELydW11d3hzXAaO1yxhaUNPt4IDNiI1mQewO-MwCv2AU-zPn8EmhZ-cGs5XRU7NkwxCJMminTFXdaF/s1600/engagingwithlivechats.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIKyonmgtB24Ba1w1Iyu3HJ5PQAkWUO58MAInCGfw-xWRRCREQWm41XSGEz3jKngELydW11d3hzXAaO1yxhaUNPt4IDNiI1mQewO-MwCv2AU-zPn8EmhZ-cGs5XRU7NkwxCJMminTFXdaF/s1600/engagingwithlivechats.jpg" height="112" width="200" /></a></div>
<a href="https://www.youtube.com/watch?v=_7fE9LSHmgk" target="_blank"><b><span class="Dates">Engaging Students Using Live Chats</span></b></a> with <a href="http://onlineteachingconference.org/TopNav/Bios.html#JCrozier">Judith Crozier</a> and Rachel Roske, El Camino College, Compton Center.Often missing in the online classroom are real-time conversations where students converse and collaborate in an immediate way. Live Chats provides a fun, interactive experience for the online student! This innovative teaching tool allows students to generate their own small group discussions via a platform already familiar to them. Designed with accessibility in mind, Live Chats are a democratic forum where all students have their voices heard. Live Chats also accommodate various learning styles since dialogues are driven by students’ own perspectives and ways of processing information. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgo6rm7KAaEYmJnYTTASEV2PdEdu7ZqzO5xIMjBXYu-MgBiyv7pcShG7tzER0CbwwXIxZBoEuGXGUE1sdqi-EPXDi2hjdWg7aB3FTFH_JonPw6bKKBvM5w4h2z5nlfRjSTptEzMo_1r_YPv/s1600/familiaonline.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgo6rm7KAaEYmJnYTTASEV2PdEdu7ZqzO5xIMjBXYu-MgBiyv7pcShG7tzER0CbwwXIxZBoEuGXGUE1sdqi-EPXDi2hjdWg7aB3FTFH_JonPw6bKKBvM5w4h2z5nlfRjSTptEzMo_1r_YPv/s1600/familiaonline.jpg" height="112" width="200" /></a></div>
<a href="https://www.youtube.com/watch?v=KttbIN4V5RA" target="_blank"><b> </b></a><span class="Dates"><a href="https://www.youtube.com/watch?v=KttbIN4V5RA" target="_blank"><b>Familia Online: Overcoming the Isolation of Online Learning</b></a> </span><br />
with <a href="http://onlineteachingconference.org/TopNav/Bios.html#MCoronado">Marc Coronado</a>, Mia Hernandez, and Michelle Nunez Alvarez, DeAnza College. This workshop was offered by two DeAnza Community College students who created and continue to mentor for a high-tech/high-touch online class where they build relationships through the use of the familia concept, a commitment to service learning, and by using social media technology in addition to standard English Composition curriculum. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRnY9Qh1Y_VOmpGqXzfFVOf-D_obrPFmrhmCuXz90Yhox3jU_f2fq37WBqV8fdUco95ChYa-EnBVXvfctmo0JGu6DYltsQbk7WWlLccWGftRRYF1AWTmI9ccggGr2GyhFxxjVBdI1RyhE8/s1600/googleapps4education.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRnY9Qh1Y_VOmpGqXzfFVOf-D_obrPFmrhmCuXz90Yhox3jU_f2fq37WBqV8fdUco95ChYa-EnBVXvfctmo0JGu6DYltsQbk7WWlLccWGftRRYF1AWTmI9ccggGr2GyhFxxjVBdI1RyhE8/s1600/googleapps4education.jpg" height="112" width="200" /></a></div>
<a href="http://youtu.be/75tbaCDJJDQ" target="_blank"><b>Google Apps for Education</b></a> with <a href="http://onlineteachingconference.org/TopNav/Bios.html#JKitzerow" target="_blank">Joshua Kitzerow</a> of Mt. San Jacinto Community College.Terrific, spirited overview of the free, online Google tools that you and your students can use to make great projects, collaborative shared documents and presentations, and a lot more. Joshua shows how to work more efficiently by searching for information within the documents utilizing the embedded research tool. This is also a presentation that lets you see<br />
how others are using these tools in online and classroom teaching.<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFGTxEYxeUbAbqUugs4hA19zfAMV8tzKuE7XopObFV79Lr99LfV-quose_7efWn8x39UQIxZA0MZ0_-QOeBTgjYG5dQlaWSONysE6CQ84rAf39aRtkiE4g55aPKpFw8fSfIklX4GXascnR/s1600/howcanonlineorientations.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFGTxEYxeUbAbqUugs4hA19zfAMV8tzKuE7XopObFV79Lr99LfV-quose_7efWn8x39UQIxZA0MZ0_-QOeBTgjYG5dQlaWSONysE6CQ84rAf39aRtkiE4g55aPKpFw8fSfIklX4GXascnR/s1600/howcanonlineorientations.jpg" height="112" width="200" /></a></div>
<a href="https://www.youtube.com/watch?v=M-Xxnyv_jgI" target="_blank"><b>How can Online Learning Orientations Contribute to Student Success?</b></a> with <a href="http://onlineteachingconference.org/TopNav/Bios.html#JJulius">Jim Julius</a>, MiraCosta College. In spring 2014, MiraCosta College offered in-person online learning orientation sessions for the first time. What content is essential to include? What are some effective ways to get students to participate? How should the sessions be organized similarly or differently for live in-person offering vs. live online vs. asynchronous online? What effect, if any, does participation in these orientations have upon student retention and success? What are some ways to track these effects?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT2lD6GBuC26y8BUVb-r3haEMltN6FvLcrPxDc_Wg3cwRmpFZOQ63FvA6BIfumFjOau8heT0TMGD2mWyTrghGs1_nZ6f8kqqT3UWqlert5M-XIx6qW_2xdK5Uek-Yll9nmL3H4Se_BqKLX/s1600/interactivewithnearpod.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT2lD6GBuC26y8BUVb-r3haEMltN6FvLcrPxDc_Wg3cwRmpFZOQ63FvA6BIfumFjOau8heT0TMGD2mWyTrghGs1_nZ6f8kqqT3UWqlert5M-XIx6qW_2xdK5Uek-Yll9nmL3H4Se_BqKLX/s1600/interactivewithnearpod.jpg" height="150" width="200" /></a></div>
<span class="Dates"><a href="https://www.youtube.com/watch?v=JryPMPhUm8s" target="_blank"><b>Interactive Learning with NearPod</b></a> </span> with <a href="http://onlineteachingconference.org/TopNav/Bios.html#MKieley">Michael Kieley</a>,<i> Loyola Marymount University. </i>NearPod is a game changing app for interactive learning. Imagine transforming a set of PowerPoint slides into a rich, multimedia experience which allows students to express their opinions, answer quiz questions, and even make drawings related to the content. NearPod summarizes these responses in vivid pie charts, which can be shared with students immediately, and NearPod Reports archive all the student input for later review by the teacher. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3vLeE4W40XaacwrVosGlz_Z4n0FREF8j2-lTUm1U3KEgqKO2HJTh80yd4lQtQ2QDYOg15WRVIdORxUcmN3SbkDk0_tXznFEmFZ_gyqgoLdKZDcn4XCRR5FKFFWcBXF-34nTwmO9JlMO3y/s1600/tenbestpractices.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3vLeE4W40XaacwrVosGlz_Z4n0FREF8j2-lTUm1U3KEgqKO2HJTh80yd4lQtQ2QDYOg15WRVIdORxUcmN3SbkDk0_tXznFEmFZ_gyqgoLdKZDcn4XCRR5FKFFWcBXF-34nTwmO9JlMO3y/s1600/tenbestpractices.jpg" height="112" width="200" /></a></div>
<span class="Dates"><a href="https://www.youtube.com/watch?v=on6pFKirer0" target="_blank"><b>Ten Best Practices for Teaching Online</b></a> </span>with <a href="http://onlineteachingconference.org/TopNav/Bios.html#DKirchen">DeAnna Kirchen</a>, Golden West College. This presentation covers the top ten things you should be doing in your online class according to the “Ten Best Practices for Teaching Online” by Judith V. Boettcher, PhD. If you’re new to online teaching, this will help you get off to a great start. If you’re a seasoned online teacher, see if you are doing all 10 things! <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHsnevCv3NMCVUMVwC2fJV12SfmFbxBFUU9eW2Dfk_OuMTBAaH8cx69LtJYreb6Q32GsGThz-oofWMWwGibphHcldKcq1Lythq_vlOnc-QPFhm0ldDmOpa1hCrTa4Ou6hfQ_bTqy-J0bxM/s1600/tipsandtricks4blackboard.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHsnevCv3NMCVUMVwC2fJV12SfmFbxBFUU9eW2Dfk_OuMTBAaH8cx69LtJYreb6Q32GsGThz-oofWMWwGibphHcldKcq1Lythq_vlOnc-QPFhm0ldDmOpa1hCrTa4Ou6hfQ_bTqy-J0bxM/s1600/tipsandtricks4blackboard.jpg" height="112" width="200" /></a></div>
<b><a href="https://www.youtube.com/watch?v=2u46bGlg9g0" target="_blank">Tips and Tricks for Using Blackboard</a> </b>with <a href="http://onlineteachingconference.org/TopNav/Bios.html#EWilson" target="_blank">Eric Wilson</a>, Orange Coast Community College. A fun session that shows Blackboard users more effective ways to build content in their courses.<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnzi_keuatnY7GZfb1g7PwaNKnTBc13Dfg2KxlSkTclrvU27WtROnseNFFes2JdwvLULDWq7DGG7sEJ8M1FehhYtO8Yfils_nJHLizaAV_TRlQcf_bvnwkJJC0whJekJLt196xVXfnp8-U/s1600/wealthofinformaiton.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnzi_keuatnY7GZfb1g7PwaNKnTBc13Dfg2KxlSkTclrvU27WtROnseNFFes2JdwvLULDWq7DGG7sEJ8M1FehhYtO8Yfils_nJHLizaAV_TRlQcf_bvnwkJJC0whJekJLt196xVXfnp8-U/s1600/wealthofinformaiton.jpg" height="112" width="200" /></a></div>
<span class="Dates"><a href="https://www.youtube.com/watch?v=rqaLzl3nf48" target="_blank"><b>A Wealth of Information: Online Learning & the Library</b></a> with </span><span class="Dates"><a href="http://onlineteachingconference.org/TopNav/Bios.html#GKerr">Gretchen Keer</a>, <i>CSU, East Bay. </i></span> This presentation offers practical tips, including best practices for online information literacy instruction and a guide on collaborating with your local librarian. It is presented by an academic librarian with ten years of experience embedding library services and resources into the online environment.<br />
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-10756244510431329452014-06-16T08:59:00.000-07:002014-06-16T08:59:02.330-07:00Online Teaching Conference 2014: The Virtual Sessions<div dir="ltr" style="text-align: left;" trbidi="on">
The 2014 Online Teaching Conference is sold out, but here are all of the pre-recorded virtual sessions from practitioners around the world who contributed to this year's conference. Enjoy - and learn! Hopefully, we'll be able to see you in person at next year's conference!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1R3IKzyCYfAol8piNshjbdYuW4G28rZU4OKK6nq9vd5j9u_0yM3sPRKfWnW3K2K5Ob3GCeB6DV5SXHD6acKNTQ-TM8ZWh9fMJdN7rBS-cDYRPRyjJWo3ZL-2MKKK6CLe2c34ENZZX09xD/s1600/5+ways.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1R3IKzyCYfAol8piNshjbdYuW4G28rZU4OKK6nq9vd5j9u_0yM3sPRKfWnW3K2K5Ob3GCeB6DV5SXHD6acKNTQ-TM8ZWh9fMJdN7rBS-cDYRPRyjJWo3ZL-2MKKK6CLe2c34ENZZX09xD/s1600/5+ways.JPG" height="233" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=CfupeMX5exM" target="_blank"><b>5 Ways to Encourage StudentEngagement Online (OTC14) Doug Borcoman </b></a><a href="https://www.youtube.com/watch?v=CfupeMX5exM" target="_blank">https://www.youtube.com/watch?v=CfupeMX5exM</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-29.0901.M.75CE7C47885EC26B6C7874906392F8.vcr&sid=2007002">Confer session: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-29.0901.M.75CE7C47885EC26B6C7874906392F8.vcr&sid=2007002</a></span><br />
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<span style="color: black;">This presentation outlines 5 methods successfully utilized to enhance student engagement: the use of the group function in Collaborate to produce a video project; the use of student podcasting; the use of student voice applications for discussion forums; the student use of Camtasia for individual ad group online projects/presentations; the use of the journal on, for example, Blackboard and other LMS's. Student responses to these methods and sample work are showcased during the presentation. By Douglas Borcoman of Coastline Community College.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhg662Jde1V35vX1N26yPnp4-d8TO0ZNCK1B_w_dFZezmegDVoP_aVeiT_wmIGEbUjgNnxPtdOClbyNKE7v0vPEEH0IPBDoPTn4nbFJqYsxyngqt7nUCNAEEyOVp1oGzxNYuQo6T_zUu4-A/s1600/creating+interactive+syllabus.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhg662Jde1V35vX1N26yPnp4-d8TO0ZNCK1B_w_dFZezmegDVoP_aVeiT_wmIGEbUjgNnxPtdOClbyNKE7v0vPEEH0IPBDoPTn4nbFJqYsxyngqt7nUCNAEEyOVp1oGzxNYuQo6T_zUu4-A/s1600/creating+interactive+syllabus.JPG" height="238" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=Yp6t8O2eLBM" target="_blank"><b>Creating an Online InteractiveSyllabus</b> (OTC14) Deanna Heikkinen</a> <a href="https://www.youtube.com/watch?v=Yp6t8O2eLBM" target="_blank">https://www.youtube.com/watch?v=Yp6t8O2eLBM</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-14.0823.M.62B4F474C778349ACFEB83EBC81407.vcr&sid=2007002">Confer session: </a>https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-14.0823.M.62B4F474C778349ACFEB83EBC81407.vcr&sid=2007002</span><br />
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<span style="color: black;">This presentation shows how to create an interactive and engaging electronic syllabus. Learn how to create a magazine look for your syllabus in full color that includes hyperlinks in an index. This is a great way to engage your students from the start of the class. By Deanna Heikkinen of Los Angeles Valley College.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-bOy_g8EYFd5RRmOuX_VJvwkLenNuQIgFfSmBFb059tSHZHyXH91vEpBuL2HiLvtBYpgCOysOqwPVTurjYsDa_kZ0X8KQ23I0pwPLbS2gTu3DmqKxvLXAVwaA-qMCDfD9FNVRuffSY0eC/s1600/cyberbullying.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-bOy_g8EYFd5RRmOuX_VJvwkLenNuQIgFfSmBFb059tSHZHyXH91vEpBuL2HiLvtBYpgCOysOqwPVTurjYsDa_kZ0X8KQ23I0pwPLbS2gTu3DmqKxvLXAVwaA-qMCDfD9FNVRuffSY0eC/s1600/cyberbullying.JPG" height="235" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=3Yc8BSxzeDY" target="_blank"><b>Cyberbullying of Faculty in OnlineClassrooms</b> (OTC14)</a> Michael Eskey (and son) <a href="https://www.youtube.com/watch?v=3Yc8BSxzeDY" target="_blank">https://www.youtube.com/watch?v=3Yc8BSxzeDY</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-01.0832.M.DC3EEF8EFC006FD2E57F4A9398A193.vcr&sid=2007002">Confer session: </a>https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-01.0832.M.DC3EEF8EFC006FD2E57F4A9398A193.vcr&sid=2007002</span><br />
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<span style="color: black;">The number of students enrolled in online courses is increasing. With the growth, online learning is experiencing an increase in cyber-assaults, written and verbal assaults, and cyber=bullying. The presentation addresses the growing problem of faculty bullying by students in the online classroom. Policies and protections available to online faculty are addressed, with recommendations for preventing and addressing cyber-bullying. By Michael Eskey of Park University.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVwOk4QZd2GCFeekMybhrt86nELdn8dmzAyNowllW-9dzxrSsFCUir8gtoa9yeMbGoFZSl-9mu5xMBLhnL72x94UOF4fUqFqKR-TkdtmFQjizjXChogSVBTy6RuRW2v3AKGodDypDodXSF/s1600/decreasing+procras.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVwOk4QZd2GCFeekMybhrt86nELdn8dmzAyNowllW-9dzxrSsFCUir8gtoa9yeMbGoFZSl-9mu5xMBLhnL72x94UOF4fUqFqKR-TkdtmFQjizjXChogSVBTy6RuRW2v3AKGodDypDodXSF/s1600/decreasing+procras.JPG" height="237" width="320" /></a></div>
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<span style="color: black;"><b><a href="https://www.youtube.com/watch?v=IN9E4CvOJzY" target="_blank">Decreasing Student ProcrastinationThrough E-mail and Multimedia Tools in Online Courses </a></b>(OTC14) Sonja Bethune and
