Jessica Smith

Teaching, Learning, & Technology is accepting applications for the Fall 2015 DE Readiness Course. Applications are due May 1, 2015.

In order to teach online for the College of Charleston, faculty must complete this 8-week online course which will run from September 16 to November 18.

The course guides faculty through best practices and technology tools in online education. Participants will progress through seven modules that examine course planning and design, content delivery, community formation, communication, and assessment. Every participant will create content that can be integrated into their future online courses and will receive feedback and guidance from fellow participants and faculty mentors.

To learn more about what to expect from the DE Readiness Course, please visit: blogs.charleston.edu/tlt/learning/distance-education/ This video will also provide an overview of the course:

To apply, please click here: blogs.charleston.edu/tlt/learning/distance-education/distance-education-de-readiness-course-application/

Assessment, Faculty Technology Institute, instructional technology, Presentation, TLT, Web 2.0

Assess Student Presentations with Acclaim

March 16, 2015January 31, 2023 Jessica Smith

What is Acclaim?

Acclaim is a web platform which facilitates asynchronous discussion around video content. Students and instructors can add time-stamped comments that link to moments in each video. Each comment is clickable, and once clicked, the video will jump to the relevant moment in the video. Students can see and respond to comments at any time.

Users add videos to Acclaim in one of three different ways:

By embedding YouTube or Vimeo videos;
By uploading video files stored on a hard drive or mobile device; and
By using the built-in webcam feature to create and upload a video in real time.

How could I use Acclaim?

Assessing student presentations.
Peer evaluations of presentations.
Self-evaluations of presentations.
In flipped classrooms during which students watch video lectures outside of class.

Acclaim would be an ideal tool in courses that involve any type of oral presentations, demonstrations, or performances.

Why should I use Acclaim?

Watching one’s own recorded presentation and reading evaluations from peers and instructors can be an excellent way to identify strengths and weaknesses, and thus improve one’s future performances. Self-assessment encourages critical reflection, increased awareness of skills, and goal setting while peer-assessment develops empathy and encourages students to reflect on their own work while evaluating others.

Acclaim provides a free and simple platform that facilitates such self, peer, and instructor assessment.

Cost: Free

Application: Web-based; http://getacclaim.com

Best Practices, TLT

Preparing for the Unexpected

February 13, 2015January 31, 2023 Jessica Smith

On Tuesday, the College of Charleston experienced a safety and communication crisis when a bomb threat was made. Classes in six buildings were officially cancelled and many faculty, staff, and students were prohibited from accessing their offices, classrooms, and dorms until 5:00PM. This unexpected disruption caused many professors to lose valuable class time.

As the daughter of a Boy Scout and a Girl Scout myself, I try to live by the mantra: be prepared. As an instructional technologist, I’ve learned ways to use technology to “prepare for the worst” and want to share that knowledge so you will be ready for the next interruption, closure, or disaster.

1. Think ahead. Before the semester begins, decide how you will manage if classes are cancelled. According to instructional technologist, Kaitlin Woodlief, “your best preparation is to learn the tools now before you’re put into a situation where you have to use them.” This doesn’t mean you must become an expert on Adobe Captivate to make professional-quality video lectures. Instead, familiarize yourself with one tool so you feel comfortable enough producing something simple that will transmit content.

Given Tuesday’s events, I had to figure out a way to prevent my students from getting too far behind. I uploaded the Powerpoint I intended to use in class into Voicethread and narrated my slides using already created lecture notes. I didn’t need to create new content; I just had to put that content into a different format. And because I had already familiarized myself with Voicethread, the process was simple. There are numerous tools that will allow you to deliver content online in case of a College closure or class cancellation, including Kaltura, Jing, Screencast-O-Matic, EdPuzzle, and Google Drive. Of course, TLT has you covered with workshops that focus on online content delivery! Browse tlt.eventbrite.com for those sessions.

2. Include a syllabus policy. As you prepare your classes, craft a policy that establishes expectations and procedures in case an emergency occurs. For example, Penn State encourages faculty to include the following language in their syllabi:

In the event of a campus closure, course requirements, classes, deadlines and grading schemes are subject to changes that may include alternative delivery methods, alternative methods of interaction with the instructor, class materials, and/or classmates, a revised attendance policy, and a revised semester calendar and/or grading scheme. Information about course changes will be communicated through [e-mail, etc….]

