Category: Web 2.0

Voicethread Commenting Features
Collaboration, instructional technology, TLT, Web 2.0

New VoiceThread Commenting Features

Jessica Smith

If you haven’t explored VoiceThread since last semester, you will be pleased to learn about the tool’s three new commenting features.  Direct replies and threaded conversations make interaction more interactive and dynamic, while private replies allow participants to engage one another more discreetly.

Direct Replies

Owners and editors of VoiceThreads are able to insert comments directly after someone else’s comment on a slide.  For example, students can reply directly to the feedback left by their classmates or questions asked by their instructor.  To do this, click on the direct reply icon inside a person’s comment window (it looks like an arrow).  Your reply will display directly beneath the original comment, but bumped in slightly.
Voicethread Direct Reply

Threaded Discussions

The threaded discussions feature makes VoiceThread more similar to an online discussion board, with comments branching off an original comment.  This helps to keep robust back-and-forth conversations more organized.

Voicethread Threaded Comment

 

 

 

 

 

 

 

 

 

To use this feature, you must enable it in Playback Settings.

Voicethread Playback Settings

Voicethread Enable Threaded Commenting

Threaded comments are represented by a round identity image (as opposed to the usual square shape).  To start a new threaded conversation, click on the threaded comment button inside a person’s comment window.

Voicethread Create a New Thread

Threaded discussions would be particularly useful if you’d like to encourage multiple students to engage one another about a VoiceThread’s content.  In contrast, a direct reply is a dialog between two people (though the interaction can be seen by anyone who has access to the VoiceThread).  This would be best for asking a single question or offering praise.

Private Replies

The private reply feature allows you to start a private, two-way conversation with someone who has commented on a VoiceThread.  Private comments are represented by a round identity image with a padlock icon.  To start a new private conversation or add to an existing one, click on the private reply button inside a person’s comment window.

Voicethread Private Reply

The private reply option could be especially useful if an instructor would like to include an assessment in a VoiceThread.  For example, an instructor could leave a comment asking the students to reply to a question.  To prevent the students from seeing one another’s responses, the instructor could request students use the private reply option.  That would permit only the instructor to see the students’ comments and would allow him/her to respond directly to each student.

Let us know what you think about these new commenting features.  We’d love to hear your ideas!

Assessment, instructional technology, Pedagogy, TLT, Web 2.0

Quick Audience Feedback with GoSoapBox

Jessica Smith

If you’ve ever asked your students “are there any questions?” you’ve likely received blank stares and shrugs.  Assuming this to mean everyone understands the content, you move on.  But what if students aren’t sure how to articulate what they don’t understand?  Or what if they’re too shy or embarrassed to admit they are confused?  Or maybe you’re simply looking for a way to get greater feedback from and interaction with students during lecture?  GoSoapBox could be just what you’re looking for!

GoSoapBox is an audience response system (a “clicker” tool) that works on any device that connects to the Internet.  This tool allows you to survey the class for understanding, quiz them on content, and encourage discussion.  The beauty of GoSoapBox is the simplicity of the user interface despite offering numerous features.  For example, “Social Q&A” allows students to contribute ideas and up-vote the ones they like.  This could be great for an exam review: students submit questions and vote for the ones they really want to spend class time discussing.

GoSoapBox Social Q&A

The “Confusion Barometer” is a super simple way to gauge just how well students really understand the material.  Instructors can see a live graphical display of how many students are confused by the material being covered and can then adjust their teaching strategy as necessary. GoSoapBox also offers quizzing, polling, and discussion board features, which allow for short answer/open-ended responses.

GoSoapBox Confusion Barometer

Students can respond with their names or anonymously, so GoSoapBox can be used to monitor students as well as allow sensitive opinions to be freely shared.  Instructors can even export reports in spreadsheet form to track student performance.

So why explore GoSoapBox instead of PollEverywhere?  If you have a class of 30 students or fewer, GoSoapBox is free and provides features that Poll Everywhere doesn’t, such as the quick and easy “confusion barometer” and threaded discussions.  It’s also a simpler interface so it’s quite user-friendly, while PollEverywhere can sometimes be clunky.  However, if you have course enrollment of over 30 students, I would not pay for GoSoapBox; our site license for PollEverywhere provides a great audience response system for free.

Application: http://www.gosoapbox.com/

Platform: Web

Cost: Free for courses of 30 students or fewer

Tutorials: http://help.gosoapbox.com/

GoSoapBox Blog (for updates and tips): http://gosoapbox.com/blog/

Assessment, Google Apps, instructional technology, Web 2.0

Using Kaizena for Fast & Interactive Student Feedback

Jessica Smith

Let’s be honest. Grading can be a drag. We may love teaching and mentoring students, but when faced with a stack of 100 essays, some of us consider a career change.  Providing students with frequent and meaningful feedback takes a lot of time and energy, but there are plenty of applications that can help make you a more efficient grader.  One such application is Kaizena.