Steven Brownson <a href="https://www.youtube.com/watch?v=IN9E4CvOJzY" target="_blank">https://www.youtube.com/watch?v=IN9E4CvOJzY</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-04-30.1307.M.A6475DD4CC96F4F519728AB8B3BB77.vcr&sid=2007002"> Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-04-30.1307.M.A6475DD4CC96F4F519728AB8B3BB77.vcr&sid=2007002</span><br />
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<span style="color: black;">A research study on student procrastination examined the impact of using a multimedia method o Voki videos (animation) as well as consistent e-mail communication as a strategy to increase on-time student postings of the weekly discussions and written assignments. Based on the methods, the researchers hypothesize that there will be a connected impact with higher levels of student retention and greater interactivity leading to higher levels o student satisfaction with online learning. The findings will be used as a form of best practices in order to improve student interactivity and student retention online. By Sonja Bethune and Steve Brownson of Ashford University. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjsXqz0rg8PkjIdCIHGAos-TRSh10D3K-UYfjUyTknjgiyH3zIyRgxshE6QYFr-74EjVHcYYB4nginun1kFnmhkPGi2-W7e2H_Qvpnc1GPD0uZeFmGqhWLfOo8aF5ClRnNvzE4loziJzN5/s1600/designing+fac.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjsXqz0rg8PkjIdCIHGAos-TRSh10D3K-UYfjUyTknjgiyH3zIyRgxshE6QYFr-74EjVHcYYB4nginun1kFnmhkPGi2-W7e2H_Qvpnc1GPD0uZeFmGqhWLfOo8aF5ClRnNvzE4loziJzN5/s1600/designing+fac.JPG" height="238" width="320" /></a></div>
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<span style="color: black;"><b><a href="https://www.youtube.com/watch?v=R9iilurjIuI" target="_blank">Designing Successful FacultyTraining for Online Teaching</a></b> PART 2 (OTC14) Rolando Regino <a href="https://www.youtube.com/watch?v=R9iilurjIuI" target="_blank">https://www.youtube.com/watch?v=R9iilurjIuI</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-29.1304.M.DF19644DF987F2C1693E60E08B4827.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-29.1304.M.DF19644DF987F2C1693E60E08B4827.vcr&sid=2007002 </span></div>
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<span style="color: black;">As online courses and programs in the colleges increase year by year, the training of online instructors has not kept up with "the demand for excellence," according to Dr. Rena Palloff, one of the authors of The Excellent Online Instructor (2011). This workshop discusses research into the characteristics of good online instructors and courses, the pedagogy paradigm shift for instructors, as well as current faculty development models such as Quality Matters, all of which contribute to producing the excellent online instructor. Faculty training models that are developing in the colleges are also discussed. By Dr. Rolando Regino of Victor Valley College.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9aZAh7Je5mmXiu02bZWQVZZCDFnoY6o_70zS4pBWYu0l2ra2V4sNZ0QbKc8QfTG_VqBOSy-nkJUGbpj2yg8PCLmKXRE6Y7taV4WuNUQmCAJ7AXwD-jduRr2ppYQdvBsTMQiqAorIugTlF/s1600/embedding+multim.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9aZAh7Je5mmXiu02bZWQVZZCDFnoY6o_70zS4pBWYu0l2ra2V4sNZ0QbKc8QfTG_VqBOSy-nkJUGbpj2yg8PCLmKXRE6Y7taV4WuNUQmCAJ7AXwD-jduRr2ppYQdvBsTMQiqAorIugTlF/s1600/embedding+multim.JPG" height="239" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=z8SmUpuLtMU" target="_blank"><b>Embedding Multimedia: Enegize andEngage the Online Learner</b></a> (OTC14) Steven Brownson and Wendy Conaway <a href="https://www.youtube.com/watch?v=z8SmUpuLtMU" target="_blank">https://www.youtube.com/watch?v=z8SmUpuLtMU</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-04-30.0958.M.FC4E820B51B69825042E91A56AC12C.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-04-30.0958.M.FC4E820B51B69825042E91A56AC12C.vcr&sid=2007002</span><br />
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<span style="color: black;">This presentation show you a hands-on way to incorporate multimedia such as animation, videocasts, and pow toons to motivate online learners. The session is presented by two instructors who field-tested the multimedia leading to higher levels of interactive (student-student, student-instructor, and student-content). Contains practical knowledge on extending interactions and reaching your online students. By Steven Brownson and Wendy Conaway of Ashford University. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg939SZdEn8xu-pdFxVqp-kzpq2n8d6hPI98OWgVkTyNkTfLDw653vU2D2BQTXdjv8lNsnI7oSpvmx8ksYRtSOSgzvpCcp6KYIPLCbU6WreiXYvyBjF_USDQGYcf9x01PHswXBDR4OBjPlW/s1600/how+to+collaborate.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg939SZdEn8xu-pdFxVqp-kzpq2n8d6hPI98OWgVkTyNkTfLDw653vU2D2BQTXdjv8lNsnI7oSpvmx8ksYRtSOSgzvpCcp6KYIPLCbU6WreiXYvyBjF_USDQGYcf9x01PHswXBDR4OBjPlW/s1600/how+to+collaborate.JPG" height="238" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=kkAZgw8DKjM" target="_blank"><b>How to Collaborate with Facultywhen Developing an Online Course</b></a> (OTC14) Mauricio Cadavid <a href="https://www.youtube.com/watch?v=kkAZgw8DKjM" target="_blank">https://www.youtube.com/watch?v=kkAZgw8DKjM</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.1241.M.60068A933BF2D80D73802AD0408F9F.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.1241.M.60068A933BF2D80D73802AD0408F9F.vcr&sid=2007002</span><br />
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<span style="color: black;"> Learn some of the strategies used to develop a productive collaboration program with faculty teaching online / blende courses. Strategies and techniques to help instructional technology staff and faculty work together are presented. Includes tips and stories from successful working relationships tat have led to effective course development and delivery. By Mauricio Cadavid of CSU San Bernardino.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAWKpPtJ28MyDVe57ZpXDlZ7b3Axeb2sXARH1xpXoxnWFdm6gpxHoQKFmF-nShyt5hNrRMTTMrBa3CqM4NagMEx8WZXawifIdWeBZ-BHhUXbYaaa1Ybnazkty7sn-vx1hxKilmtcyDOrWl/s1600/integrate+google.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAWKpPtJ28MyDVe57ZpXDlZ7b3Axeb2sXARH1xpXoxnWFdm6gpxHoQKFmF-nShyt5hNrRMTTMrBa3CqM4NagMEx8WZXawifIdWeBZ-BHhUXbYaaa1Ybnazkty7sn-vx1hxKilmtcyDOrWl/s1600/integrate+google.JPG" height="235" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=SimfcEFR_1s" target="_blank"><b>Integrate Collaborative GoogleDocs Into Existing LMS</b></a> (OTC14) Darlene Scangarello <a href="https://www.youtube.com/watch?v=SimfcEFR_1s" target="_blank">https://www.youtube.com/watch?v=SimfcEFR_1s</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-28.1013.M.15AA16EE0F7D46E960B5DD64AF8DF7.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-28.1013.M.15AA16EE0F7D46E960B5DD64AF8DF7.vcr&sid=2007002</span><br />
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<span style="color: black;">Many times faculty wish to have students interacting with one another's assignments, offering feedback and reflecting on each other's work products. However, what tool to use, and where to house it, are often cumbersome questions to answer. Google Docs provides a single location with multiple users to add content and feedback and can easily be embedded into your course iframe HTML. Explanation, instructional video, and job aid provided. By Darlene Scangarello of National University.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI0mcLUCPmjqDcgMjUEni_t0GL2ju6rfp3eUxn5twYR7cWoFZVNlTuBSAwtJkZkRgBUpAF8k0T_R4irtb8lz9W6cl3-dNl3osYpB2DK9DSBWyN7JTNAqEn0mYclLlJJV4zJgVO640QkDK5/s1600/ipad+yes+i+can.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI0mcLUCPmjqDcgMjUEni_t0GL2ju6rfp3eUxn5twYR7cWoFZVNlTuBSAwtJkZkRgBUpAF8k0T_R4irtb8lz9W6cl3-dNl3osYpB2DK9DSBWyN7JTNAqEn0mYclLlJJV4zJgVO640QkDK5/s1600/ipad+yes+i+can.JPG" height="235" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=dDM9kpzfVQU" target="_blank"><b>iPad Yes I Can! Efective iPadIntegration Strategies for Your Course</b></a> (OTC14) Mauricio Cadavid <a href="https://www.youtube.com/watch?v=dDM9kpzfVQU" target="_blank">https://www.youtube.com/watch?v=dDM9kpzfVQU</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.0934.M.D8357182630C1F6796C9FB7AB90741.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.0934.M.D8357182630C1F6796C9FB7AB90741.vcr&sid=2007002</span><br />
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<span style="color: black;">Provides ideas and strategies to successfully implement the iPad in class settings as well as integrate interactive and engaging activities in lessons. Learn basic iPad navigation shortcuts, with an array of applications that will surely enhance your instruction. With Mauricio Cadavid of CSU San Bernardino. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgx1PgOyxVLph_ua0azW7l_noM6ieIqH82RmOtMJ9X3k2u8afEewcB51bOqzGk_tdoxf1Zybn4v1hWTfm3twPW2IDVHpQawKif1sK5T_SM-Mk0oemKcaM8tivlDPcxJyQlBukSum2bSEbMX/s1600/moodle+for.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgx1PgOyxVLph_ua0azW7l_noM6ieIqH82RmOtMJ9X3k2u8afEewcB51bOqzGk_tdoxf1Zybn4v1hWTfm3twPW2IDVHpQawKif1sK5T_SM-Mk0oemKcaM8tivlDPcxJyQlBukSum2bSEbMX/s1600/moodle+for.JPG" height="236" width="320" /></a></div>
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<span style="color: black;"><b><a href="https://www.youtube.com/watch?v=Fr06Unzq874" target="_blank">Moodle for Constructing OnlineLearning </a></b>(OTC14) Cynthia Chandler and Scott Moss <a href="https://www.youtube.com/watch?v=Fr06Unzq874" target="_blank">https://www.youtube.com/watch?v=Fr06Unzq874</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-19.1502.M.BFA00FEBD6866510944F3D1DD516C3.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-19.1502.M.BFA00FEBD6866510944F3D1DD516C3.vcr&sid=2007002</span><br />
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<span style="color: black;">For many, Moodle is the preferred system for constructing the final digital project online. There are many learning management systems, few as flexible or robust with built-in learning objects, and even fewer are open source. The session demonstrates four major elements: Design and Technology, Pedagogy and Instruction, Student-centered Learning, and Assessment and Evaluation. By Cynthia Chandler with National University.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5srw3p1X5iMJiM0pO6Q84VpPyCylxMXe8TziFEorv66PlbwRPgidtTM4otmOU8cH8aefZ1IFGw7r6bp9y3N4FhLswPS2so_x6q9rVVg2Zwg70GR_9oSDYceQchpqpUlSSLo2B9eHY1CUH/s1600/set+sail.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5srw3p1X5iMJiM0pO6Q84VpPyCylxMXe8TziFEorv66PlbwRPgidtTM4otmOU8cH8aefZ1IFGw7r6bp9y3N4FhLswPS2so_x6q9rVVg2Zwg70GR_9oSDYceQchpqpUlSSLo2B9eHY1CUH/s1600/set+sail.JPG" height="237" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=IykjV9ghqTE" target="_blank"><b>Set Sail with Science Online!</b></a>
(OTC14) Nicole Simon <a href="https://www.youtube.com/watch?v=IykjV9ghqTE" target="_blank">https://www.youtube.com/watch?v=IykjV9ghqTE</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-08.1031.M.96899A14B23A63055131C391608F3E.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-08.1031.M.96899A14B23A63055131C391608F3E.vcr&sid=2007002</span><br />
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<span style="color: black;">Still teaching science the old way? Try teaching scince online! Using simulations and virtual experiments, students can repeat laboratory experiments and increase retention of information. This presentation provides examples of simulations within the STEM disciplines, and you will learn how to use simulation in your classes. Presented by an educational technologist and a science educator who teaches laboratory science courses online. With Nicole Simon of Nassau Community College. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4A3dzGcH5moM-4xlGO4nscrX-fnQwGsdLKg3HM4VPJjaDsO_tr_dqxd4XlEpjbHHtUotwtZCCv4xFNc-CZF34BkalcnblLboeLojT113jf67B3piJtc4cN-R0Q0JhZjJrR-s4yHdBPgJw/s1600/who+should.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4A3dzGcH5moM-4xlGO4nscrX-fnQwGsdLKg3HM4VPJjaDsO_tr_dqxd4XlEpjbHHtUotwtZCCv4xFNc-CZF34BkalcnblLboeLojT113jf67B3piJtc4cN-R0Q0JhZjJrR-s4yHdBPgJw/s1600/who+should.JPG" height="236" width="320" /></a></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=CuCSpQdD7sY" target="_blank"><b>Who Should Succeed in OnlineCourses?</b></a> (OTC14) Larry Lambert <a href="https://www.youtube.com/watch?v=CuCSpQdD7sY" target="_blank">https://www.youtube.com/watch?v=CuCSpQdD7sY</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-23.1106.M.5505B741E0542FF8ED91297163CDA5.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-23.1106.M.5505B741E0542FF8ED91297163CDA5.vcr&sid=2007002</span><br />
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<span style="color: black;">Student success in online learning depends on preparation, awareness and an epilogue of interaction from faculty and mentors There is no such thing as a bad student, but not all students are good. Understand how students display signs of unpreparedness with online courses and how to overcome those obstacles. With Larry Lambert of Southwestern College District. </span></div>
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<b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw8-DbxHQnbbGfP4qfyDlAcCxtEPHIqhfJtN1AEDlz3x6z3xELJDkSWPrp64n68oP7mbsJ0c4HdJ4B3ecBxwlFLFpo49464atTiyHl2QpyJUbnR9ZGY2OhS2fowtF-pKo5RByDz8kjDCxH/s1600/you're+teaching.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw8-DbxHQnbbGfP4qfyDlAcCxtEPHIqhfJtN1AEDlz3x6z3xELJDkSWPrp64n68oP7mbsJ0c4HdJ4B3ecBxwlFLFpo49464atTiyHl2QpyJUbnR9ZGY2OhS2fowtF-pKo5RByDz8kjDCxH/s1600/you're+teaching.JPG" height="238" width="320" /></a></b></div>
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<span style="color: black;"><a href="https://www.youtube.com/watch?v=qSMz2XBqFRw" target="_blank"><b>You Are Teaching a Course Online!Did You Do It Right?</b></a> (OTC14) Mauricio Cadavid <a href="https://www.youtube.com/watch?v=qSMz2XBqFRw" target="_blank">https://www.youtube.com/watch?v=qSMz2XBqFRw</a></span><br />
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<span style="color: black;"><a href="https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.1337.M.07E5B5EFC4D17CA9A998566CC79999.vcr&sid=2007002">Confer session</a>: https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2014-05-06.1337.M.07E5B5EFC4D17CA9A998566CC79999.vcr&sid=2007002</span><br />
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<span style="color: black;">Strategies for student success, engagement, and a positive learning experience are presented. The session also covers about developing rapport with online students, as well as a list of Web tools that can be used for effective design of class activities and participation. With Mauricio Cadavid of CSU San Bernardino.