3. Determine communication protocols. If an emergency closes the College or you have to cancel class at the last-minute, how will you communicate with your students? There are numerous options, including email and posting a notification in the OAKS News tool. This semester, I’m using both Twitter and Celly to communicate with students. I don’t know about you, but I’ve found students don’t routinely read their emails, so I decided to meet them where they are and use text messaging and social media.

The numerous ways I use Twitter in the classroom is a blog post for another day, but on Tuesday, I tweeted numerous times to inform students that the Cougar Alert was not a test, that they needed to pay attention to their email, and that class was cancelled. I also used Celly to communicate the same information. Celly provides a way to send SMS text messages without exchanging phone numbers (you can also use the mobile app or website if you don’t text). I’ve found students to be much more responsive to these text messages than email.

For more serious emergencies, when campus is closed for a longer period of time, you may want to communicate with your students synchronously. Skype and Google Hangouts provide simple and free options for hosting virtual, synchronous meetings. The OAKS Discussion tool can also be used for conversation and collaboration.

As my colleague Chris Meshanko says, while we always hope for the best, we must plan for the worst. Anticipating disruptions and making plans can prevent students and faculty from losing valuable contact hours. Most importantly, let students know within the first two weeks of classes what your expectations are if classes are cancelled due to an emergency. And as always, TLT can assist you in choosing the right tools for keeping your class on track.

Collaboration, Productivity, TLT, Web 2.0

Easy Brainstorming and Voting with Tricider

February 9, 2015January 31, 2023 Jessica Smith

There have been many times during my teaching career that I’ve wanted to gather my students’ input to make decisions. Would they be amenable to a due date change on their upcoming paper? What resolution would they like to research for their next in-class debate? Would they like to meet in the library or the classroom to work on their group projects?

In some cases, a student may be hesitant to express their opinion in front of others (who wants to be the one person who opposes a due date extension?). Other times, I simply want a quick and easy way to “take the pulse” of my class without counting raised hands or scraps of paper.

Tricider has provided a simple and free solution to all my brainstorming, crowdsourcing, and voting needs.

A user initiates a poll or brainstorming session simply by proposing a question. Then, participants can contribute their own ideas, up-vote other’s contributions, provide arguments for their votes, even upload images. Tricider can be used to help make both large and small decisions, such as where to eat lunch!

Click Here to see Tricider in action!

Uses:

Collaborative brainstorming
Idea ranking
Making decisions

Benefits:

Free
Can be used without registering
Synchronous or asynchronous collaboration
Share a poll via email, Facebook, Twitter, LinkedIn, or embedding on a website
Set deadlines
Export to Excel

Application: http://tricider.com

Best Practices, Pedagogy

Is Your First Day of Class “Syllabus Day”?

January 12, 2015January 31, 2023 Jessica Smith

At college campuses across the country, a new semester has begun, allowing us to once again begin anew. Few professionals have the opportunity to start fresh every couple of months but professors, if they’re so inclined, can modify their classes every semester based upon self and student evaluations. One part of teaching that I have consistently reflected upon is the very first day of classes. How much time should I spend on the syllabus? Are there any icebreakers that aren’t incredibly corny? Should I teach course material that day?

If students’ social media posts are any indication, professors can’t seem to win: if they spend time talking about the syllabus, students complain; if they launch right into course material, students complain. Check out the Twitter hashtag #syllabusweek for a glimpse into the minds of our students.

So what’s a professor to do? Based upon my own experiences and those of many other professors I’ve learned from, here’s my advice:

Don’t make the first day of class “Syllabus Day.” Avoid reading the entire syllabus to students. This is a waste of everyone’s time. Students who care about their learning will read the syllabus on their own. If you’re wary of putting that onus on students, include a syllabus quiz the first week or ask students to sign a syllabus contract. Perhaps more importantly, why not write a syllabus that students might want to read rather than one that looks like a Terms of Service agreement. For tips on making your syllabus more student-friendly, check out “Crafting a Learner-Centered Syllabus.”

Don’t let them go after five minutes. What’s the point of meeting if nothing is going to be accomplished the first day? I used to think students would perceive me as “cool” if I let them go after only a couple minutes. Not so. Most students felt their time was completely wasted. Put yourself in their shoes. If you were asked by a colleague to come to campus for a meeting then, after just a couple minutes, they said “Eh, let’s just continue this conversation later,” you’d likely be frustrated.