Kaizena is a web-based platform that is synced with Google Drive.  Students can either upload Microsoft Office files or PDFs to their Google Drive account (which CofC students have free access to) or they can create their assignments within Google Drive.  The instructor will get an alert that a student has submitted and can then leave text or audio feedback as well as insert outside resources called “lessons” and 4-point scale ratings called “skills.”

Kaizena

Kaizena’s “lessons” are a fantastic time-saving feature.  How often do you find yourself writing or typing the same comment over and over on student assignments?  Well, “lessons” allow you to create a library of text, audio, and video resources that can be quickly added to students’ assignments.  For example, if I were teaching composition and noticed multiple students making comma splice errors, I could record a quick audio clip explaining what comma splices are.  Or, I could find a YouTube video about comma splices and use that existing resource.  The next time I come across a comma splice error, I can simply click a button to add that “lesson” and avoid typing yet another explanation of comma splices.

Kaizena

Another aspect of Kaizena that I appreciate is how the feedback is framed as conversations.  An instructor leaves an audio comment, for example, and the student can reply with text or audio.  When we write comments on students’ assignments, we hope they read them and we assume they understand them.  But often this isn’t the case.  Kaizena encourages a dialogue between students and instructors that can improve understanding.

conversation

 

Application:  https://kaizena.com

Cost:  Free

Platform: Web

Tutorials: https://kaizena.uservoice.com/knowledgebase/articles/all

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

Assess Student Presentations with Acclaim

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:

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

Screen Shot 2015-03-16 at 5.09.19 PM

 

How could I use Acclaim?

  1. Assessing student presentations.
  2. Peer evaluations of presentations.
  3. Self-evaluations of presentations.
  4. 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.

Screen Shot 2015-03-16 at 5.09.48 PM

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

Assessment, Innovative Instruction, instructional technology, Pedagogy, TLT, Web 2.0

Get Geddit to track understanding in your classroom

Kaitlin

UPDATE: On 3/14/15, we received an email from Geddit notifying us that their servers will be shutdown on July 1, 2015. Contact your instructional technologist to review possible alternatives.

 

What is Geddit?

Geddit is an online tool that enables instructors to track understanding, instantly and privately, in their classrooms. Geddit is easy for students to use during class, and it can be viewed on any device with an internet browser. It takes just a moment for instructors to invite students to join a class and set up a lesson. There are many benefits to using Geddit in your courses, such as incorporating Just-in-Time Teaching, and we will touch on just a few of advantages and features in this overview.

Geddit Check-ins Overview
Geddit Check-ins Overview

 

How does it work?

During class, students can “check in” by self-assessing their understanding of the current topic being covered in class. Instructors can launch poll, multiple-choice, short answer (140 characters), long answer (unlimited characters), and math questions and view results in real-time.

Student Check-in View
Student Check-in View

 

Why should you try it?

The information tracked by Geddit makes it possible for instructors to adapt their teaching and the amount of time spent on certain topics to meet students’ needs. A quick glance at Geddit during class provides valuable information as challenging concepts are introduced and discussed.

Student reported understanding on the cell cycle. Green and blue colors indicate that most students indicate understanding.
Student reported understanding on the cell cycle. Green and blue colors indicate that most students responded with “I’ve got this!” or “I’m OK with this.”

 

The real benefit and strength of this web-based app is the variety of information both instructors and students can review after class. Instructors can view class understanding as a whole, along with responses from individual students. It is easy to view trends and fluctuations in class understanding by topic over the length of the class period. Students indicating confusion on certain topics are flagged allowing instructors to easily follow-up and manage struggling students. It is also possible to review responses to any questions asked through Geddit. Importantly, instructors can export all check-in information and question responses to a CSV file for sorting and grading purposes.

Geddit Check-ins Over time
Geddit Check-ins Over time

 

A further advantage of using Geddit is that students can revisit their own reports from a lesson and quickly see which topics they flagged as not being very clear. The report highlights topics students should study.

 

Students can easily find out which topics they need to review after class and before exams.
Students can easily find out which topics they need to review after class and before exams.

 

Where can you get Geddit?

Visit http://letsgeddit.com and sign up for a free account. Try Geddit on your most challenging classes.

Collaboration, Productivity, TLT, Web 2.0

Easy Brainstorming and Voting with Tricider

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.

tricider_logo

 

 

 

 

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!

Screen Shot 2015-02-06 at 3.46.33 PMClick 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

Dear TLT, Video, Web 2.0

Dear TLT: Are There Any Note-Taking Apps That Sync With Videos?