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-85676356965183249332014-06-06T15:24:00.003-07:002014-06-06T15:32:23.668-07:00Some Virtual Presentations from Online Teaching Conference 2014<div dir="ltr" style="text-align: left;" trbidi="on">
For the first time, we've sold out all seats to the <a href="http://onlineteachingconference.org/">Online Teaching Conference</a>, but - thanks to the wonders of online teaching technology - you can attend many sessions virtually. In fact, you can attend some of the sessions before the conference even begins! Several sessions were pre-recorded for various reasons, and will not be presented during the actual conference June 20 and 21. So stick on a name tag and enjoy! (We had so many virtual presentations, I'll have to spread these out over several posts.)<br />
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<b>5 Ways to Encourage Student Engagement Online. </b>This presentation outlines 5 methods successfully utilized to enhance student engagement: the use of the group function in Collaborate to produce a video project; the use of student podcasting; the use of student voice applications for discussion forums; the student use of Camtasia for individual ad group online projects/presentations; the use of the journal on, for example, Blackboard and other LMS's. Student responses to these methods and sample work are showcased during the presentation. By Douglas Borcoman of Coastline Community College.<br />
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<b>Creating a Community of Acceptance for Students with Asperger's Syndrome. </b>Students with learning disabilities caused from Asperger Syndrome face many challenges. These challenges can derive from difficulties pertaining to social interaction in the classroom and collaboration when working in a group environment. The presentation provides a strategy the includes indicators signaling the need for additional instructor intervention and how to encourage communication and collaboration. By Dr. Henry Roehrich of Park University. <br />
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<b>Creating an Online Interactive Syllabus. </b>This presentation shows how to create an interactive and engaging electronic syllabus. Learn how to create a magazine look for your syllabus in full color that includes hyperlinks in an index. This is a great way to engage your students from the start of the class. By Deanna Heikkinen of Los Angeles Valley College.<br />
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<b>Cyberbullying of Faculty in Online Classrooms. </b>The number of students enrolled in online courses is increasing. With the growth, online learning is experiencing an increase in cyber-assaults, written and verbal assaults, and cyber=bullying. The presentation addresses the growing problem of faculty bullying by students in the online classroom. Policies and protections available to online faculty are addressed, with recommendations for preventing and addressing cyber-bullying. By Michael Eskey of Park University. <br />
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<b>Decreasing Student Procrastination Through E-Mails and Multimedia Tools in Online Courses. </b>A research study on student procrastination examined the impact of using a multimedia method o Voki videos (animation) as well as consistent e-mail communication as a strategy to increase on-time student postings of the weekly discussions and written assignments. Based on the methods, the researchers hypothesize that there will be a connected impact with higher levels of student retention and greater interactivity leading to higher levels o student satisfaction with online learning. The findings will be used as a form of best practices in order to improve student interactivity and student retention online. By Sonja Bethune and Steve Brownson of Ashford University.<br />
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<b>Designing Successful Faculty Training for Online Teaching. </b>As online courses and programs in the colleges increase year by year, the training of online instructors has not kept up with "the demand for excellence," according to Dr. Rena Palloff, one of the authors of The Excellent Online Instructor (2011). This workshop discusses research into the characteristics of good online instructors and courses, the pedagogy paradigm shift for instructors, as well as current faculty development models such as Quality Matters, all of which contribute to producing the excellent online instructor. Faculty training models that are developing in the colleges are also discussed. By Dr. Rolando Regino of Victor Valley College.</div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-88217703659856714812014-05-02T14:31:00.001-07:002014-05-02T14:31:46.389-07:00Marshall McLuhan and Web Conferencing: What Message Is Our Medium?<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLMQmneL_xVfGxtn8G4fdCM84RYDLnbLEPFZDBb7tbpgTvxCgSKmkDW86S6I_OnocbaxQ-aOhKrlK3AwxQqTBxkX3HREsGize23f7xV9wmHYmIarrRpTkvSrrKSAndO_xjhQWyusozhWLF/s1600/mcluhan.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLMQmneL_xVfGxtn8G4fdCM84RYDLnbLEPFZDBb7tbpgTvxCgSKmkDW86S6I_OnocbaxQ-aOhKrlK3AwxQqTBxkX3HREsGize23f7xV9wmHYmIarrRpTkvSrrKSAndO_xjhQWyusozhWLF/s1600/mcluhan.jpg" style="cursor: move;" /></a></div>
I've just read a fascinating chapter by <a href="http://engl.athabascau.ca/faculty/mmccutcheon.php" target="_blank">Mark A. McCutcheon</a> which reflects on Web conferencing, Marshall McLuhan's thinking, and intellectual property issues. The print version appears in <b><i>McLuhan's Global Village Today: Transatlantic Perspectives</i></b> (Pickering and Chatto, 2014, ISBN-13:9781848934610) and a "pre-copyedited, pre-print version" is available <a href="http://auspace.athabascau.ca:8080/bitstream/2149/3442/1/McCutcheon_Dubjection-A-Node_preprintOAversion.pdf" target="_blank">here</a>. The author covers more than I can describe here (and does a better job than I can), but I'd like to explore a few points specifically related to the Web conferencing medium.<br />
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McCutcheon was asked to present a paper at a conference which, as it turned out, he could not physically attend. Instead, he used Web conferencing to present his paper. But what does that mean, he asks? "I was neither <i><b>present </b></i>at the event, nor <i><b>presenting </b></i>a paper, as denoted by academic tradition, so much as orchestrating an audio-visual '<i><b>presentation</b></i>,' at once a performance and a recording" (emphasis added). He presented "a digital slideshow, video images of my talking head and of the room of delegates..., and my microphoned voice, as I spoke the text of my paper." The session was recorded and can be "called up, replayed and paused, and distributed as a link with a password."<br />
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Web conferencing, says McCutcheon, "blurs the lines between performance and recording, between presence and representation." He goes on to describe a "dubject" created by this kind of technology, "assembled through technologies of mechanical reproduction, and distributed through networks of electronic distribution that blur the boundaries between ... consumer and commodity, the organic self and technological others...." We who use Web conferencing and similar technologies to reach distant audiences and/or future audiences are using "dubjection": "a technological doubling and spacing of the self."<br />
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He describes the spacing vividly: <br />
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On the day of the proceedings, I wasn't <i>at </i>Marburg, or <i>at</i> AU... If the conjunction <i>at</i> connotes a sense of place, of position - a humanistic, common-sense expression of live, embodied presence - then in that sense, I was somewhere, of course: I was <i>at</i> a neighbour's house. But that place became neither here nor there, so to speak, for the duration of my attendance at the conference. Would it be more precise to say that, at that time, I was "@" a number of spaces at the same time?... My image and voice projected into the Marburg town hall, racing unplumbed lengths of cable and unknown airborne frequencies, translated into strings of ones and zeroes as dense and complex as protein chains. Routed and rerouted through data centres and ISP addresses across the Atlantic (and quite possibly elsewhere), my dubjected presence traversed any number of relays and channels in the global IT network, less a village, certainly, than a vast electric ocean.</div>
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All of us who have practiced Web conferencing are familiar with this disconnect. We're "here" and "there" at the same time, and our audience is "there" but we want them to be "here" while we're communicating with them. We want to see them and gauge their reactions, inspire them, motivate them, connect with them. The technology allows us to do some of that - more than we expected, in many cases - but it can't (yet) hide the "dubjection" effect. McLuhan said <a href="http://en.wikiquote.org/wiki/Marshall_McLuhan" target="_blank">once</a> that "media are a means of extending and enlarging our organic sense lives into the environment." That's why we confer (Confer) through Web conferencing.<br />
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The medium (Web conferencing) may well be the message. McLuhan <a href="http://en.wikipedia.org/wiki/Understanding_Media:_The_Extensions_of_Man" target="_blank">proclaimed</a> famously that "it is the medium that shapes and controls the scale and form of human association and action" (p. 9) and that "the 'message' of any medium or technology is the change of scale or pace or pattern that it introduces into human affairs" (p. 8). To ignore the change of scale, pace, and pattern that the virtual classroom engenders is to disconnect with the experience and the audience(s) we're trying to address. This evolving medium has the capacity to enrich our perceptions, insights, connections, and understanding of one another, provided we exploit its potential and help students and audiences to adapt to it. <br />
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com1tag:blogger.com,1999:blog-2820162456384122523.post-78794049757358427722014-03-07T13:37:00.000-08:002014-03-07T13:37:25.056-08:00Sail Into Online Student Success: Come to San Diego This June!<div dir="ltr" style="text-align: left;" trbidi="on">
We've finalized the program for the 2014 <a href="http://onlineteachingconference.org/" target="_blank">Online Teaching Conference</a> and looks like a terrific lineup! If you're an online educator, you spend a lot of time alone with your computer and your problems. At OTC, you're not alone! You can get critical insights directly from your colleagues, share your experiences, learn the latest strategies, and become a part of our wonderful community of online professionals. Join us June 20 and 21 for a comprehensive exploration of online teaching and learning. Get ready for two interactive days of learning that will prepare you to lead your institution with new ideas to power up online student success.<br />
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The OTC team has put together a top-notch program of sessions - presented by real online education professionals. Join us in San Diego for a unique professional development and networking event with opportunities to learn from distance education leaders about online teaching techniques and tools that will improve your bottom line and help your students fulfill their educational goals.<br />
<iframe src="http://www.slideshare.net/slideshow/embed_code/32050798" width="512" height="421" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px 1px 0; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="https://www.slideshare.net/bvmorrow/online-teaching-conference-2014-32050798" title="Online teaching conference 2014" target="_blank">Online teaching conference 2014</a> </strong> from <strong><a href="http://www.slideshare.net/bvmorrow" target="_blank">bvmorrow</a></strong> </div>
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-13538715882522706072014-02-28T15:07:00.000-08:002014-02-28T15:07:48.112-08:00Be the Best Web Conferencer You Can Be! Tips for Best Practices<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGVytcobvvsYxaHkEdWWP239xlIcLk1N0iEL5KjSQ8dEtgDI25DqdvlcSl39EkoX-y1Zd8e94Xw-VMmzLp24Y-o0YVoeMonadQwH80NbJla9PzVcOO4ojLLixhT9_ckfiheJfDcFWkSb-q/s1600/bestpractices.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGVytcobvvsYxaHkEdWWP239xlIcLk1N0iEL5KjSQ8dEtgDI25DqdvlcSl39EkoX-y1Zd8e94Xw-VMmzLp24Y-o0YVoeMonadQwH80NbJla9PzVcOO4ojLLixhT9_ckfiheJfDcFWkSb-q/s1600/bestpractices.JPG" height="200" width="320" /></a>If you've been using Web conferencing software for a while, you probably already have a sense of <br />
what is good practice with the tools. "Best practice" is more difficult to define and depends on context: your mileage may vary from mine. As instructors, we rely on intuition rather than dogma to develop best practice and what we know is more implicit than explicit. I've done a bit of research (so, hopefully, you won't have to) to try to locate sources where best practices in Web conferencing for instruction have been communicated and explained. There is also a significant amount of knowledge chronicled in other posts on this blog, so this will definitely NOT be the last word. Use it as a starting point.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6JjJ87K7VMDwWzQjhplLL-hxT5qJLcQix3bjlaZMrD5ZD_kwJWQq-6URL4bi6KAfgJG2Gysx2tz24m-eUCDerb6J4xerfUIVQDH2OwHOj3QaE2yvm6bo9RU1VHl43HsImqNc4E46vnCIT/s1600/asee.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6JjJ87K7VMDwWzQjhplLL-hxT5qJLcQix3bjlaZMrD5ZD_kwJWQq-6URL4bi6KAfgJG2Gysx2tz24m-eUCDerb6J4xerfUIVQDH2OwHOj3QaE2yvm6bo9RU1VHl43HsImqNc4E46vnCIT/s1600/asee.png" /></a><a class="title" href="http://www.asee.org/public/conferences/20/author_index/72991">Ms. Giovanna Badia</a> and <a class="title" href="http://www.asee.org/public/conferences/20/author_index/60786">Mrs. April Colosimo</a> presented at the 2013 ASEE (American Society for Engineering Education) Conference on "<a href="http://www.asee.org/public/conferences/20/papers/6907/view" target="_blank">Best Practices for Engaging Users in a Web Conferencing Environment</a>". They emphasize the need to 1) Introduce and Orient; 2) Inform; 3) Reinforce Active Learning and Feedback; 4) Humanize the Environment; 5) Close and Follow-Up. Among their tips: "There are advantages and disadvantages to maximizing the screen while displaying the content. For instance, the chat box will no longer be visible to the presenter. However, it will also mean that the names of registrants will not be seen in the resulting video. It can be a challenge to devote attention to both presenting and scanning for questions or comments, so it is advisable to have a second person, whenever possible, to monitor and respond to chats...." "Just as with face-to-face sessions, you can present case studies or prompt students for topic suggestions if illustrating search tools. It can be distracting for participants to move back and forth from applications to the web conferencing software so it may require more planning in advance. Try to slow down when demonstrating, since there may be a delay between what the instructor shows and what participants see on their screens...." "Use questioning as an active learning technique to involve everyone via audio, chat, or with the use of a whiteboard. Be patient and wait for responses. Decide how to manage discussions beforehand, with participants raising their hands or waiting for their turn to type or speak. Take time to reflect on comments and ask participants to elaborate. If you feel relaxed enough, you can prompt specific individuals by name to contribute to a discussion but it has to be done sensitively since there are no visual cues to indicate whether or not someone is comfortable responding. The whiteboard can be <br />
a tool for engaging participants in the design of a concept map, brainstorming ideas, and producing a list of key terms...."<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_rZqupumZ8_pDPnC1D4PKwDvBidcobsJ-bh19-JPJVVXWAEvgoZ4E-2hqlA0jH4204k9dgfofofxyRj4xcfyjmPtmMzexE1n1ZQLGejiIbke59TxPw3No4PQEEyzV5yhEfHY5bW7_2kt1/s1600/learningsolutions.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_rZqupumZ8_pDPnC1D4PKwDvBidcobsJ-bh19-JPJVVXWAEvgoZ4E-2hqlA0jH4204k9dgfofofxyRj4xcfyjmPtmMzexE1n1ZQLGejiIbke59TxPw3No4PQEEyzV5yhEfHY5bW7_2kt1/s1600/learningsolutions.png" /></a><a href="http://www.learningsolutionsmag.com/" target="_blank">Learning Solutions Magazine</a> posted an article recently by <a href="http://www.learningsolutionsmag.com/authors/79/darlene-christopher" target="_blank">Darlene Christopher</a> entitled, "<a href="http://www.learningsolutionsmag.com/articles/78/best-practices-for-polling-in-web-conferences" target="_blank">Best Practices for Polling in Web Conferences</a>". Her suggestions for designing poll questions: 1) Keep it short; 2) Avoid double-barreled questions; 3) Eliminate acronyms or unclear language; 4) Avoid leading or biased questions. When formulating responses, she recommends: 1) Use plain language; 2) Limit answer choices; 3) Use mutually exclusive responses; 4) Use number increments in equal amounts; 5) Include options for outliers; Include a "don't know" option if appropriate. The article includes many practical suggestions for rehearsing, anonymous polling, and broadcasting poll results.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvXhcnUmp2fVekaYcUXa5C_1ekxn5JuGWv01KIegSbmNgYpfphEMuyT8VDHUROt4Tt8qBm2s48HmmckOCUluynp0w_sQ6ezXBkYV79Bm-OKW-hOZYnp163B4Z1Iox7JodJe8EjQwFRlzit/s1600/coloradodenver.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvXhcnUmp2fVekaYcUXa5C_1ekxn5JuGWv01KIegSbmNgYpfphEMuyT8VDHUROt4Tt8qBm2s48HmmckOCUluynp0w_sQ6ezXBkYV79Bm-OKW-hOZYnp163B4Z1Iox7JodJe8EjQwFRlzit/s1600/coloradodenver.jpg" height="200" width="171" /></a>Jozianne Mestas at the University of Colorado, Denver, has published "<a href="http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=21&cad=rja&ved=0CEMQFjAAOBQ&url=http%3A%2F%2Fwww.ucdenver.edu%2Facademics%2FCUOnline%2FFacultyResources%2FadditionalResources%2FHandbook%2Fcuonlinehandbook2011%2FDocuments%2Fchapter17.pdf&ei=8f8QU7ahHPKkyAGW64DoDQ&usg=AFQjCNGM5LNYzx00ysyjzXkHTdob2QXFjA&sig2=NjtpG79JIQFpkJeJ89ZD6g&bvm=bv.62286460,d.aWc" target="_blank">Best Practices for Web Conferencing With Adobe Connect Pro.</a>" The article provides advice for PowerPoint Preparation: "be<br />conscientious of the font sizes you select to ensure that your web participants will be able to read your slides. The same principle applies for using intricate pictures, graphics and non-standard fonts. Since Adobe Connect Pro uses its own reader to view the presentation, in order to make sure all participates can view the content, it is best to use simple fonts, graphics, and animations." On Screen Share: "If you choose to utilize the screen share option, it is recommended that you use the screen <br />
resolution of 1024x768 to ensure that your participants can see your screen without demanding too much computer network bandwidth." For audio: " I recommend limiting the number of open microphones at one time to minimize the possible confusion caused by multiple individuals trying to<br />
talk all at once."<br />
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<br />
<a href="http://www.saintleo.edu/" target="_blank">Saint Leo University</a> makes available its one-page "<a href="http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=19&cad=rja&ved=0CIgBEBYwCDgK&url=http%3A%2F%2Fsaintleo.it%2Fblog%2Fwp-content%2Fuploads%2F2013%2F02%2FWeb-Conferencing-Best-Practices-Moderators.pdf&ei=1P8QU-P-I-KbygGm64GwBw&usg=AFQjCNEFl89NdtDyPDxe31c5NKeY8J0nbQ&sig2=0MTG8Z5LaYpYu_Ws1N5s8g&bvm=bv.62286460,d.aWc" target="_blank">Web Conferencing Best Practices for Moderators</a>" divided into 3 sections: 1) Before Session (test connectivity, check lighting and background objects, etc.); 2) During Session (use an ice breaker, speak clearly and at an even pace, etc.); and 3) After Session (follow up with meeting notes and next steps). <br />