Focus the first class on making connections instead of giving directions. Rather than spending 50 minutes telling students what they can and cannot do in your class, spend time getting to know one another. That first day tells students a lot about who you are and what kind of teacher you will be. If you spend it giving them “do’s and don’ts” they won’t learn much about you except you like rules. According to Joe Kreizinger from Northwest Missouri State University, focus the first class on:

connecting students to instructor: put your teaching philosophy into student-friendly language and explain how you approach classroom management and student learning.
connecting students to content: explain why this class matters and how it applies to your students’ current and future lives.
connecting instructor to content: tell students the story of how you discovered your discipline. How did you know it was the field for you?
connecting students to students: icebreakers can be corny, but they are also effective at forcing students to talk to one another rather than stare at their cell phones while they wait for class to begin.

Build icebreakers into the entire first week, even beyond. Most professors include some type of “getting to know you” activity on that first day. But the class roster doesn’t solidify until after the add/drop deadline. Therefore, I suggest icebreakers are even more important during the third and fourth class periods. This doesn’t have to take much time. I typically incorporate self-introductions into roll call, asking students silly questions to make them chuckle. I’m consistently surprised by the number of times students find unexpected connections: “Seamus Finnigan is my favorite Harry Potter character too!!!!” Some students may be grumpy about icebreakers, which is understandable considering they do them in every class, but that encourages me to find new ones each semester.

I hope these tips help you design an engaging and productive first-week routine. Best wishes for an enjoyable semester!

Faculty Showcase, Information Session, Innovative Instruction, Round Table Discussion, TLT

Giving Thanks for Technology: November Faculty Showcase

November 24, 2014January 31, 2023 Jessica Smith

At our November Faculty Showcase, we gave thanks for the many ways technology makes us more efficient, productive, and engaging instructors. Special thanks to Kate Pfile, Mary Ann Hartshorn, and Gayle Goudy for sharing their experiences using instructional technologies. In addition to learning about innovative teaching strategies, we also collected over 34 pounds of canned goods to be donated in time for Thanksgiving. Thank you to everyone who contributed!

During the Showcase, Kate Pfile (HHP) showed us how her students use Popplet (Free; iOS and Web) for a postural assessment assignment. Popplet is a digital mind-mapping application that allows users to visually capture ideas and make connections between them. Kate asks her students to take pictures of a friend’s posture, then use Popplet to analyze musculature by identifying the relationships among various body parts. Popplet can also be used to enhance brainstorming, tease out ideas, plan projects, and organize one’s thoughts, such as when writing a research paper. Even better, Popplet allows multiple users to collaborate synchronously or asynchronously, so small groups or an entire class could work together.

Example Popplet with Kate's Annotations, made in Goodnotes — Example Popplet with Kate’s annotations, made in Goodnotes

Gayle Goudy (SOTA) shared her experiences with flipping her art history courses. Flipping has become a hot topic in education, as instructors move lectures outside the classroom while reserving class time for discussion, problem-solving, activities, and group work. This allows students to accomplish the lower levels of Bloom’s Taxonomy on their own while they work through higher levels of cognitive work with their classmates and instructor. There are a variety of approaches to flipping your course, whether you want to flip the entire semester or just a handful of classes. TLT can point you to numerous technology tools that will facilitate this change, including Voicethread and Kaltura Mediaspace.

Mary Ann Hartshorn (TEDU) is a TLT Superstar: she presented at both of our Faculty Showcases this semester! Mary Ann shared how she uses Google Docs for a collaborative annotated bibliography assignment and the OAKS Discussion tool to encourage community-formation. To read more, check out our recap of the October Faculty Showcase.

TLT’s instructional technologists also had tech tools to share. Laura Plotts, instructional technologist for LCWA, showed faculty how Haiku Deck (Free; iOS and Web) provides a fantastic alternative to “death by Powerpoint.” With Haiku Deck, there’s no chance of presenting slides crammed with bullet points. Instead, the application forces users to keep text to a minimum and use images to tell their story. If you want students to learn to speak extemporaneously, Haiku Deck can help wean them off of reading directly from their slides. Because of its eye-catching designs and graphics, it’s also perfect for video lectures, conference presentations, sales pitches, and keynote addresses.

Kaitlin Woodlief, instructional technologist for SSM, shared a tool that allows instructors to collect real-time feedback without the need for student devices. Plickers (Free; Android and iOS) makes formative assessment and live polling simple.

Students don’t need iPads or smartphones; instead, each student responds by holding up a card that’s printed with a special image that has letters around the sides. If, for example, the answer to the question is A, the student will turn the card so that the letter A is on top.