Chris Meshanko

Dear TLT,

I am currently in the process of designing my first online course. Do any apps exist that would allow my students to take notes that automatically sync with my lecture videos?

Sincerely,

Professor R. Hinkley
Physics

[hr]

Dear Professor Hinkley,

Congrats on designing your first online course! If we understand you correctly, you are looking for a note-taking app that links a note to a specific point on a video’s timeline. So when the note is clicked, the video automatically jumps to the relevant part. There is indeed an online app, called VideoNot.es, that does just that!

VideoNot.es is not only perfect for taking notes on lecture videos, it can also be used to create transcripts for students needing accommodations. Because VideoNot.es is integrated with Google Drive, students can easily create and share notes. Notes can even be exported to Evernote.

For more information, visit the VideoNot.es knowledge base at: https://videonotes.uservoice.com/knowledgebase.

VideoNot_es__The_easiest_way_to_take_notes_synchronized_with_videos_
VideoNot.es

 

Please contact your instructional technologist, if you have additional questions or concerns, and check out our upcoming training sessions at http://tlt.eventbrite.com.

Best regards,

TLT

 

Have a question for Dear TLT?  

Submit the following form to see it featured on our blog: http://goo.gl/n1N2tq.

 

Professor Hinkley is from what television show? The first faculty member to email tlt@cofc.edu, with the correct answer, will receive a TLT stylus!

Assessment, Collaboration, Faculty Showcase, Google Apps, Innovative Instruction, iPad, Mobile, Pedagogy, Research, Round Table Discussion, TLT, Web 2.0

Winter Roundtable Discussion Recap

Chris Meshanko

TLT’s latest roundtable session, on December 3, 2013, encouraged participants to explore five stations which focused on tools and best practices relating to research, assessment, and student learning.  TLT would like to recognize and thank Andrea DeMaria, Merissa Ferrara, Michael Hemphill, Mark Hurd, and Jessica Smith for presenting and sharing their experiences.

Below is a summary of the content delivered at each station:

 3 
Station 1 – Merissa Ferrara, Ph.D. | Department of Communication

Dr. Ferrara described how she used the app, “Scavenger Hunt With Friends Lite”, on the first day of class to establish a culture of collaboration, creativity, and acceptance.

Presentation Handout: Scavenger Hunt With Friends

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Station 2 – Michael Hemphill, Ph.D. | Department of Health and Human Performance

Dr. Hemphill described how he uses the app, “Go Observe”, to evaluate students in both teaching methods and field experience courses. He also explained how his students use the “Observation, Analysis, and Recording System” (OARS) app to provide feedback to peers during student teaching.

Presentation Handout: Go Observe/OARS

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Station 3 – Andrea DeMaria, Ph.D. | Department of Health and Human Performance

Dr. DeMaria described how she and her students use the app, “SoundNote”, to record notes that sync with the audio from a qualitative interview or focus group. Her students also use the app when taking notes during lecture.

Presentation Handout: SoundNote

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Station 4 – Mark Hurd, Ph.D. | Department of Psychology

Dr. Hurd described how he uses the Web 2.0 tool, “Remind 101”, to alert students of upcoming assignments and exams via free text messages. He also shared how his students use the app, “Splice”, to create video documentaries on the various drug classes for Behavioral Pharmacology.

Presentation Handouts: Remind 101 | Splice | PSYC 386 Group Video Project

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Station 5 – Jessica Smith, Ph.D. | Department of Communication 

Dr. Smith described how her students use Google Apps–specifically Google Drive and Google Docs. Students use Google Drive to store and evaluate their work (over time) as a digital portfolio. They use Google Docs to collaborate on group assignments, as well as to provide peer editing. Dr. Smith also uses the commenting feature in Google Docs to provide student feedback.

Google Apps are available to all CofC faculty and students.

Presentation Handout: Google Education Suite

For more information on these tools, please contact your instructional technologist and check the TLT Training Calendar for upcoming professional development opportunities.

 

Faculty Showcase, Google Apps, iPad, Pedagogy, Research, Round Table Discussion, Web 2.0

Winter Roundtable Discussion

Chris Meshanko

Please join your colleagues in the School of Education, Health, and Human Performance’s Alumni Center (88 Wentworth) on Tuesday, December 3, at 12:00 PM, for short presentations on technology tools for assessment, research and student learning.  Faculty presenters, Andrea DeMaria, Merissa Ferrara, Michael Hemphill, Mark Hurd, and Jessica Smith, will share their experiences and answer your questions.  As always this event is sponsored by Academic Affairs and Teaching, Learning and Technology (TLT).  Hope to see you there!