<br />
The <a href="http://sloanconsortium.org/" target="_blank">Sloan Consortium</a> has a presentation by Linda Macauley of Elizabethtown College entitled, "<a href="http://sloanconsortium.org/conference/2013/aln/best-practices-using-interactive-web-conferencing-online-and-hybrid-courses" target="_blank">Best Practices in Using Interactive Web Conferencing for Online and Hybrid Courses</a>". Linda's work has also appeared in <a href="http://www.facultyfocus.com/articles/teaching-with-technology-articles/interactive-web-conferencing-brings-big-benefits-to-the-online-classroom/" target="_blank">Faculty Focus</a>. Her tips can be divided into these categories: Getting Started; Classroom Management; and Troubleshooting and Technical Support. <b>Getting Started: </b>practice in <b>Classroom Management: </b>explain the icons; establish a protocol for speaking and asking questions; appoint students to be presenters; use yes/no buttons periodically. <b>Troubleshooting and Technical Support: </b>add the help number to every invitation; remind students about background noise; do periodic sound checks;schedule at least one test session with students; provide "how to join" <br />
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instructions to students; post invitations where students will find them. <br />
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Sloan-C also archived a presentation by three Eastern Kentucky University professors - Paula Jones, Maryann Kolloff, and Fred Kolloff - entitled "<a href="http://sloanconsortium.org/conferences/2011/aln/best-practices-promote-learning-through-web-conferencing-resources-tools-and-te" target="_blank">Best Practices to Promote Learning Through Web Conferencing: Resources, Tools and Teaching Methods</a>". These three emphasize these best practices: 1) Prepare Content Beforehand; 2) Plan a Practice Session; 3) Have an Assistant on Hand. They also list several "Before the first meeting" tips, e.g., plan for accessibility needs, share a whiteboard with the number for technical support early in the session, log in 15-20 minutes early. There is a another list of tips to follow during the session: make sure that student interactions are required every few minutes; <br />
plan for breaks; close items when finished with them.<br />
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-53756660691379494092014-01-31T14:29:00.002-08:002014-02-03T15:18:03.526-08:00Conference Calls Don't Have to Hurt! <div dir="ltr" style="text-align: left;" trbidi="on">
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For some people, attending a conference call is about as pleasant an appointment as having a root canal. We've all had bad experiences with conference calls - noise from barking dogs or crying babies, interruptions from late arrivers, painful and awkward silences, several people speaking at once, and so on - but many of us have discovered that conference calls are great for collaborating and provide a cost-effective and efficient way to bring groups together from any distance. They're easy to set up and can be very productive, provided you take some prudent precautions.<br />
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I'm sure you'll find this <a href="http://www.youtube.com/user/dontbethatguyfilms" target="_blank">Tripp and Tyler</a> video amusingly familiar (albeit exaggerated). <br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/DYu_bGbZiiQ" width="560"></iframe>
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What can you do to make sure your conference call doesn't go as disastrously as this IRL (In Real Life) conference went?<br />
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<b><b>Take Charge and Be On Time.</b></b> Someone has to direct a conference call, just as with any meeting. It doesn't have to be the boss, but everyone needs someone who will decide who has the floor, whose turn it is to talk, and what the subject is. This person should also be first on the call, so that joiners are greeted, the clock (see below) can be started, etc. If the meeting moderator does not arrive on time, everyone else is stuck with music until (s)he shows up. It might also be good for the group if the greeter role changes hands as each new person comes onto the call. Make sure everyone agrees on the length of the meeting, and adjust the time or agenda if someone has to leave early. Here's a humorous take on what happens when someone joins a conference call after the meeting has been going for a while.<br />
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<br /><iframe width="420" height="315" src="//www.youtube.com/embed/00KvfeZm9VE" frameborder="0" allowfullscreen></iframe>
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<b>Who Are You?</b> When you speak, identify yourself. This looks silly in real life, but - especially when conference calls are starting out - it's important to know who's doing the talking when you can't see them. And if you haven't spoken for a while, listeners may find it difficult to recognize you. <br />
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<b>Noise.</b> Close your door. Put your rustling papers out of reach. Don't move the phone, and put your pen down if you're a pen-tapper. Make sure your keyboard is quiet (if you insist on typing while Conferring). Take a cough drop if you're prone to hacking. That takes care of you, but how do you control those noisy participants calling in from airports, cars, or nursery rooms? The same way: insist that they either mute themselves or move to a quieter environment. In some cases, it's best to ask the caller to hang up and try again from a quieter phone. To avoid unnecessary embarrassment, ask callers to avoid cell phones and cheap speakerphones: they "buzz" or produce static that annoys everyone else, and their signals are prone to dropping. Also, make sure everyone knows NOT to put their phones on hold: doing so may result in unwanted music that will tempt everyone to regret that dental appointment they could have been attending.<br />
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<b>Don't Interrupt.</b> It's rude, for one thing. For another, it's very hard on call participants to understand what's going on when several people are speaking at once.<br />
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<b>Call on People</b>. Instead of asking if anyone has an opinion - which will lead to several people speaking at once - call on each person individually. You can do this with a single sentence: "I'd like to hear from Phill, then Michelle and then Chris." Also, don't let any one person speak longer than 10 minutes. Attentiveness and listening become compromised when the same voice dominates, and your group members will begin to multi-task (read e-mails, respond to IMs, make grocery lists) as you let this continue. Some moderators use the "<a href="http://www.fullcirc.com/2008/03/14/using-the-clock-on-telecons/" target="_blank">Clock</a>" method for directing discussions: the first person is one o'clock, second is two o'clock, etc.<br />
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<b>Stay on Track.</b> As with any meeting, a conference call needs an agenda and the call will be successful only if you stick to it. If all participants have a copy of the agenda prior to its start, you'll find it easier to bring them back to it when they begin to stray (and it will skirt the problem of people trying to listen and read at the same time). It's a good idea to prime the conversation by letting participants know in advance what question(s) you hope to have answered when you meet. Another helpful accessory - if you have time to prepare it and send it to participants - is a brief bio of each participant, so that everyone will know something about the person who's talking. If there are any pre-conference call tasks you need them to do or materials you want them to have for the call, make that clear in your invitation (<b>boldface, </b>ALL CAPS, etc.).<br />
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<b>Grin and Bear It.</b> Smile. No matter what. You sound better when you're smiling, and everyone will feel better because your voice comes across as friendly and happy. <br />
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-23297945549735172552014-01-17T15:57:00.001-08:002014-01-17T16:02:10.601-08:00The Web Conferencing Skill Set<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgazAwbhKrYlVwenlUFJYuPpsLuciI5rDHksIsA1_OpeGXWTVVYc8FSM7HnyEnAkV-fCO3OZc8RXcw3pwnlaogHtOegOO0BZZ_BSQ4Tck_MYimUjlH2UG3xAFZIy6se3JCFaK18Omv5WLeY/s1600/skillswords.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgazAwbhKrYlVwenlUFJYuPpsLuciI5rDHksIsA1_OpeGXWTVVYc8FSM7HnyEnAkV-fCO3OZc8RXcw3pwnlaogHtOegOO0BZZ_BSQ4Tck_MYimUjlH2UG3xAFZIy6se3JCFaK18Omv5WLeY/s1600/skillswords.jpg" height="239" width="320" /></a>"Ah, mastery... what a profoundly satisfying feeling when one finally gets on top of a new set of skills... and then sees the light under the new door these new skills can open, even as another door is closing." - Gail Sheehy<br />
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We've spent a lot of time in this blog discussing the tools of Web conferencing and some of the practices which have proved most effective in using those tools. As with any tool set, the level of skills in the use of these tools is a significant variable in their successful implementation. Instructors and students come to the virtual classroom with different skill levels, personalities, and experiences, all of which play a role in determining the learning climate.<br />
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<a href="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2270418/" target="_blank">Valaitas et. al.</a> studied instructors who used Web conferencing to teach health sciences. By identifying personality types in their instructor sample - "Pragmatists, Positive Communicators, and Shy Enthusiasts" - they were able to differentiate approaches to the use of and acquisition of skills in the tools of Web conferencing. The "positive communicators" in this group "strongly disagreed" with the statement "The application sharing tool is a bit confusing for participants and presenters" and "were not challenged by the application-sharing feature." By contrast, the "shy enthusiasts" preferred the "ability to interact online by responding to multiple-choice or open-ended questions." The "pragmatists" in this sample did not show a particular proclivity to any particular tool, although all three groups were generally positive about the technology. This suggests that skills and personality may be inter-related in this arena.<br />
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The "digital natives" in modern classrooms may not be quite so "native" in the Web conferencing environment. <a href="http://www.ascilite.org.au/ajet/ajet24/kennedy.html" target="_blank">Kennedy et. al.</a> report that only a third of students surveyed had used a Web conferencing tool; two-thirds had not. It's clearly not safe to assume that your students know this software and will be able to help you find your way around.<br />
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<a href="http://www.tandfonline.com/doi/pdf/10.1080/01587919.2011.565502" target="_blank">Matt Bower</a> points out the need for and variability of skills in this environment in his three-semester study of Web conferencing used for instruction. He observed "four levels of online collaborative competencies... operational, interactional, managerial, and design." He also notes that "the relative importance of students and teachers possessing the different levels of competencies depended on the degree of interactivity in the learning processes." The instructors who designed into their lesson plans greater interactivity increased the potential for misuse of the tools and the need for competencies to manage the interaction, operate the tools, and interact successfully. "Firstly, there are several tools to master; secondly, different tools need to be selected depending on communication requirements; thirdly, the affordances of tools in combination requires consideration; and fourthly, decisions about how to use tools often need to be made in real time. Failure to understand one subtle feature of a tool or its use can have a crippling impact on the learning episode, amplifying the importance that users have developed technical and collaborative competencies...."<br />
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-66816098692617973332013-12-16T15:08:00.000-08:002013-12-16T15:09:42.988-08:00Web Conferencing Highlights of 2013<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRgZK_v9qlpjsJ9qiwFLTkZxz07N4uHyak6NkGB7LaPdOBxJ7cQ6ofB4hTy4OVf-7YDkkqgQoiarsDenfu74wtgKCv3PE12PyXUhehGubSCxxfdBG9gK06DKXHFeTuknMdF5IuvJ2cuI46/s1600/new+year.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="254" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRgZK_v9qlpjsJ9qiwFLTkZxz07N4uHyak6NkGB7LaPdOBxJ7cQ6ofB4hTy4OVf-7YDkkqgQoiarsDenfu74wtgKCv3PE12PyXUhehGubSCxxfdBG9gK06DKXHFeTuknMdF5IuvJ2cuI46/s320/new+year.jpg" width="320" /></a>"Year's end is neither an end nor a beginning but a going on, with all the wisdom that experience can instill in us." - Hal Borland<br />
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Another year of Web conferencing in education has almost ended, and we've learned a lot from the many educators who use this technology to connect with students and colleagues around the world. Here's a sampling from the myriad posts, articles, and stories that added to our growing insights into the Confer classroom.<br />
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<b>January: "<a href="http://www.lfpress.com/2013/01/08/where-the-disabled-are-enabled" target="_blank">Where the disabled are enabled</a>"</b> An inspiring story from Western University shows how hearing-impaired students in Martin Zinke-Allmang's "groundbreaking first-year Physics for the Life Sciences class" use Web conferencing - with the built-in closed captioning option - to get the class caption notes along with the PowerPoint slides of each lecture.<br />
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<b>February:<a href="http://wsuccess.typepad.com/webinarblog/2013/02/40-tips-for-webinar-success.html" target="_blank"> "40 Tips for Webinar Success"</a></b> Ken Molay shared a free resource from AnyMeeting which you can still download <a href="http://blog.anymeeting.com/wp-content/uploads/2013/02/40-Tips-for-Webinar-Success-final.pdf" target="_blank">here</a>. As Ken says, "what is fun about the document is not the short reminders of steps to follow in planning, preparing, and producing a Webinar. They are nice little encapsulations of best practices. It’s the fact that each of the 40 tips includes a link to an article, blog post, or recording going into more detail on that subject."<br />
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<b>March: "<a href="http://www.insidehighered.com/blogs/technology-and-learning/reconsidering-online-vs-person-professional-meetings" target="_blank">Reconsidering Online vs. In-Person Professional Meetings</a></b>"Joshua Kim mused for <i><b>Inside Higher Ed</b></i> about the value of online meetings: "We travel to meetings for the people, not the content - and people are best experienced face-to face, not screen-to-screen.... We travel to professional meetings with the best of intentions of focusing on the event, and find ourselves pulled into putting out fires by e-mail and phone, working late into the night to stay on top of things.... Lately, I've been thinking that our understanding of how to plan and run a quality online professional meeting has advanced to the point where it makes sense to always consider this option when planning our own events."<br />
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<b>April: "<a href="http://info.shiftelearning.com/blog/bid/281235/the-dos-and-donts-of-using-visuals-in-elearning?source=Blog_Email_[The%20Do%27s%20and%20Don%27ts%20]" target="_blank">The Do's and Don'ts of Using Visuals in eLearning</a></b>" Karla Gutierrez provides invaluable pointers for anyone trying to use visuals in an online class. "Images and visuals done incorrectly will cause harm rather than strengthen learning. But images incorporate and integrated into eLearning effectively, will bolster learning and lead to more student engagement and material retention." Karla practices what she preaches by using exemplary visuals and accompanying text.<br />
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<b>May: "<a href="http://thejournal.com/articles/2013/05/08/blackboard-brings-web-conferencing-app-to-android.aspx?=THE21" target="_blank">Blackboard Collaborate Brings Web Conferencing App to Android</a>" <i>T.H.E. Journal</i></b> covered this significant milestone for Bb Collaborate: mobile Web conferencing for all major platforms (the iOS app was developed in 2012). "The new mobile version... allows users to participate in Collaborate conferences. Participants can chat, use two-way audio, use emoticons, answer survey questions, raise their hands, join breakout rooms, and view presentations, including annotations, images, shared applications, and shared desktops."<br />
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<b>June: "<a href="http://distance-educator.com/a-case-study-on-the-adoption-and-use-of-synchronous-virtual-classrooms/" target="_blank">A Case Study on the Adoption and Use of Synchronous Virtual Classrooms</a>" </b>From <i><b>The Electronic Journal of e-Learning</b></i>, this research article describes how faculty at the University of North Carolina (Wilmington) reacted to and adopted a Web conferencing application that was made available to them by the University. Survey data provided information on what influenced faculty adoption, and interview data described instructional approaches used by these adopters. A "subset of features led to ... adoption and are used frequently," while "perceived ease of use and usefulness of the technology may impel its use." Administrators trying to promote technology usage will find this case study useful and illuminating: it indicates the decision factors and features faculty consider when opting to use or ignore technology for instruction. "Based on the results of this case study, administrators can promote the factors and features that influence decision making to adopt the tool. Based on the interviews in this case study, administrators can also describe the ways how other faculty are using these tools in their classroom, and how beneficial it can be if adopted."<br />
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<b>July: "<a href="http://www.slideshare.net/CCCConfer/pasadena-city-college-classified-staff-demo-of-ccc-confer-may-2013" target="_blank">Pasadena City College Classified Staff Demo of CCC Confer</a>" and </b>"<a href="http://www.slideshare.net/CCCConfer/deanza-college-tutoring-program-presentation-april-2013" target="_blank"><b>DeAnza College Tutoring Program Presentation</b></a>" In keeping with the theme of the June study (above), our June highlights include two presentations by colleges in the CCC system who describe how they use CCC Confer to accomplish teaching and meeting goals and objectives. The users are the best judges of a tool's usefulness, and these two demonstrations are user-produced and user-focused.<br />
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<b>August: "<a href="http://thejournal.com/articles/2013/07/31/3-ways-webconferencing-is-transforming-pd.aspx" target="_blank">3 Ways Webconferencing is Transforming PD</a>" </b>Another contribution from <i><b>T.H.E. Journal</b></i> describes "video learning communities" and "communities of practice" that self-generate when Web conferencing is used for professional development, connecting educators and making it possible for them to meet anytime and any place to share ideas and teaching practices.<br />
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<b>September: "<a href="http://www.youtube.com/watch?v=NQ8SDfxK7Cc" target="_blank">CCC Confer: Presenter Checklist</a>" </b>Another user-generated video from the <b><i>College of the Redwoods</i></b> designed to show fellow presenters how to prepare to use CCC Confer effectively.<br />