The instructor then uses their smartphone or iPad camera to scan the room and capture the cards. The app registers the student answers which then can be displayed to the room. For those who worry about their entire class having devices, or those who simply don’t want to bother with students having to log in or register, Plickers may be just what you’re looking for.

If you’d like to learn more about any of these tools and strategies, please contact your instructional technologist. Thank you to everyone who stopped by! Be on the look-out for our Spring Faculty Showcases, including a few new, exciting events!

1-1-1, Faculty Showcase, Innovative Instruction, Round Table Discussion, TLT

Student Zombies No More: Faculty Showcase Recap

October 31, 2014January 31, 2023 Jessica Smith

A “spooktacular” time was had by all at the TLT Faculty Showcase! A hearty thank you to the faculty who shared their innovative teaching strategies: Gustavo Urdaneta Velasquez, Mary Ann Hartshorn, Laura Penny, Sherry Wallace, and Lancie Affonso. Not only did we learn how to more effectively engage our students and manage our classes, we also played Plinko and enjoyed trick-or-treating!

For those who couldn’t attend, the following applications were discussed:

Google Docs (Free; Web, iOS, Android) is a cloud-based word processor that allows users to create and share work from any device that connects to the Internet. Users can work on the same document both synchronously and asynchronously, making it ideal for collaborative projects. Mary Ann Hartshorn’s students use Google Docs to crowd-source references for research papers. The students each contribute to the annotated bibliography then collectively edit the document for proper APA formatting.

To establish community and encourage communication, Mary Ann asks her students compose a “Where I’m From” poem at the beginning of the semester, which they share in the OAKS Discussion boards. In addition, throughout the semester, students take turns as discussion leaders charged with facilitating the boards. Mary Ann has found this continuous interaction throughout the semester encourages students to complete the assigned readings, engage in peer teaching, and establish relationships with one another.

Using Google Docs and the OAKS Discussion tool

What student wouldn’t love to play games in class? Kahoot (Free; Web) is a student response system founded on game-based digital pedagogy. Gustavo Urdaneta Velasquez tests his students’ understanding of Spanish vocabulary and grammar by creating quizzes that incorporate text, images, and video. Using any device with a Web browser, students play against each other hoping to top the leader board. Gustavo is able to see how well his students understand course content and use the students’ answers to provide “just in time” feedback.

Lancie Affonso starts his “flipped” classes by checking his students’ pulse. LinkedIn Pulse (Free; Web, iOS, Android) is an RSS aggregator that exposes students to industry-specific resources and professional networking. Students get up-to-the-minute news from industry professionals, business publications, and news media, which inspire lively class discussions.

If you’ve ever wished you could scribble all over PDFs or Powerpoint slides while lecturing, Laura Penny has found the app for you. Goodnotes ($5.99; iOS) is a note-taking, annotation, and digital whiteboard app. Using the external display feature, Laura projects her iPad screen to the class and annotates while she lectures. She can then export those annotated slides and share them with her students.

Socrative (Free; Web, iOS, Android) is a student response system that helps instructors assess student understanding through quizzes, polls, and games — no clickers or subscriptions required! Sherry Wallace uses Socrative in her art history classes to evaluate students’ knowledge based on their exploration of websites such as the Louvre and Metropolitan Museum of Modern Art. Socrative captures students’ responses in real-time, which encourages discussion and allows Sherry to clarify confusion.

Looking for a way to deliver content while encouraging discussion, especially in an online class? Instructional Technologist, Chris Meshanko, shared the perfect tool to accomplish these goals — Voicethread (Free; Web, iOS, Android) is a cloud-based application that allows users to upload, share, and discuss documents, presentations, images, audio files and videos. Chris has devised twelve fantastic ways to integrate Voicethread into your classes including icebreaker introductions at the beginning of the semester, guest lectures, syllabus question & answer, peer evaluation, and a variety of formative assessments. Making Voicethread even better are the College’s site license and its integration with OAKS.

If any of these tools sound promising to you, contact your Instructional Technologist to learn more.

We hope you’ll join us for the November Faculty Showcase on 11/20/14 from 11:00-12:00 in Tate Center 202.

Your fun-loving Instructional Technologists: Mendi, Chris, and Kaitlin

Google, Google Apps, Innovative Instruction, Portfolio, TLT

Using Digital Portfolios in the Classroom

October 16, 2014January 31, 2023 Jessica Smith

When I first began teaching, each class involved a major research paper that was due at the end of the semester. Much to my chagrin, most students never picked up their graded papers, having already left for home and forgotten the assignment entirely.