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<b>October: "<a href="http://blaine-confer.blogspot.com/2013/10/ten-ways-web-conferencing-works-in.html" target="_blank">Ten Ways Web Conferencing Works in Education</a>"</b> Although this is a self-reflecting link, it's based on the excellent work of Beth Gallob, who is properly cited. Looking for ways to make the most of online technology? Here's a list of features you'll find it hard to ignore.<br />
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<b>November: "<a href="http://bobjenkins999721446.wordpress.com/2013/11/19/synchronous-learning-is-there-a-future/" target="_blank">Synchronous Learning: Is there a future?</a>" </b>Here's another academic study of adoption and innovation, using survey data to determine the thought processes of students who were exposed to instruction delivered via Web conferencing. "Eighty-two percent agreed or strongly agreed that [the technology] was 'easy to learn' and 73 percent stated it was 'easy to use.'... Seventy-three percent agreed or strongly agreed they would recommend [Web conferencing] to other persons for training, instruction, and learning. Only 31 percent of the students reported some technical problems during the three-hour session, and 55 percent reported no problems. More than 50 percent stated [the technology] was favorable or beneficial for their learning and 62 percent agreed or strongly agreed with the following, 'all things considered [Web conferencing] was a positive experience.' ”<br />
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<b>December: "<a href="http://www.payscale.com/career-news/2013/12/how-not-to-look-ugly-on-a-webcam-infographic-" target="_blank">How Not to Look Ugly on a Webcam [Infographic]</a>"</b> If you spend a lot of time connecting to remote users and letting (or making) them see you from your Webcam, isn't it important to consider how to make that experience positive? This infographic considers lighting, background, bandwidth, noise level, what you're running on your computer, and positioning. It's easy to understand, and it will help to serve as a reminder.<br />
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The new mobile version of Collaborate for Android allows users to participate in Collaborate conferences. Participants can chat, use two-way audio, use emoticons, answer survey questions, raise their hands, join breakout rooms, and view presentations, including annotations, images, shared applications, and shared desktops.<br />
Read more at <a href="http://thejournal.com/articles/2013/05/08/blackboard-brings-web-conferencing-app-to-android.aspx?=THE21#VcLODto0zA0xsB04.99" style="color: #003399;">http://thejournal.com/articles/2013/05/08/blackboard-brings-web-conferencing-app-to-android.aspx?=THE21#VcLODto0zA0xsB04.99</a></div>
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Blackboard Brings Web Conferencing App to Android<br />
Read more at <a href="http://thejournal.com/articles/2013/05/08/blackboard-brings-web-conferencing-app-to-android.aspx?=THE21#VcLODto0zA0xsB04.99" style="color: #003399;">http://thejournal.com/articles/2013/05/08/blackboard-brings-web-conferencing-app-to-android.aspx?=THE21#VcLODto0zA0xsB04.99</a></div>
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Blackboard Brings Web Conferencing App to Android<br />
Read more at <a href="http://thejournal.com/articles/2013/05/08/blackboard-brings-web-conferencing-app-to-android.aspx?=THE21#VcLODto0zA0xsB04.99" style="color: #003399;">http://thejournal.com/articles/2013/05/08/blackboard-brings-web-conferencing-app-to-android.aspx?=THE21#VcLODto0zA0xsB04.99</a></div>
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-90448294671218549972013-10-11T12:30:00.000-07:002013-10-11T12:30:27.531-07:00Ten Ways Web Conferencing Works in Education<div dir="ltr" style="text-align: left;" trbidi="on">
I came across <a href="http://blog.blackboard.com/author/beth-gallob/" target="_blank">Beth Gallob</a>'s slideshow (below) earlier this week and was inspired to elaborate on it with our experiences at <a href="http://www.cccconfer.org/" target="_blank">CCC Confer</a>. We are always discovering new ways to use this great tool by watching and hearing from our users - instructors, administrators, trainers, even students. These ten suggestions are the "easy finds" in the great barrel of options Web conferencing provides. Share your own!<br />
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<iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/26395082" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
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<b> <a href="https://www.slideshare.net/bethgallob/top-10-collab-uses-v2" target="_blank" title="Top 10 Ways to Use Blackboard Collaborate">Top 10 Ways to Use Blackboard Collaborate</a> </b> from <b><a href="http://www.slideshare.net/bethgallob" target="_blank">Beth Gallob</a></b><br />
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<ol style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHaPwmwTpNS5HHh4iA5sf_9r3Miu72BCLEnH7Q6Tu1kUzAi8j5BbbevbjSjMgEjOsWvJyx9okm93Hh-szUORNdNWz3YrNUUK6DAL_8GP8vF2kWzIWvBGvv6FO78eI5uQiRmt9rs_PjeguK/s1600/teachandconfer.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHaPwmwTpNS5HHh4iA5sf_9r3Miu72BCLEnH7Q6Tu1kUzAi8j5BbbevbjSjMgEjOsWvJyx9okm93Hh-szUORNdNWz3YrNUUK6DAL_8GP8vF2kWzIWvBGvv6FO78eI5uQiRmt9rs_PjeguK/s1600/teachandconfer.PNG" /></a>
<li><b> Live Instruction. </b>In the CCCs, we call this "Teach and Confer" and literally hundreds of instructors use this tool every week to deliver live online instruction to students throughout the state (and, sometimes, the world). Classes are scheduled and links posted either within the college's Learning Course Management System or on the Confer Web site (see the schedule I captured from<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1PhpL-3Li5Pv_WYyXEbHhxpqs6UMylRoX2XZV8tYBPRXonXIgRb22wRpGVjH6NmOxtn75HCPxlvf9NGWj3n_WeXO20uCVoF2XMFOtzP10IPKMdEWaRBJ1U2DwuFINOTFsj37dlkdSE7mc/s1600/teachnconfer.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1PhpL-3Li5Pv_WYyXEbHhxpqs6UMylRoX2XZV8tYBPRXonXIgRb22wRpGVjH6NmOxtn75HCPxlvf9NGWj3n_WeXO20uCVoF2XMFOtzP10IPKMdEWaRBJ1U2DwuFINOTFsj37dlkdSE7mc/s320/teachnconfer.PNG" width="320" /></a> today's (October 11 list). As with Beth's case study example, we've had several instructors and researchers report on the effectiveness of this synchronous online instruction in reducing attrition, improving student success, and providing an effective means for students who might not otherwise be able to complete their educational goals to attend college and get their degrees. See, for example, <a href="http://www.youtube.com/watch?v=4H4qb6DQbf8&list=PLBB976958D34D35D7&index=2" target="_blank">Research on Online Spanish Classes</a>, <a href="http://www.youtube.com/watch?v=KMQ2p8EUjTU&list=PLBB976958D34D35D7&index=3" target="_blank">Case Study of Online vs. On-Campus</a>, <a href="http://www.youtube.com/watch?v=-vpVTt5Ck6M&list=PLBB976958D34D35D7&index=1" target="_blank">Grades and Attendance at Online Lectures</a>, and <a href="http://www.youtube.com/watch?v=e0ZfMRHXrZI&list=PLBB976958D34D35D7&index=5" target="_blank">Almost 95 Percent Retention</a>. </li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRRV9JA7F_lwf9irY2t7q4zPVHOVoL1s-YYwYvuxTzk2AH24zgaHREr1c1MwCoTCFVGv9Ykg76sOu9yRmNa3Yr9QvyGm6FcvnCOhCvXn2I5DEUHLZCrTwC8vh-h_BPf5kDa76cuRMJwO5O/s1600/meetnconfer.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRRV9JA7F_lwf9irY2t7q4zPVHOVoL1s-YYwYvuxTzk2AH24zgaHREr1c1MwCoTCFVGv9Ykg76sOu9yRmNa3Yr9QvyGm6FcvnCOhCvXn2I5DEUHLZCrTwC8vh-h_BPf5kDa76cuRMJwO5O/s320/meetnconfer.PNG" width="307" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDv4Qd8EkCpzKruS7rWt0YCBgHAt6H4sw_3zBFUVKnEmtNUpuE4hwHkDrUuu6gOGH22_PXmjVa4WzpkZFlizaP_QWJypQi2_vPxN4Q9lS0-TPxsk_aI3UWeWUV-TQPNqi6pcqf2qmAwME6/s1600/meetconfer.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDv4Qd8EkCpzKruS7rWt0YCBgHAt6H4sw_3zBFUVKnEmtNUpuE4hwHkDrUuu6gOGH22_PXmjVa4WzpkZFlizaP_QWJypQi2_vPxN4Q9lS0-TPxsk_aI3UWeWUV-TQPNqi6pcqf2qmAwME6/s1600/meetconfer.PNG" /></a>2. <b>Meetings</b>. With 112 colleges spread across the state of California, the California Community Colleges is a large geographical system that requires thousands of meetings every week to coordinate activities, check on progress, communicate goals, convene groups and subgroups, and simply operate as a system.Travel costs for these thousands of meetings would be prohibitive, to say nothing of the expenses incurred for meeting space, food and beverage, A/V materials and other incidentals. I've added another screen shot of some of today's (10/11) meetings, which are not atypical: a group of math instructors, IT meetings, librarian meetings, counselor training, various committees, a work group on data governance, online educators from a single college, department meetings, several task forces, student organizations, and many more. There's no question that millions of dollars every year are saved in the CCCs because these and hundreds of other groups elect to meet online instead of traveling to campus, other campuses, or to hotels or office buildings to accomplish the same goals: collaborate and get work done.<br />
3. <b>Recorded Content</b>. Students who miss class or who need to review lectures or class sessions have it easy in our system if instructors record their sessions with CCC Confer. Archived sessions are converted to MP4 format and posted to the system's <a href="http://www.youtube.com/user/CACommunityColleges" target="_blank">YouTube channel</a> and to <a href="http://www.3cmediasolutions.org/" target="_blank">3C Media Solutions</a>, where they can be viewed, added to playlists, embedded into syllabi or lesson plans, and even downloaded. Where captioning has been requested, captions are included and can be viewed from any device. To see how recorded lectures can be used to help students and instructors, see <a href="http://www.youtube.com/watch?v=UpPFBFvf3LE&list=PL56B5D92791991B18&index=1" target="_blank">Using Confer to Extend Face-to-Face Classes</a>, <a href="http://www.youtube.com/watch?v=JpQ2xg2ruxA&list=PL56B5D92791991B18&index=3" target="_blank">Archives for Students Who Miss Class</a>, <a href="http://www.youtube.com/watch?v=On8PjjeQnyw&list=PL56B5D92791991B18&index=4" target="_blank">Face-to-Face Students Love Archives</a>, <a href="http://www.youtube.com/watch?v=h1ZOCVxI_vY&list=PL56B5D92791991B18&index=10" target="_blank">Confer for Lecture Capture and Video Lectures</a>, <a href="http://www.youtube.com/watch?v=3qXQ73rbVKQ&list=PL56B5D92791991B18&index=13" target="_blank">Archives Serve Diverse Learning Styles</a>, or <a href="http://www.youtube.com/watch?v=ykfynQ73fvc&list=PL56B5D92791991B18&index=15" target="_blank">Using an Archive to Extend Class Time</a>. <br />
4. <b>Online Conference. </b>Not everyone can attend every conference for a variety of reasons. Budgets are short. Other duties conflict with the time and date of the conference. Space is restricted or there may be other physical limitations. With Confer, it's easy to capture, preserve, and distribute conference presentations to both participants and to non-participants who are nonetheless interested in the subject matter. Perhaps our best known conference of the year is the <a href="http://www.onlineteachingconference.org/" target="_blank">Online Teaching Conference</a>, which captures roughly a third of its presentations this way and makes them available in real time to online attendees and as recorded videos for everyone else. We've done this for several other system-wide conferences with great success, and many organizations within the system have been able to offer online conferences using similar methods. <br />
5. <b>Mobile Web Conferencing. </b>Now that Blackboard Collaborate has apps for both iOS and Android devices, attendance and participation in online classes and meetings has been extended to the mobile users in our system, making it even easier to connect while on the go.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7ahRTyu-Hv5PJYN4qVD-aMpG60rQBcH056DdBzhyphenhyphenXrqCz8_cEvTUKraXWDNTAV2kiwwCYbDQolpGbNCzIKwguALExllQc8fCO6PBZoT9_rJ4BZ9CgWO_en_etZelSqaDNx0VMTwvEbozy/s1600/officehours.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7ahRTyu-Hv5PJYN4qVD-aMpG60rQBcH056DdBzhyphenhyphenXrqCz8_cEvTUKraXWDNTAV2kiwwCYbDQolpGbNCzIKwguALExllQc8fCO6PBZoT9_rJ4BZ9CgWO_en_etZelSqaDNx0VMTwvEbozy/s1600/officehours.PNG" /></a>6. <b>Virtual Office Hours.</b> Instructors need to meet with students, and these meetings often need to occur outside of class sessions as student are engaged in their studies, assignments, or research and need guidance or feedback.Some campuses and institutions require that these office hours be held in offices that <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW7UhPgU7wrBfi6hUhELy0EGxxpbs6hOB4if1MQ7RxGh3XMxOAhhdx0hKjIZs3K3toi_XFpKGGd75LI6pOp-mRBdv84iiWwcN3u5KZy2816IXIwh0xwJpKEk4pWDjQcbPok8K75jXJJcis/s1600/officenhours.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW7UhPgU7wrBfi6hUhELy0EGxxpbs6hOB4if1MQ7RxGh3XMxOAhhdx0hKjIZs3K3toi_XFpKGGd75LI6pOp-mRBdv84iiWwcN3u5KZy2816IXIwh0xwJpKEk4pWDjQcbPok8K75jXJJcis/s320/officenhours.PNG" width="320" /></a>are physically located on campus, but those policies are changing as the realization grows that travel to campus is difficult and unnecessary, and that the virtual office is often better-equipped than the average faculty member's office (to say nothing of the office-sharing or office-less adjunct faculty member). The screen at left shows my capture of today's Office Hours schedule. As I looked these up, I was surprised to see so many on a Friday, but many also on Saturday and Sunday this weekend. This points out another great advantage to virtual office hours: since they don't occur on a campus, no other staff (custodians, campus security, etc.) are required to work so that the instructor can meet with his or her students. This makes it a more flexible and affordable service for the institution.<br />
7. <b>Student / Parent Orientation. </b>As online education gains in popularity, the requirement that students enrolling in an institution physically attend an orientation session is becoming increasingly unpopular and suspect. Providing an online orientation for online students makes sense, as does the popular practice in our colleges to use Confer to orient students to online classes, the virtual classroom, the library resources available online, the availability of online tutors and other support services, and to their fellow classmates. So many students become acquainted with their college experience by meeting online via Confer, and it's also true that some of them graduate and attend commencement ceremonies online via Confer!<br />
8. <b>Remote Guest (Speaker / Virtual Field Trip). </b>This is another natural implementation, and we've seen it used in very creative ways. One music instructor attended an opera and allowed her class to virtually attend from her computer, including an after-performance interview with the performers. Another instructor taught her northern California Spanish classes from Costa Rica, where she introduced locals and gave virtual tours from overseas. We've seen instructors from different institutions take turns guest lecturing in each others' classes, and conduct inter-institutional debates and presentations by students separated by physical miles but connected virtually by the Confer classroom.<br />
9. <b>Professional Development.</b> The CCCs have practiced online professional development for years, and it is built into our infrastructure. Nearly every organization that serves the system uses Confer to<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8eogB7MzTWRCnGq8FrT-bB30hqrp4N4kyv-mwxwuPjgXxxj06hrAxPE4_lnxt7HUAw8a_7weeVc1K5z4xsLspIUbPJoXR9UuJC7oFW_UOY2_5WD4w6wnpCFdDzWesxFhI7aBVKB7NwNjk/s1600/webninars.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8eogB7MzTWRCnGq8FrT-bB30hqrp4N4kyv-mwxwuPjgXxxj06hrAxPE4_lnxt7HUAw8a_7weeVc1K5z4xsLspIUbPJoXR9UuJC7oFW_UOY2_5WD4w6wnpCFdDzWesxFhI7aBVKB7NwNjk/s320/webninars.PNG" width="308" /></a> train employees and colleagues, and the fact that training sessions are recorded allows for new employees or transfers to catch up with their colleagues quickly by viewing the sessions online. A glance at today's and future Webinars shows the diversity of this popular service: a presentation on revitalizing education, training on online research methods, a session related to legislated adult education planning requirements, training on applications to four-year institutions, an orientation to the California College Guidance Initiative, Open Educational Resource training, a library training related to integrated library systems, a Webinar on how to flip the classroom, training on Board policy for course pre-requisites, software training for specific educational applications, and sexual harassment training. The money, time, and resources saved by having these trainings online instead of at physical locations is immeasruable.<br />
10. <b>Virtual Help Desk</b>. By providing an easy way to connect with experts or support people online, colleges can better support students, especially (but not necessarily exclusively) online students. Counselors, librarians, and tutors have been especially attracted to this use of CCC Confer. For a sample playlist of testimonials from some of these professionals, follow <a href="http://www.youtube.com/playlist?list=PLF3F845BA7468B0B5" target="_blank">this link</a>. <br />
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Thanks to Beth for creating the list and to the many thousands of Confer users who've shown us how to use this tool to support education. Please feel free to share your own ways to make Web conferencing work.<br />
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com3tag:blogger.com,1999:blog-2820162456384122523.post-60589051439395024922013-09-27T11:23:00.000-07:002013-09-27T11:23:01.366-07:00A Commitment to Accessibility<div dir="ltr" style="text-align: left;" trbidi="on">
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The Talking Communities video above (unfortunately, it isn't captioned) shows two meeting planners who realize just before their Web conferencing session that their audience will include blind and deaf participants. They speculate that the blind people will be able to hear the conversation and the deaf will be able to see the slides, but conclude that "there must be something better." Indeed!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhz4NjvwC9fTgjtK745knioskdOtK54cfgUFhAw_FvYfI4MoerbJ1Q8ZNzcNuLg_28uBWfnN1F08NJ-aRd-uI5SWjjQ8DG_Sxz4KzccRZqMtM4BRuKM7_S0jYWva0KUv4Y1cOsLMctTsReZ/s1600/accessibility2.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhz4NjvwC9fTgjtK745knioskdOtK54cfgUFhAw_FvYfI4MoerbJ1Q8ZNzcNuLg_28uBWfnN1F08NJ-aRd-uI5SWjjQ8DG_Sxz4KzccRZqMtM4BRuKM7_S0jYWva0KUv4Y1cOsLMctTsReZ/s320/accessibility2.gif" width="320" /></a><span style="color: #0000ee;"><a href="http://www.cccconfer.org/" target="_blank">CCC Confer</a><span style="color: #0000ee;"> <span style="color: black;">and </span><span style="color: #0000ee;"><span style="color: black;">the California </span><span style="color: #0000ee;"><span style="color: black;">Community C</span><span style="color: #0000ee;"><span style="color: black;">olleges have always been committed to making technology accessib</span><span style="color: #0000ee;"><span style="color: black;">l</span><span style="color: #0000ee;"><span style="color: black;">e to all of our constituents, regardless of disability or the severity of impairment. When our first RFP (Request for P</span><span style="color: #0000ee;"><span style="color: black;">roposals) was released for a Web conferencing vendor</span><span style="color: #0000ee;"><span style="color: black;"> in 2001, our requirement of compliance with the</span> <a href="http://en.wikipedia.org/wiki/Section_508_Amendment_to_the_Rehabilitation_Act_of_1973" target="_blank">Section 508 Amendment to the Rehabilitation Act of 1973</a></span></span></span></span></span></span></span></span></span> eliminated all but one of the vendors then providing the service. We selected that vendor because it mattered to us that ALL users be able to access and enjoy this technology. Our current vendor conforms to Section 508 as well as to the <a href="https://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Administrator/000_Product_Updates/010_Learn_Accessibility_Conformance_Statement" target="_blank">Web Content Accessibility Guidelines (WCAG) 2.0 Priority AA</a> (issued December 2012) and has received Gold level certification for non-visual access from the <a href="http://www.nfb.org/" target="_blank">National Federation for the Blind NFB)</a>.You can find this vendor's Voluntary Product Accessibility Template (VPAT) <a href="http://library.blackboard.com/d/?f3781b54-cb00-451b-aa5a-e0fcf0e1791e" target="_blank">here</a>. (The VPAT is a standardized way in which developers can report on their compliance with Section 508 requirements.)<br />
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From the beginning, when we offered Web conferencing, we decided that the option for captions would be available at no charge to the end user. The <a href="http://www.cccco.edu/" target="_blank">California Community Colleges Chancellor's Office</a>, which funds our project, has always made it possible for us to make good on that decision. Recently, in fact, we've been able to divert the costs for instruction-related captioning to the <a href="http://www.canyons.edu/offices/distance_learning/captioning/default.html" target="_blank">Distance Education Captioning and Transcription (DECT)</a> project, also funded by the CCCO. All of our captioning happens in real time, and we have been able to preserve this captioned content in our recorded archives. We also provide <a href="http://www.adaconferences.org/Accessibility/" target="_blank">screen reader support </a>for the blind and visually impaired, keyboard shortcuts, built-in speech-to-text support, features for changing text size and controls, and navigation options for menus and tabs - all of which are recommended by the <a href="http://nationaldb.org/library/page/2193" target="_blank">National Consortium on Deaf-Blindness</a>. Our vendor provides a downloadable <a href="http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=3&cad=rja&ved=0CF4QFjAC&url=http%3A%2F%2Fwww.blackboard.com%2Fdocs%2Fdocumentation.htm%3FDocID%3D611001PDF&ei=v61FUvjAGcuwqQH_vIE4&usg=AFQjCNH65gksGgZ_fsLS9BPIrzyw5EJRQw&sig2=NM1i9DfGaM8KtkZ2P8VlFA" target="_blank">Web Conferencing Accessibility Guide </a>which is extensive (86 pages) and very helpful for anyone presenting to an audience of differently-abled individuals.<br />
<br />
I hope you as a presenter are as committed to accessibility as we at Confer are. Consider some of these suggestions to ensure that all of your students (or audience) can access your presentation:<br />
<ol style="text-align: left;">
<li>Don't assume that all of your students know how to use CCC Confer or have ever been in a Web conference before.</li>
<li>Prior to your session, ask your students or audience if they have assistive needs and - even if no one reports any - become aware of the options available. </li>
<li>Send files (handouts, agenda, slides, etc.) as attachments before the meeting/class session begins. You can also send them during the session (File Share), but having a backup plan is wise. If using PowerPoints, consider creating a text version.</li>
<li>Practice in advance so you know how to share your screen, mute your participants, etc.</li>
<li>Come early to your Confer room and pre-load your content/slides.</li>
<li>Decide how to handle questions (chat, verbal, at a specific time?) </li>
<li>Tell your online audience what you're doing as you do it; it will help them understand what they're seeing (or hearing or reading).</li>
<li>Give participants the <a href="http://www.cccconfer.org/support/supportReadiness.aspx" target="_blank">Computer Readiness</a> link well in advance of your session so they'll know whether or not their equipment is compatible with the Confer software.</li>
</ol>
It's also important that some rules of etiquette be followed in your online sessions to maximize accessibility. Tell your students or audience:<br />
<ol style="text-align: left;">
<li>Mute phones when not speaking</li>
<li>Find a way to take turns (I like the virtual hand-raising icon)</li>
<li>When you're speaking, tell everyone who you are (voices sound alike, and the captions will be more useful if comments are attributed to their authors)</li>
<li>When or if you arrive late, don't interrupt the session by introducing yourself</li>
</ol>
<br />
For more information about accessible Web conferencing options, see:<br />
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<a href="http://www.lfpress.com/2013/01/08/where-the-disabled-are-enabled" target="_blank">Where the Disabled are Enabled</a>, in which Web conferencing "allows students with disabilities — as well as distance-studies students and those who just want a refresher — to access information in their own time."<br />
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<a href="http://www.3playmedia.com/2013/07/21/how-add-captions-blackboard-collaborate-recordings/?mkt_tok=3RkMMJWWfF9wsRonsqzOZKXonjHpfsX56uwkWKCylMI/0ER3fOvrPUfGjI4ASstmI+SLDwEYGJlv6SgFTbTBMbVk1bgLUhY=#sthash.uxWzfwqH.uxfs" target="_blank">How to Add Captions to Blackboard Collaborate Recordings</a>, in case you are not a CCC Confer customer or forgot to pre-order captions.<br />
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<a href="http://blog.blackboard.com/professional-education/guest-post-using-blackboard-collaborate-to-provide-an-accessible-environment-for-individuals-with-a-hearing-loss/" target="_blank">Using Blackboard Collaborate to Provide an Accessible Environment for Individuals with a Hearing Loss</a>, in which a 37-year veteran Deaf Educator explains why "especially important to me are the options that Blackboard Collaborate provides for offering students with a hearing loss the same equal access to information that their hearing peers enjoy." <br />
<a href="http://www.lfpress.com/2013/01/08/where-the-disabled-are-enabled" target="_blank"></a><br />
<br /><a href="http://blog.blackboard.com/products-services/blackboard-collaborate/leaving-no-user-behind-with-blackboard-collaborate/" target="_blank">Leaving No User Behind</a>, in which Shannon Forte declares a commitment to "be sure that virtually anyone and everyone can fully engage and participate in your online classroom."<br />
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-68926311649342969442013-09-20T11:02:00.001-07:002013-09-20T11:05:47.880-07:00Say What? Why Audio is Vital to Good Online Lectures<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyJfWm3VJ5J1vzoFVYDtdxlukntQQuZT7smJGcNlsff8uQtPJiB6H-tY7iCLf4YaOQByaQ5mONCR1bFqhQAqSruOockBLZJ02_6eb45-py4J26B44ugOZHDS5o-_MrvPedkFjuq-Tquevv/s1600/eStudent-headset.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyJfWm3VJ5J1vzoFVYDtdxlukntQQuZT7smJGcNlsff8uQtPJiB6H-tY7iCLf4YaOQByaQ5mONCR1bFqhQAqSruOockBLZJ02_6eb45-py4J26B44ugOZHDS5o-_MrvPedkFjuq-Tquevv/s320/eStudent-headset.jpg" width="320" /></a></div>
Here's an observation: students will forgive bad video long before they'll forgive bad audio. They'll watch presentations of lectures with fuzzy slides - or even no slides! - as long as they can hear what's being said clearly and (apparently) imagine for themselves what's being shown on the screen. Reverse the situation - with stunning visuals but terrible audio - and they'll quickly give up in disgust. (Thinking back on it, I attended many a lecture from the back of the room, where I couldn't see - or be seen - much, but was perfectly able to hear what was being said and take decent notes.)<br />
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Here's a video from <a href="https://www.facebook.com/maris?fref=ts&ref=br_tf" target="_blank">Mari Smith</a> with excellent tips about online audio enhancement:<br />
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<iframe width="560" height="315" src="//www.youtube.com/embed/ZSChFLqDb1E" frameborder="0" allowfullscreen></iframe>
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She includes <a href="http://www.marismith.com/microphone-tips-recording-quality-audio-videos/" target="_blank">here</a> some inexpensive microphones and connectors that will even work with smartphones to bring your audio up to snuff. Other resources for recommended microphones for Webcasting can be found <a href="http://www.melaclaro.com/2012/07/06/what-are-the-best-microphones-to-record-narration/" target="_blank">here</a>. <br />
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Audio enhances learning outcomes, especially when it involves narration that explains a complex visual, formula, graphic, or video with which students are unfamiliar. <a href="http://www.learningsolutionsmag.com/articles/384/six-principles-of-effective-e-learning-what-works-and-why" target="_blank">Research</a> indicates that adding audio (as opposed to text) to this kind of material can improve learning outcomes by as much as 80 percent. Simply by adding phonetic memory to visual memory, the brain is able to process the information more efficiently. If students are trying to understand a drawing or math formula you've presented to them, adding more text - which increases the strain on their visual processing - won't help as much as explaining to them with audio (your voice), which allows for audio processing to work with visual processing to produce understanding. <br />
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Since audio is so important, you as a speaker (presenter, lecturer, etc.) should do your best to optimize the quality of the audio you're providing to your audience. Prepare your environment for any unexpected sound (noise) that will interfere with your narration. Turn off your cell phone (muting doesn't always eliminate all the alerts your phone wants to send you). I use a sign on my door (the current one reads "GET A ROOM...") to let others know you're not to be disturbed. Ask someone to take your dog (or baby) for a while - somewhere else. As e-learning guru <a href="http://donaldclarkplanb.blogspot.ca/2013/01/mayer-clark-10-brilliant-design-rules.html" target="_blank">Ruth Clark</a> advises: "<br />
<div class="MsoNormal">
<b>Avoid ear candy. </b>Background music and environmental sounds create unnecessary cognitive load and distract from, rather than increase, learning. Indeed, music, over longer periods of time can be incredibly annoying. Note that this also applies to sounds, such as beeps or applause, that reinforce right and wrong answers. This may be appropriate in a games, but not for most online learning. Ear candy is as bad as eye candy."</div>
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com1tag:blogger.com,1999:blog-2820162456384122523.post-5176208116724558972013-08-09T14:36:00.000-07:002013-08-09T14:36:48.543-07:00Online Teaching 2013: The State of the Art<div dir="ltr" style="text-align: left;" trbidi="on">
The 2013 <a href="http://onlineteachingconference.org/" target="_blank">Online Teaching Conference</a> in Long Beach, California encompassed myriad topics that reflect the major trends and concerns of the profession: MOOCs, legislation related to distance education and open educational resources, YouTube, the rapid changes in the educational environment, hybrid options and design, collaboration, faculty training, social media, online student services, digital textbooks, tutoring, disruption, and innovation. Thanks to the great work of the OTC professionals, here's a sample of the recorded sessions.<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/_4vpt1TjSic?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/5AfhowV4lCg?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/SRhnR1gyfNo?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/cmtHsxfgr-E?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/ATb-btYd3P0?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/l3ye7_2vAJM?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/6bW0EpycC5g?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/4VGpS0ABkRU?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/t-y8t54uXT4?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/M0TpUMTB05k?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/EKEvmhg74fc?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/Bi8C1E9BlJc?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/IsjiVkK3hqQ?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/R3AJZKZDswE?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/-5trlarFCHk?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/gPmfpLJgCOE?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/UeGR2mX7MOM?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/pbmqEPreTMs?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/Q8ShoF58cHY?list=PL367nn10rv0sRXzzCbZkKY0qN7GvTSvwT" width="560"></iframe>
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-58269791203265633492013-08-02T16:02:00.001-07:002013-08-02T16:02:18.757-07:00Be There Now (or Later): How to Be Present When Your Students are Somewhere (or Somewhen) Else<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivr7HM9Y60JUxV5tSEEZOsTVvm74lfuh8H1TzcGcm6-31xRmDv3__LtsikNaGFHwntR_DXfpsKH304qSQB5DNfucQ9ljDuZrm_2AVrpnMxpUQEZ97c98dRulBLU6LgH11Nm-WQFGgCIg9c/s1600/onlinepresence.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">- </a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_taGWerOqsRLuslep3iONhZpC2MXy-4X-CkXidfBWN4olL25vmQxM8OG3BYWOVdZXFe1IiQpF_r25ojMKRoy5jPvwHUBbt7gFneAV5HWzwwVwNSaF3m8sHHzsZBujZ0q8DCFBMjYwknWI/s1600/beherenow.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_taGWerOqsRLuslep3iONhZpC2MXy-4X-CkXidfBWN4olL25vmQxM8OG3BYWOVdZXFe1IiQpF_r25ojMKRoy5jPvwHUBbt7gFneAV5HWzwwVwNSaF3m8sHHzsZBujZ0q8DCFBMjYwknWI/s320/beherenow.jpg" width="319" /></a></div>
In 1971, <a href="http://en.wikipedia.org/wiki/Ram_Dass" target="_blank">Ram Dass</a> published <a href="http://en.wikipedia.org/wiki/Be_Here_Now_(book)" target="_blank">Be Here Now</a>, a life-changing book for many of the Boomer generation. The book emphasized spiritual truths and the admonition to be present at the only time that matters - now - and in the only place that matters - here. With quotes like "the next message you need is always right where you are," it brought many readers to an awakening based on the present moment. <br />
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Teachers in the virtual classroom often have a difficult time with the concept of "presence" and "here and now." They miss the eye contact with students that the traditional classroom provides, making it difficult to hold the audiences' attention or even to know when they are holding it. Non-verbal signals (facial expressions, body language, hand gestures) are also missing online. Students who wish to can get up and walk around, turn their backs on the instructor, switch screens, feed babies, etc.: there is little physical control granted to the instructor over the virtual classroom. Distractions - barking dogs, incoming text messages, e-mail, Facebook prompts, etc. - are difficult to control and have the potential to destroy instructor presence. We've all got horror (or humor) stories about that: one that recently appeared in <i>The <a href="http://chronicle.com/blogs/wiredcampus/nudity-pets-babies-and-other-adventures-in-synchronous-online-learning/33846" target="_blank">Chronicle</a></i><a href="http://chronicle.com/blogs/wiredcampus/nudity-pets-babies-and-other-adventures-in-synchronous-online-learning/33846" target="_blank">'s Wired Campus</a> spoke of "barking dogs, wailing babies, and a naked spouse" as intruders in the virtual classroom.<br />
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The potential for disconnectedness or distraction is so great that virtual classroom instructors have to be proactive, just as the readers of Ram Dass's book were urged to "wake up" and "be here now." They must pay attention to what they're saying, how often they pause to ask questions and wait for answers, and how they recognize opportunities to solicit feedback and participation. They regularly check the class roster and call on students to contribute thoughts or materials. They know that injecting humor or surprise is an effective method for breaking the ice and getting everyone's attention. They find ways to personalize their presentation, often by using the Web cam judiciously to show themselves and/or their environment or by inserting personal pictures (of themselves, their garden, a pet) onto slides or whiteboards.<br />
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Where synchronous collaboration is possible (i.e., where you have an online audience now), it should be encouraged and planned for. I like to make my students believe that they can be called on anytime to do something - and then prove it by calling on them randomly and often. If more than three minutes go by without my pausing to engage my online audience, I'm in danger of losing both them and myself in the lecture, not the present moment. I like to insert a PAUSE slide about every 10 slides in my presentation to ensure that I use it and "wake up" to my audience. The chat back-channel is a great way to reinforce presence and engagement, as long as you pay attention to it and encourage student participation. <br />
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<a href="http://coolcatteacher.blogspot.com/2010/07/its-like-im-living-someone-elses-life.html" target="_blank">Vicki Davis</a> cites 12 healthy habits to grow your online presence in her Cool Cat Teacher Blog:<br />
<ol style="text-align: left;">
<li>Share.</li>
<li>Respond.</li>
<li>Comment.</li>
<li>Link Generously.</li>
<li>Read (or Listen) Prolifically.</li>
<li>Distribute Yourself.</li>
<li>Beware of Flattery.</li>
<li>Live Life Online and Off-line.</li>
<li>Latch Key Your Legacy.</li>
<li>Laugh (a lot).</li>
<li>Take Every Presentation Seriously.</li>
<li>Expect Criticism.</li>
</ol>
Be there! </div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-8521768071409431822013-07-26T11:44:00.000-07:002013-07-26T11:44:30.534-07:00Lighten Up Online (Seriously!): The Value of Humor in the Virtual Classroom<div dir="ltr" style="text-align: left;" trbidi="on">
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"A joke is a very serious thing." - Winston Churchill<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1cGLAHWcPPp6fyxTnjfj_AnqvPWiCKdCLBBCT1s9qSih8xOw4qHeGULvX_jIW1DUDFFXRyDzNVSrh0vQW9UD-cLJdDuOW8Hy7pm_bZ98SvN-0eqoNWAcSnB7ZNHC1QODVosULsJAfnE-e/s1600/photographers_choice_laughing.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1cGLAHWcPPp6fyxTnjfj_AnqvPWiCKdCLBBCT1s9qSih8xOw4qHeGULvX_jIW1DUDFFXRyDzNVSrh0vQW9UD-cLJdDuOW8Hy7pm_bZ98SvN-0eqoNWAcSnB7ZNHC1QODVosULsJAfnE-e/s1600/photographers_choice_laughing.jpg" /></a></div>
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In Carla Meskill's forthcoming <a href="http://www.waterstones.com/waterstonesweb/products/carla+meskill/online+teaching+and+learning/9524875/" target="_blank">book</a> on Online Teaching and Learning, N. Anthony has contributed a <a href="http://books.google.com/books?hl=en&lr=&id=dQkeAAAAQBAJ&oi=fnd&pg=PA157&dq=N.+Anthony+perceptions+of+humour+in+online+synchronous&ots=dOQyZTPYNg&sig=NXFOS2x9v-13Rvfff9TI9zC6YYQ#v=onepage&q&f=false" target="_blank">chapter </a>entitled, "Perceptions of Humour in Oral Synchronous Online Environments." Anthony interviewed and surveyed students and teachers using the Wimba classroom specifically to determine the role of humor in this synchronous online environment. Here are some of the students' comments:<br />
<ul style="text-align: left;">
<li>"It helped with the anxiety levels. The times we had humor, it did kind of lighten the mood and took the pressure off...."</li>
<li>"It helps me to relax and not feel pressured."</li>
<li>"It makes it more fun and makes it more ok to try and make a mistake than being afraid to speak...."</li>
<li>"Making it funny helps people feel less insecure about messing up."</li>
<li>"I believe that teacher-initiated humor relaxes the classroom and leaves us all more willing to participate because we aren't afraid to mess up because there is a portrayed sense of light-heartedness."</li>