About four years ago, I was cleaning out my office, and discovered an entire filing cabinet filled with abandoned graded papers. Seeing this inspired me to alter my signature assignments. I began reading about the “write to learn” movement, which emphasizes process over product. I learned about scaffolding assignments, low-stakes writing, journaling, and free writing. I then participated in a workshop in which I learned more about writing across the curriculum, including the value of student portfolios. By the way, if this sounds interesting to you, I highly encourage signing up for the Writing Institute hosted by First Year Experience and English professors Chris Warnick and Amy Mecklenburg-Faenger (for College of Charleston faculty only).

Back to portfolios…

Student portfolios are collections of academic work and can be used for pedagogical, professional, or assessment purposes. In my writing-intensive classes, I decided longitudinal portfolios would be the most meaningful. This type of portfolio focuses on documenting the entire writing process, including notes, drafts, feedback, and revisions.

Next, I had to decide how students would curate their work. I could ask students to print hard copies of their papers and keep them in three-ring binders. But I have only so many filing cabinets in my office, and I had nightmares about being buried alive by stacks of papers. So I decided a digital option would be best.

There are a multitude of companies which provide e-portfolio services, but most of them require expensive subscriptions. Thus, I decided to use an application that College of Charleston students, faculty, and staff have free access to: Google Drive.

Google Drive is part of the Google Apps for Education suite, providing cloud-based storage space. Students can access their Drive from any device that connects to the Internet and files are automatically saved. For more information about Google Apps for Education, visit the TLT tutorials blog.

At the beginning of the semester, I ask students to create a folder in their Drive specifically for their class portfolio.

The students then share that folder with me by adding my email address. Within their portfolio, they can create sub-folders for each writing assignment or each phase in the writing process. I ask students to upload everything—every draft and peer review, and all the feedback I have offered. For speeches (my class also includes a public speaking component), I require students to include their outlines, self-evaluations, and links to their videos (I upload videos of their speeches to Kaltura Media Space or an unlisted You Tube channel).

At the end of the semester, students compose a letter, addressed to me, reflecting on their evolution as a writer and speaker. I ask students to go through their portfolio and critically examine the strides they have made and the hurdles they still have to clear. Because they have access to all their work, they can select examples that provide evidence to support their claims about strengths and weaknesses.

In order for this type of reflection to be truly effective, I have learned to build a culture of reflection in my classes. Throughout the semester, students engage in peer editing, workshopping, and self-evaluation, giving them the practice necessary to successfully complete the final reflection letter.

Using Google Drive is a simple way for students to curate their academic work, share it with peers and faculty, and engage in critical reflection. From the longitudinal portfolios created for my class, students could cull their best work and create a separate “showcase portfolio” that may be useful when interviewing for internships and jobs.

If you’re interested in learning more about Google Drive, TLT hosts training sessions throughout the year. Check out the training schedule at tlt.eventbrite.com

Faculty Showcase, Innovative Instruction, Round Table Discussion, TLT

Are Your Students Like Zombies in Class?

September 30, 2014January 31, 2023 Jessica Smith

While teaching, do you ever find yourself staring at a group of students who resemble the class in John Hughes’ classic movie Ferris Bueller’s Day Off? Slouched in their chairs, glazed expressions, texting under their desks or staring out the window. . . It’s frustrating to say the least.

Well, TLT has gathered a group of faculty who have discovered strategies to improve student engagement and they want to share this knowledge with you!

Our faculty showcase will feature a variety of applications that incorporate game-based learning, digital mind mapping, live polling, and collaborative projects. At each table you will receive a “trick” (a tip or technique) as well as a sweet treat! Please join us.

What: TLT’s Faculty Showcase on Student Engagement
When: Thursday, October 30th 2:00-4:00 PM (Drop in any time)
Where: Tate 202
Why: Learn something new from your colleagues and have fun trick or treating!

Faculty Technology Center, instructional technology, social networking, TLT, Training Opportunities

Come See What’s New at TLT!

August 26, 2014January 31, 2023 Jessica Smith

On a college campus, each semester offers the opportunity to start fresh. We meet new people, teach new classes, start new research projects, and discover new places that make Charleston such an amazing city. At TLT, we’ve spent the summer crafting exciting trainings, events, and resources that we are eager to debut to our faculty!