<li>"It just makes it easier to feel relaxed and speaking in conversation is less intimidating." </li>
<li>"It's easier to remember something that is funny than something that is boring... Words are remembered better when presented in humorous situations."</li>
<li>"Often humor makes the content more memorable and therefore helps to learn it faster and better."</li>
<li>"I tend to remember things more easily if I have a phrase to associate them with, and humorous phrases are particularly memorable."</li>
</ul>
Other researchers have noted the beneficial role of humor - both from teachers and from students - in the online classroom. <a href="http://books.google.com/books?hl=en&lr=&id=zHJjBQNGXUoC&oi=fnd&pg=PA283&dq=strategies+for+online+learning+environments&ots=tl084Fl_7l&sig=1rHrvo1VTFW3jf4K2BNUHAmsy4U#v=onepage&q=strategies%20for%20online%20learning%20environments&f=false" target="_blank">Mirjam Hauck and Regine Hampel</a> investigated the factors in the virtual classroom that facilitated interaction (with students and with instructors) and observed, "making humorous comments or observations to improve the interaction with individual partners and the group as a whole was also identified by several students as a motivating factor." They describe a particular use of humor by a student who did so because he perceived that "some of his peers still felt uncomfortable in the synchronous online environment and were therefore exposed to techno-stress and cognitive overload."<br />
<br />
<a href="http://www.facultyfocus.com/articles/online-education/humor-in-online-classrooms-new-ways-to-learn-and-laugh/" target="_blank">Michael Eskey</a> notes that "humor, whether in the form of jokes, riddles, puns, funny stories, humorous comments or other humorous items, builds a bond between the instructor and students; bridging the student-teacher gap by allowing students to view the instructor as more approachable." How you introduce and use humor will depend on your teaching style, your pedagogical objectives, and your comfort with the tools available in the online classroom, but there is a growing body of evidence that students learn better when they are allowed to "loosen up" online and enjoy themselves and one another.<br />
<br />
In the Confer classroom, instructors will inevitably be doing some things by "trial and error": the technology changes, for one thing. Successful instructors demonstrate a fearless attitude and don't mind making public mistakes in the process: it's probably the best way to encourage experimentation and exploration on the part of students. By letting your audience (students) "in on the joke" while you try to figure out how a new tool works, you're allowing them to participate (naturally, you won't allow your experiment to last so long that it interferes with instructional time or time on task).<br />
<br />
Have fun!</div>
</div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-24753466795601269222013-06-28T13:14:00.000-07:002013-06-28T13:14:04.742-07:00Alone (or All One) Together Online: What Keeps Us Together in the Virtual Classroom<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_Vu8IT-O4kdUId_ImIUYLYTcPn8VfBCzkleUnGPL2AHLANX25Ww4rRnPvmHYV7K4SDrHNgOMaLCY93qIZBve4MuK6wckV0Yh_hPWgGQrYUtbBZrd86YiWYgrZ1QKZMji7IWqznDFPw51J/s320/alonetogether.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_Vu8IT-O4kdUId_ImIUYLYTcPn8VfBCzkleUnGPL2AHLANX25Ww4rRnPvmHYV7K4SDrHNgOMaLCY93qIZBve4MuK6wckV0Yh_hPWgGQrYUtbBZrd86YiWYgrZ1QKZMji7IWqznDFPw51J/s200/alonetogether.jpg" width="200" /></a>The constructivists maintain that social interaction leads to knowledge construction, higher order learning, and greater student success rates (i.e., achievement and completion). Students have to socially network in order for the neural network to do its thing and make connections between concepts and ideas. Sherry Turkle's wonderfully insightful book <a href="http://www.amazon.com/Alone-Together-Expect-Technology-Other/dp/0465031463" target="_blank"><em>Alone Together</em></a><em> </em>is about, as she says, "how we are changed as technology offers us substitutes for connecting with each other face-to-face." The danger may be that if we use substitute (artificial) networking online, we may produce artificial learning or hamper the connections needed to enable real comprehension and mastery.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaeDl032pA7SdDOadSyJh6sFqS_JodotPN_vns_KPNZVvneoohuynLXbKBX2gvZ1KsRHoOURQau1-re-PTOlGm5IRpsM2cEsstxnM3jWJdpSi6-0hFYDPxCb7aFU24WZ0SUb0Lqwy2XiCc/s564/alonetogetherbook.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaeDl032pA7SdDOadSyJh6sFqS_JodotPN_vns_KPNZVvneoohuynLXbKBX2gvZ1KsRHoOURQau1-re-PTOlGm5IRpsM2cEsstxnM3jWJdpSi6-0hFYDPxCb7aFU24WZ0SUb0Lqwy2XiCc/s200/alonetogetherbook.PNG" width="128" /></a>How do we build a community of learners from strangers who only meet online? <a href="http://wenger-trayner.com/resources/publications/cops-and-learning-systems/" target="_blank">Etienne Wenger</a> prescribes course design elements that encourage interaction and reification (making things seem real). The use of real-time voice and video is one method the Confer instructor uses to deliver to students a sense of a real-time, articulate, caring, human. As <a href="http://doras.dcu.ie/17645/" target="_blank">Walsh et. al.</a> reported in their study of Web conferencing learning communities, students may struggle with video and audio, but they prefer it to the alternative. "I think seeing someone on screen during the tutorial can keep you interested and makes the tutorial feel more interactive," says a Humanities student. Another student says, "I think the tutors who use this need to try and make it as interactive as possible ... [and to] input their own thoughts and ideas." Asked how the instructors could improve their use of the Web conferencing technology, students suggested:<br />
<ul>
<li>"Find ways to ensure students participate in the live sessions"</li>
<li>"Develop and encourage methods for collaboration between students"</li>
<li>"Remember to use students' names to help make it a more personal experience"</li>
</ul>
<a href="http://www.usdla.org/html/journal/APR02_Issue/article01.html" target="_blank">McBrien and Jones</a> cite similar observations from the students in their synchronous online learning study. "Talking through the microphone really helped me connect my thoughts, knowing that I could only express myself verbally. It also made me feel more in control of how I communicated my ideas because a large group of people weren't staring at me..." "Voting was great - great to see what everyone else in class felt - you don't always get that feedback." Their students reported these negatives in the virtual classroom:<br />
<ul>
<li>Missing friends</li>
<li>Lack of support when presenting</li>
<li>Missing non-verbal gestures</li>
</ul>
One student observed that the class "needs to be planned more carefully and maybe tried the first session with all of the students in the classroom, not home."<br />
<br />
<br />
We may be years away from taking these general suggestions and translating them into practical course design for the synchronous virtual classroom. As <a href="http://www.usdla.org/html/journal/APR02_Issue/article01.html" target="_blank">Mia Lobel </a><em><a href="http://www.usdla.org/html/journal/APR02_Issue/article01.html" target="_blank">et. al</a>. </em>observe: "<span style="font-size: 10pt;">There is virtually no data describing how existing
successful pedagogies, which are predicated on real-time interactive immediacy
and skill practice, could be adapted to online learning environments.
Much discussion and exploration is needed concerning the delivery of human
relations skills online, when the pedagogy is based on group interaction,
specifically active experiencing, concrete observation, abstract conceptualization
and active practice and the content design is predicated on theories of
group development, and observational and facilitation skills which necessitate
participation and interaction."</span><br />
<span style="font-size: 10pt;"></span><br />
<span style="font-size: 10pt;"></span> </div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-55274790167289040692013-06-07T13:43:00.000-07:002013-06-07T13:54:25.310-07:00Online Teaching: What the Experts Say<div dir="ltr" style="text-align: left;" trbidi="on">
The <a href="http://onlineteachingconference.org/" target="_blank">Online Teaching Conference</a> is days away, and there will be lots of exciting and informative presentations in <a href="http://lbcc.edu/" target="_blank">Long Beach</a> June 19-21. But why wait? Some of the presenters have already pre-recorded their presentations. Take a look - and make sure you <a href="http://onlineteachingconference.org/TopNav/Registration.html" target="_blank">register </a>for the conference so you don't miss more!<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/IdnFW7t5eR4" width="420"></iframe>
<b class="Dates">You're Teaching a Course Online! Did You Do It Right? </b>In this session Mauricio Cadavid discusses strategies for student success,
engagement, and a positive learning experience. The audience will learn about developing rapport with their online students, as well as
acquire a list of web-tools that can be used as effective design of
class activities and participation. <br />
<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/WYDcKTxO838" width="420"></iframe>
<br />
<b class="Dates">The Importance of the Application of Critical Thinking in the Online Classroom. </b><br />
<a href="http://onlineteachingconference.org/TopNav/Bios.html#EskeyMichael"><i>Michael Eskey </i></a>addresses teaching critical thinking
skills to our online students. Research indicates that academics and
students have differing perceptions of what happens in university
classrooms, particularly in regard to higher order thinking, in
particular, critical thinking. Higher education is challenged with
encouraging students to pursue higher-order thinking and often fall
short according to industry standards. The current research that will be
discussed is directed at responses from full-time and adjunct faculty
teaching either face-to-face or online mainly in the disciplines of
criminal justice and political science to assess their views and
application of teaching critical skills. The findings are applicable to
all disciplines and emphasize the importance of specific instructor
training to apply to the classroom in this area.<br />
<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/UvDYfMN2w5o" width="420"></iframe>
<br />
<b class="Dates">Yo Ho Blackboard Inline Grading For Me!<br />
</b><a href="http://onlineteachingconference.org/TopNav/Bios.html#WilsonEric"><i>Eric Wilson</i></a><a href="http://onlineteachingconference.org/TopNav/Bios.html#EskeyMichael"><i></i></a> explains that Blackboard recently updated the way you can grade
Assignments and Discussions! With the new Inline Grading System, this
recorded workshop will show you how to create Assignment and Discussions
and how to grade both with the new inline system and paperless. Eric reviews the built in rubric system as well. It is so easy
and can literally make grading painless.<br />
<br />
<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/8aIJMyJ6FFA" width="420"></iframe>
<br />
<b class="Dates">Recruiting, Training, Maintaining, and Retaining Online Adjunct Instructors</b><br />
<a href="http://onlineteachingconference.org/TopNav/Bios.html#RoehrichHenry"><i>Dr. Henry Roehrich</i></a><i> with </i><a href="http://onlineteachingconference.org/TopNav/Bios.html#EskeyMichael"><i>Dr. Michael Eskey </i></a><i></i> explain that the development of online adjunct instructors
requires a professional adult learning approach that incorporates a
facilitation training program, mentoring process and instructor
informational resources. The presentation outlines and discusses how
this process can be effective and tailored to the needs of institutions
in higher education. This will include the required online adjunct
recruiting process, required training, online resources, professional
development opportunities, the formal / informal mentoring process,
required and optional refresher training. Additionally, there is a
discussion of online adjunct and online student perceptions of
instructional needs and requirements.<br />
<br />
<br /><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/FIBt0lJseRs" width="420"></iframe>
<br />
<b class="Dates">Does a Face Make a Difference? Comparing
Synchronous Online Education with Other Instructional Methods at
California Community Colleges and the Impact on Student Retention Rates</b><br />
<a href="http://onlineteachingconference.org/TopNav/Bios.html#TornsauferClaudia"><i>Claudia Tornsaufer </i></a>
<br />
The main focus of this study was to investigate
whether there is a difference in mean institutional retention rates
among California community college students by the following
institutional characteristics: 1) instructional method (on-campus,
asynchronous and synchronous online courses); 2) ethnicity; gender; and
age groups. The study’s findings on student outcomes will shed light on
the impact of increased online student-teacher, student-student and
student-content interaction in synchronous online courses and how it
compares to the interaction on on-campus and asynchronous courses.<br />
<br />
<br /></div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-48555780781944106512013-05-24T10:37:00.000-07:002013-05-24T10:38:15.543-07:00Frequent Contact with Online Students: Priority One<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7y5Nw61uXfx-OCwYcXFv-w3TMjkBAZ1JLBBC8oFdgvdP62qA_oNd2GDUinEd-XeZhzbReDmJXciw9wj527y3W0Jt8W9nUuHczhOiEoKwjl-4e7-9wBDtob67Zx4aIAUv_nLLrL8adZ6BM/s1600/Intensive%2520Interaction2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7y5Nw61uXfx-OCwYcXFv-w3TMjkBAZ1JLBBC8oFdgvdP62qA_oNd2GDUinEd-XeZhzbReDmJXciw9wj527y3W0Jt8W9nUuHczhOiEoKwjl-4e7-9wBDtob67Zx4aIAUv_nLLrL8adZ6BM/s200/Intensive%2520Interaction2.jpg" width="190" /></a><span style="font-family: arial;"><a href="http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm">Chickering-Gamson</a> contend: "Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans. "</span></div>
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<span style="font-family: Arial;"></span></div>
<div>
<span style="font-family: Arial;">So we need to keep and maintain contact with our students. In the Confer environment, one of the key reinforcers of this contact comes from the <b>audio tool</b>, which allows real-time conversation. <a href="http://www.amazon.com/Live-Online-Techniques-Ready-Use/dp/0787969788/ref=sr_1_3?ie=UTF8&s=books&qid=1247003554&sr=1-3">Jennifer Hoffman</a> says that “The trainer’s voice is perhaps the most important content delivery method available in a synchronous classroom.” Similarly, <a href="http://www.amazon.com/New-Virtual-Classroom-Evidence-based-Professionals/dp/0787986526/ref=pd_bxgy_b_img_c">Clark and Kwinn</a> assert that "audio participation increases social presence and is the best option" for synchronous online communication. We seem to have built-in responders to audio cues, and students who can hear the instructor's voice - to say nothing of being heard by the instructor - are reassured that there is a human being teaching and guiding them in their learning. </span></div>
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<div>
<span style="font-family: Arial;"></span></div>
<div>
<span style="font-family: Arial;">Confer also provides a <b>chat tool</b> that gives an ongoing log or transcript of typed conversation during the session. Messages can be sent to a selected audience or a private individual. The text can be resized, and the chat can be saved (copied and pasted) to a text file. This tool provides another interaction option, and its proper use will empower students in the online classroom. <a href="http://www.linkedin.com/pub/joe-tansey/a/77a/21a">Joe Tansey</a> observes that the fact that all students can see the responses in the chat window instantly is a valuable way for participants to share a wealth of ideas and information... Text chat makes it easy for all involved to match responses with contributors, and no responses are overwritten or erased – which can be a risk with some white board tools.” Joe also feels that "a useful feature of text chat is that it can provide learners with a non-threatening way to pose questions or communicate other needs with the instructor. Questions on the mind of one learner are often on the minds of others. If instructors aren’t able to answer all questions during the allotted class time, they can usually save the text chat and respond to questions after class.” Jennifer Hoffman adds that “participants who are more reserved are often more likely to interact when text chat options are available.” In a study called "The Social Arena of the Online Synchronous Environment," <a href="http://zarabiclass.wordpress.com/2006/11/08/zeina-nehme-instructor-2/">Zeina Nehme</a> writes that “a learner might be comfortable chatting only rather than talking on the microphone.” There are limitations to this tool, however: as <a href="http://www.cjlt.ca/index.php/cjlt/article/view/81/0">Schwier and Balbar</a> discovered, one is "the lack of nonverbal cues, and the difficulty interpreting the intentions of each other. Chatting is spontaneous by nature, and this spontaneity doesn't allow participants to craft clear prose, so subtleties were sometimes lost or misinterpreted."</span></div>
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<div>
<span style="font-family: Arial;"></span></div>
<div>
<span style="font-family: Arial;">The <b>polling tools</b> are also aimed at interaction, albeit in a more structured way than either voice or chat. <a href="http://www.learninginrealtime.com/finkelstein.html">Jonathan Finkelstein</a> notes that "polling is a low-threshold way of involving even the more reticent participants, as it allows for a simple means to take part in and affect the flow of a live online session. Integrated polling tools not only help a facilitator quickly gauge interest, comprehension, and opinions of the subject matter at hand, but they can also be used to appraise more subtle measures of student engagement and understanding: those more akin to the hesitant raising of a hand in a physical classroom.” <a href="http://books.google.com/books?id=zqSIk7tUmrQC&pg=PA125&lpg=PA125&dq=diana+perney+virtual+charter+school&source=bl&ots=GaLSQwlUOd&sig=n1s1hZB28teBNyKH3o1Bfyyj__M&hl=en&ei=nsxTStSCHpHatgOB0P34Bw&sa=X&oi=book_result&ct=result&resnum=3">Diana Perney</a> at the Pennsylvania Virtual Charter School says, "I use this tool throughout a session. I create on the white board a multiple-choice question to start the session and ask the learners to respond, choosing A, B, or C. The polling results give me a sense of the class and activates prior knowledge for the learner. I will repeat this process throughout the session to engage the learners and to keep my finger on the pulse of the class. It often catches the participants off guard – they don’t know when I will ask the next question. The polling tool also meets the needs of visual, auditory, and kinesthetic learners. I ask the question, they see the question, and a button needs to be clicked to indicate a response.” </span></div>
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<span style="font-family: Arial;"></span></div>
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-35379417824829626352013-05-17T09:18:00.000-07:002013-05-17T09:18:32.472-07:00Do You Chat When You Teach? Some Pluses and Minuses<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFC0KGLUAAUs7lcZWuhjUevto96CciyN5PJo6Lbn8ri7ZXfMrbwAiMC6Z_4jKG5GKPgQ9xTPaMgvI-KHGVI6y8-1OupyJDb3w6PE2Ujg1Prkwufqk3iH0kOmHTFEfj9UmPMGJw0qo_wbKS/s1600/chatwithwhiteboard.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="221" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFC0KGLUAAUs7lcZWuhjUevto96CciyN5PJo6Lbn8ri7ZXfMrbwAiMC6Z_4jKG5GKPgQ9xTPaMgvI-KHGVI6y8-1OupyJDb3w6PE2Ujg1Prkwufqk3iH0kOmHTFEfj9UmPMGJw0qo_wbKS/s320/chatwithwhiteboard.jpg" width="320" /></a></div>