Webinar Wednesdays
TLT is excited to announce a new opportunity for College of Charleston faculty: Webinar Wednesdays! We understand that you are very busy during the semester, and sometimes you simply cannot leave your office. Your crazy schedule makes it a challenge to attend events or trainings on campus. Webinar Wednesdays makes it possible to attend TLT training sessions from the convenience and comfort of your home or office. All you need is a computer with an Internet connection and a headset! If you do not have a headset, you may call a specific phone number to access the webinar. All this information will be provided to you in advance. During the webinar, an instructional technologist from TLT will lead you through a virtual training session – you will be able to hear us, see what we are doing on our computers, and ask questions.

Our upcoming sessions include iMovie on the iPad, OAKS Quizzes, Twitter, and Explain Everything (iPad app)! We will continue to offer innovative and useful sessions throughout the semester. And let us know if you have any requests for topics.

Be sure to register for a webinar at tlt.eventbrite.com.

Innovative Technology Trainings
Did you know that TLT offers numerous face-to-face small group trainings every day? Not only do we cover OAKS tools and Google Apps for Education, we also lead sessions on a variety of iPad apps and Web 2.0 technologies. Here are a few sessions that may pique your interest:

Augmented Reality in the Classroom:
This session explores two augmented reality applications for the iPad: Aurasma and Layar. Augmented reality involves viewing a real-world environment whose elements are supplemented by computer-generated input such as sound, video, graphics, or GPS data. Augmented reality can make static entities such as poster sessions or pictures more interactive.

Animate Your Presentations with PowToon:
PowToon is an online tool that allows you to create dynamic slideshows. It allows users to make lectures and presentations more unique, fun, and engaging. PowToon offers a simple dashboard with a vast number of options to customize and animate your slides.

Spice Up Your Lectures with Prezi:
Have you grown tired of the predictability of Power Point? Looking for something more lively? Prezi could be just what you’re looking for! Prezi is the zooming presentation aid that allows for a dynamic and non-linear sequence of information. Prezi not only can be used to revitalize your lectures but can also be used collaboratively, making it ideal for student projects.

For the Tech Masters:
TLT does not simply offer introductory sessions for those first learning about a tool. We also offer more advanced sessions for those who already use an application and want to take their skills to the next level. Look for advanced sessions on tools such as Google Docs, Twitter, iMovie, and Evernote.

This is just a sampling of our upcoming training sessions. We add to the list often, so make checking tlt.eventbrite.com a habit! And if you don’t see a topic or tool you’re looking for, let us know!

Connect With Us Via Social Media
In addition to small group trainings, TLT provides faculty with a huge repository of resources through our blog and social networking sites. Each week, we update our blog with new tutorials, which provide step-by-step instructions on how to use a variety of applications and tools. These are fantastic resources whether you are learning a tool for the first time or need a refresher. Check out our offerings at: blogs.charleston.edu/tlttutorials.

We also share resources via social media. If you’re interested in staying abreast of our upcoming events and newest trainings, definitely follow us on Twitter and Facebook. If you’d like to see videos, blog posts, and infographics from other innovative educators, check out our Pinterest page. And if you want to watch tutorials, we have plenty on our YouTube channel. Stay in the loop and follow us!

Twitter: twitter.com/TLTcofc
Facebook: facebook.com/CollegeofCharlestonTLT
Pinterest: pinterest.com/tltcofc
YouTube: youtube.com/user/teachandlearn1

As much as we love sharing resources, we don’t want these social media sites to simply be a place for us to post and you to consume. We’d love to interact with you! If you’ve used a technology tool and want to share your experiences, consider posting to our Facebook wall. If you come across a cool article or resource, send us a tweet or a pin. Join us in making these sites collaborative virtual communities!

TLT’s New Toys!
Over the summer, your instructional technologists were busy playing with a few new toys, such as a MakerBot 3-D printer! We’ve been designing and printing a variety of awesome objects including a miniature model of the Great Pyramid of Egypt, an ethanol molecule, and a Mammoth skeleton!

We also purchased a green screen and lighting set to be used for photography and filming. If you’re interested in using our equipment, contact your instructional technologist.

Finally, we hung two 4K monitors on our wall to showcase upcoming events, trainings, and a slideshow from our most recent Faculty Technology Institute!

Please stop by TLT to check out what’s new!

Author: Jessica Smith

Fall Application Deadline for DE Readiness Course

Assess Student Presentations with Acclaim

Preparing for the Unexpected

Easy Brainstorming and Voting with Tricider

Is Your First Day of Class “Syllabus Day”?

Giving Thanks for Technology: November Faculty Showcase

Student Zombies No More: Faculty Showcase Recap

Using Digital Portfolios in the Classroom

Are Your Students Like Zombies in Class?

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