In the Confer tool set, the chat tool provides text-based chat, a log or transcript of which can be saved and reviewed after the session. Private and public text messages can be supported, and the text itself can be re-sized or reformatted to personalize the messages. </div>
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Some observations about the chat tool:</div>
<div>
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<ul>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEA0yxXf_OyHUXn8OB4PdvFc6natxPXiEu_TycIf1St3ueFDHeIk9F9jAF4hhflXl5GXiumWrAlE_Vxn2wl_zmoXw-gDWU_ziLwuaoq609xGQUcagIe99AyeW4rlqoczVcK3l8AJnsLxYc/s1600/Monitoring.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEA0yxXf_OyHUXn8OB4PdvFc6natxPXiEu_TycIf1St3ueFDHeIk9F9jAF4hhflXl5GXiumWrAlE_Vxn2wl_zmoXw-gDWU_ziLwuaoq609xGQUcagIe99AyeW4rlqoczVcK3l8AJnsLxYc/s200/Monitoring.jpg" width="200" /></a>
<li>"Text chat is useful when the instructor would like all participants to respond, in contrast to using audio for a single response.”- Clark, R. C., and Kwinn, A. The New Virtual Classroom: Evidence-Based Guidelines for Synchronous e-Learning. San Francisco: John Wiley & Sons, 2007, p.53. </li>
<br />
<li>“Depending on your familiarity with the virtual classroom features and your ability as a presenter to multitask, using the chat facility may or may not be a good option for you. Audience size should be a consideration when planning this type of feedback method. We’ve discovered that having another facilitator or production assistant available to help support direct messaging (chat) is a valuable asset when managing the event’s conversation flow.” - Sandra Johnsen Sahleen. “Creative Interactions in the Virtual Classroom.” In Clark, R. C., and Kwinn, A. The New Virtual Classroom: Evidence-Based Guidelines for Synchronous e-Learning. San Francisco: John Wiley & Sons, 2007, p. 124-25.</li>
<br />
<li> “… a useful feature of text chat is that it can provide learners with a non-threatening way to pose questions or communicate other needs with the instructor. Questions on the mind of one learner are often on the minds of others. If instructors aren’t able to answer all questions during <div class="separator" style="clear: both; text-align: center;">
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the allotted class time, they can usually save the text chat and respond to questions after class.” - Tansey, Joe. “Learning to Effectively Use the Virtual Classroom.” In Clark, R. C., and Kwinn, A. The New Virtual Classroom: Evidence-Based Guidelines for Synchronous e-Learning. San Francisco: John Wiley & Sons, 2007, p. 65.</li>
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<li>“Because chat offers a seductive opportunity for participants to communicate with one another privately at any time during a session, we recommend setting some ground rules regarding its use. For example, we ask participants to use chat for on-task communication only during instructional activities – no passing notes in class.!” - Clark, R. C., and Kwinn, A. The New Virtual Classroom: Evidence-Based Guidelines for Synchronous e-Learning. San Francisco: John Wiley & Sons, 2007, p. 112.</li>
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<li> “One way to use private messaging is to pair participants up to discuss an exercise or question by sending messages back and forth to each other. “ - Clark, R. C., and Kwinn, A. The New Virtual Classroom: Evidence-Based Guidelines for Synchronous e-Learning. San Francisco: John Wiley & Sons, 2007, p. 111.</li>
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<li>“Instructors can also use text chat to allow all learners to respond to a question or exercise. Participants can view all responses instantly. This is a valuable way for participants to share a wealth of ideas and information. Text chat can be more efficient for some exercises than using the virtual classroom white board tool. Text chat makes it easy for all involved to match responses with contributors, and no responses are overwritten or erased – which can be a risk with some white board tools.” - Tansey, Joe. “Learning to Effectively Use the Virtual Classroom.” In Clark, R. C., and Kwinn, A. The New Virtual Classroom: Evidence-Based Guidelines for Synchronous e-Learning. San Francisco: John Wiley & Sons, 2007, pp. 65-66.</li>
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<li>“A disadvantage of chat is the limited amount of screen real estate dedicated to text messages in most virtual classroom interfaces. When the response box fills, new text messages cause older responses to scroll up. If you have a larger class, you may want to use some crowd control mechanisms to limit who sends messages. For example, you might ask everyone to type in an answer but only the women or only a certain division to actually send their answers. Alternatively, you may provide a workbook in which everyone responds and, then, after a pause, call on only some participants to type in their answers.” - Clark, R. C., and Kwinn, A. The New Virtual Classroom: Evidence-Based Guidelines for Synchronous e-Learning. San Francisco: John Wiley & Sons, 2007, p. 110-11.</li>
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-43231252770049921342013-05-03T10:58:00.001-07:002013-05-03T10:58:06.829-07:00The Blended Classroom<div dir="ltr" style="text-align: left;" trbidi="on">
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The virtual classroom is popular because it works and fits well with today's students and faculty. Delivery methods have improved as the tools have been tweaked and instructors have learned best practices in using them. Faculty and students have warmed to the flexibility of meeting online and/or receiving instruction and content on demand, and the convenience of learning from home, hotel, or favorite login spot is undeniable. The quality and effectiveness of online instruction has improved in both perception and reality. A <a href="http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf" target="_blank">2010 study</a> by the U.S. Department of Education actually reported that students in online courses performed better than those receiving face-to-face instruction.<br />
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There are downsides to virtual-only instruction, however. Online learners drop out more than face-to-face students. The <a href="http://www.amazon.com/Handbook-Blended-Learning-Perspectives-Designs/dp/0787977586" target="_blank">Handbook of Blended Learning</a> cites lack of support and problems with the technology as principal contributors to the lack of retention of online learners. A recent <a href="http://ccrc.tc.columbia.edu/media/k2/attachments/Online-Demand-Student-Voices.pdf" target="_blank">study </a>of community college students showed that students avoided online courses "due to the weaker instructor presence (and, to a lesser extent, the weaker student-student interaction)." <a href="http://www.tandfonline.com/doi/abs/10.1080/0158791022000009196" target="_blank">Student perceptions</a> of online courses are that more independence and accountability are required in them and that students who take them are isolated and often inundated by questions and confusion.<br />
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Enter the blended (sometimes called "hybrid") classroom, which combines face-to-face with online instruction. It need not be <a href="http://net.educause.edu/ir/library/pdf/erm0110.pdf" target="_blank">"half bricks and half clicks"</a>: there are many examples that do not require or even recommend an even split between online and on-site time. Lower dropout rates are reported for virtually every blended classroom scenario imaginable when compared to online-only classes. Some researchers report that <a href="https://confluence.delhi.edu/plugins/viewsource/viewpagesrc.action?..." target="_blank">greater community</a> is established when there is at least some face-to-face time with the instructor. <a href="http://www.westga.edu/~distance/ojdla/fall143/lock_schnell_mullen143.html" target="_blank">Others</a> indicate that students who have at even one in-person contact with their instructor and/or other students manage their time better and and have a better understanding of how to prepare for assignments and study in appropriate ways.<br />
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It may not always be possible to provide a blended classroom, since institutional and student requirements may prohibit offering a physical setting. But the evidence is strong that retention and achievement are improved when virtual is combined with physical.<br />
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Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-67424509011807884152013-03-22T11:47:00.000-07:002013-03-22T11:47:10.909-07:00What DOESN'T Work in the Virtual Classroom?<div dir="ltr" style="text-align: left;" trbidi="on">
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I've written a lot about the benefits of the virtual classroom and included many examples of what works well in this environment. In the 10+ years of CCC Confer, we've seen exponential growth in popularity among faculty and students, and we've watched Web conferencing technology become more and more reliable and stable for our thousands of users.<br />
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But it wouldn't be accurate or fair to pretend that Web conferencing is <i>always</i> the best option or that it is <i>always</i> the best way to reach students and deliver online instruction. In fact, there's evidence to suggest that Web conferencing provides some barriers for students and instructors, which must be recognized and overcome for a successful experience and for effective instruction to take place. For example, I just previewed an article in the June 2013 <a href="http://scholar.google.com/scholar_url?hl=en&q=http://ac-support.europe.umuc.edu/~meinkej/ccsc/JCSC28_6.pdf%23page%3D190&sa=X&scisig=AAGBfm2FKMWK5fy1J0y5Qlwy-Y3Z-pkGlQ&oi=scholaralrt" target="_blank"><i>Journal of Computing Sciences in College</i> </a>entitled, "Under What Conditions Does Web Conferencing Inhibit Learning in a Computer Science Classroom?" The authors - Jami Cotler of Siena College and Dima Kassab and Xiaojun Yuan of SUNY-Albany - drew conclusions from two lectures (one delivered face-to-face and one delivered online via Web conferencing) and students' reactions to the experience of these lectures. I'll reserve comment on the methodology or validity of this study, but I'm interested in the students' perceptions.<br />
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<b>Distractions. </b>In the Cotler study, 31% of the students reported problems with distractions during the virtual lecture. The nature of these distractions were not disclosed, but we can guess that they may have involved the typical distractions online students encounter: e-mail messages, tweets, Facebook posts, instant messages, and other Web excursions. It may also be that these students found the Web conferencing interface itself distracting, with its chat window, video, whiteboard, etc. The face-to-face classroom also has distractions, of course, but eye contact with the instructor is often inhibition enough for students to block them off and pay attention to the lecturer.<br />
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To help students overcome these distractions, the experienced Confer instructor gives guidelines to students before their first online class session and even at the beginning of the session. Disable notifications from your online applications (noises, signals, pop-ups): they will interfere with your concentration. Some instructors even provide specific instructions for turning off, say, Facebook notifications. And, while the class is meeting online, it's good practice to keep the students alert by mixing up the delivery. <br />
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<b>Engagement</b>. Cotler's students reported that they were 38% less engaged in the virtual classroom than in the face-to-face environment. Oddly, though, 88% "felt they were able to participate during the [Web conferencing] lecture" and 56% "felt highly engaged in the course materials and the course activities" in the online classroom. So the perception of less engagement may have been related to distractions or some other subjective factor. Many (69%) of the students reported "less connection to the instructor" when using the virtual classroom. However, they reported using the whiteboard and chat features, and most of the students claimed to have reached out to either another student or the instructor during the online session.<br />
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We know from long experience that keeping students engaged in the virtual classroom is more challenging than in the traditional environment. You can't see all of your students, and you're not going to be able to validate all of their behavior all of the time. Your sense of control online is compromised because of the distance between you and the "desks" in front of you. But you <i>can</i> keep students engaged by doing some extra work: preparing breaks in which students provide examples, express opinions, or vote on issues. Work in assessments or chat activities, and use breakout rooms to divide a large class into manageable small groups where it's harder for students to hide or let others do all the work. Several of my blog posts provide examples of these strategies.<br />
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<b>Unfamiliarity with Technology.</b> I was surprised to read in Cotler's study that unfamiliarity with technology accounted for only 13% of the reported problems with the virtual classroom. Half of all the students "stated that it was convenient and that they like that they could remain in the comfort of their home," and an amazing 81% reported "feeling less stressed about tasks accomplished during the [Web conferencing] session in comparison to the face-to-face session." So technophobia (or at least fear of synchronous online interaction), while not dead, is on the wane with today's students. <br />
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It's a good idea to orient students to the virtual classroom before you make them do something in it. This can happen during a "practice" session, in a "sandbox" (we offer several on the <a href="http://www.cccconfer.org/trainingCenter/practiceRooms.aspx" target="_blank">CCC Confer Web site</a>), or via training materials (videos, slides, documents) you provide for them. Given these results and the increasing popularity of synchronous online rooms (Skype, Google Hangouts, etc.), it may be just as important that you orient <i>yourself</i> to the virtual classroom and feel comfortable showing its features to your students. <br />
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What doesn't work in the virtual classroom? Mainly, not having a plan to use it!</div>
Anonymoushttp://www.blogger.com/profile/03499816866553514166noreply@blogger.com0tag:blogger.com,1999:blog-2820162456384122523.post-75438332617935759512013-03-01T11:31:00.001-08:002013-03-01T11:31:43.678-08:00Live Online Events: Keys to Successful Management<div dir="ltr" style="text-align: left;" trbidi="on">
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It sounds easy: let's all get together at noon and have a presentation from one of our speakers. We'll look at a few slides, maybe watch a video, take questions, and discuss the whole thing together. Maybe we can even poll the members to see what they think about the key issues. Let's plan to be through in an hour, but I'd like some way to record the proceedings so anyone who can't make it can review later. I'd like you to facilitate, okay?<br />
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Oh, did I mention we'd be online?<br />
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Sooner or later, if it hasn't happened yet, you'll be asked to do something like this. Live online is a fact of modern collaboration, and it's a great maximizer of time and resources, especially when managed properly. My advice to get the maximum return for these events is to invest in preparation time so that everything goes as you'd like it to go.<br />
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<b>Protocols.</b> If you plan to archive (record) the event, it's standard practice to inform live participants of the fact. You can do this verbally or you can prepare a slide in advance that "warns" them that the event is being recorded. This gives them the opportunity to participate accordingly. Similarly, if the event is being captioned, it's a good idea to show participants how to open and close the captioning window, along with some instructions about how to make adjustments to font, size, etc. Letting participants know how and when - or if - their questions can be asked is also important. These standard protocols are generally called "housecleaning" tasks and should occur prior to the presentation and before the "record" button is pressed.<br />
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<b>Publicity.</b> At <a href="http://www.cccconfer.org/" target="_blank">CCC Confer,</a> we send e-mails to constituents announcing Webinars well in advance. We also use our <a href="https://www.facebook.com/cccconfer" target="_blank">Facebook</a> page, the <a href="http://ccctechedge.org/" target="_blank">TechEdge</a> newsletter, and listservs to publicize these events. (An example of an e-mail Webinar announcement is included.) If it's possible to include a calendar link that will automatically populate an online (e.g. Outlook) calendar and include the sign-in details, you'll be better assured that your audience will remember to attend and know how to log in when they need to.<br />
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<b>Prompts. </b>I've noticed that the best facilitators always seem to ask the right questions of our Webinar presenters and are able to solicit audience participation precisely when it's appropriate. After discussing their techniques with them, I learned that their "spontaneity" is planned: they spend time before the event thinking up the questions they will ask and planning how to stimulate audience participation. They keep a text document handy with chat "prompts" which they copy and paste into the dialogue at appropriate times so that there is always something to interest the online participants. They call this "<a href="https://www.youtube.com/watch?v=XMMTJFUouZo" target="_blank">seeding the chat box</a>."<br />
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<b>Pre-Loads.</b> If the presenter wants to show a video, the file has to be pre-loaded into the multimedia library to avoid delays during the online presentation. Similarly, large files, if they are to be shared with the audience, should be pre-loaded so that no time is lost waiting for them to be delivered. In the synchronous online environment, even the slightest delay - a few seconds - can seem to last much longer.<br />
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<b>Practice Run</b>. Although it's not always possible to get a guest speaker to practice with you before an event, it's very helpful. Even if they can't make it, though, you'll benefit from pre-loading and testing the software, slides, content, and <i><b>timing</b></i>. This allows you and/or the presenter to make adjustments beforehand and to anticipate audience reactions to the screens as they appear.<br />
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Every event has a beginning and an end, and generally there are other sequential points in the event where you want things to happen. You won't be able to determine these accurately if you can't tell when the slides will be finished, how long the video will last, or how fast (or slow) the presenter will be talking. Practicing with him or her makes it possible for you to plan the question-answer period properly and determine when breaks or interludes can be inserted. It avoids the irritating sense that you've had to speed up the presentation or cut off feedback because of the clock.<br />
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