Riddle is a FREE web-based tool that allows users to create opinion polls, lists, quizzes, and personality tests. If you’re familiar with Buzzfeed (your students will be), Riddle allows you to create similar quizzes. It’s a fun and simple formative assessment tool to engage students, gather their opinions, and gauge their understanding.
Cool features of Riddle:
Templates to help you create quickly
Embed Youtube videos, and trim them to only the parts you want
Mobile-friendly, so students can use their smartphones.
30 languages available
Have option to reveal responses immediately or hide them until you’re ready
Share via hyperlink, social media, or embed into a website
Ideas for using Riddle:
Create a syllabus quiz or a “getting to know you” survey at the beginning of the semester.
Have students create lists, such as “Top 10 contributors to global warming,” to help them synthesize content or review for exams.
Incorporate a poll during class to gauge students’ comprehension of the material so you can adapt your lecture.
Ask students to create polls or quizzes to engage their classmates during presentations or discussion facilitation.
Use a quiz at the end of class as an “exit ticket”
This University of Texas professor created a top ten list of things students should know about her and her section of the university’s freshmen book club.
This quiz is about the “Space Race” between the US and the USSR during the Cold War.
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.
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.
Students can respond with their names or anonymously, so GoSoapBox can be used to monitor students as well asallow 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.
At the 2015 Teaching Professor Conference one of the sessions I attended was Topping Out on Bloom:Technology for Student Projects led by Ike Shibley. I found it to be very helpful when thinking about a technology assignment that encourages students to use Bloom’s. Below is a link to Dr. Shibley’s Obstacles/Opportunities table, questions for analysis of your course and the Padagogy Wheel which aligns Blooms with iPad apps.
Our guest blogger is Robin Humphreys from the Department of Geology. Robin attended the Faculty Technology Institute in 2014. In this report, she details her experiences modifying lecture materials to meet the needs of a visually-impaired student.
Teaching introductory courses has many challenges, such as how to keep student attention in a large lecture hall, engage in meaningful dialogue with more than just the students in the front row, create assignments that are insightful and challenging but can be graded in a timely manner, etc. During the FTI workshop of Summer 2014 we were introduced to many different ways to use technology, such as Poll Everywhere, Kahoot!, and PowToon, in our classrooms to help overcome many of these types of challenges and create stimulating, engaging learning environments. After our week-long workshop, I left the course very inspired and excited to incorporate these new ideas into my introductory Geology lecture courses for Fall 2014.
What I did NOT anticipate was having a visually-impaired student – totally, 100% blind – in my class. So…how do I incorporate technology we learned from the FTI that requires being able to see, such as PollEverywhere, Kahoot, and Powtoon, into a format that is accessible to everyone, including someone who cannot see? Not only did I have to rethink how I presented the material (I primarily use PowerPoint and the Whiteboard for my lecture discussions), but now I had to design lectures and in-class activities for someone who cannot see me, the PowerPoint presentation, or the whiteboard. I quickly had to rethink my approach of using cutting-edge technology in the classroom and went for more of an ‘old-school’, low-tech, hands-on approach.
So, how do you describe the Grand Canyon to someone who has no depth perception or concept of scale? To help our student understand the basic concepts and principles of geology, I sought the expertise of Dr. Cassandra Runyon, who has been developing materials for visually-impaired people through her educational NASA workshops for over twenty years. Dr. Runyon created tactile models of the images from my lecture presentations, using an incredible variety of different types of materials (e.g. corrugated paper, beads, foam, felt, etc.). Below is an example using various beads to indicate different fossils within sediment layers in stratigraphic columns. While extremely time-consuming to make, these low-cost and most definitely low-tech models were very instrumental in helping the visually-impaired understand and ‘see’ how Earth works.
Materials for visually-impaired students
Additionally, I recruited several senior geology majors to help me both during class and outside of the classroom. During class, the geology seniors quietly explained the images or graphs on the PowerPoint slides as I was discussing the concepts. To help the visually-impaired student ‘see’ the slides, the geology majors would make simple sketches of the images, using a special type of drawing pad that would transfer the sketches into a raised format that makes it possible to ‘see’ via touch. Generating these simple tactile sketches in real-time was a very effective method of helping the blind student ‘visualize’ the concepts being taught. Outside of class, I provided the geology seniors with copies of my lecture PowerPoint presentations. The geology majors provided verbal descriptions of each and every image, graph, or video in every one of the PowerPoint slides, using the ‘ALT TEXT’ option provided in PowerPoint –an incredibly time-consuming task (see example below). I quickly realized by week two of the fall semester that I did not have the 6-10 hours it was taking for each of the Powerpoint lectures! Fortunately, I have a very supportive department chair, Dr. Mitchell Colgan, who allowed me to hire students to provide the PowerPoint slide alternate text accessible by screen readers. I was very grateful, as the ‘ALT-TEXT’ option in PowerPoint was very instrumental in helping our visually-impaired student understand the images and concepts.
Adding alternative text to PowerPoint slide
In all of my courses, I have the students take daily quizzes on the upcoming lecture material prior to each class period, in addition to in-class quizzes and/or activities on prior lecture material. These daily quizzes, both in and outside of class, have proven to be quite helpful in both student understanding and retention of the lecture material as I have noted increased exam scores and positive student feedback. I use the College of Charleston’s online learning management system, OAKS, as a tool for providing the lecture materials, readings, and online quizzes (see OAKS quiz list below). My visually-impaired student rarely had difficulty using OAKS and was successfully able to navigate the quizzes and course materials.
Screenshot of OAKS Quizzes, a tool that works with screen readers
I had planned on integrating the new technology learned during the FTI, such as Poll Everywhere and Kahoot!, for the in-class quizzes, but quickly realized these programs would prove to be difficult for someone who cannot see. I resorted to the old-fashioned paper-and-pencil method for my in-class activities instead. I hope to try the new programs, such as PowToon and Kahoot!, along with Poll Everywhere, in the Fall.
One of the other ways of helping our blind student ‘visualize’ was to provide models of the fossils we were discussing. However, many of our fossil samples and models are too fragile to be handled. Kaitlin Woodlief and I tried to make a 3D print of one of our dinosaur models (Triceratops), using the new 3D printer. This process had several issues, primarily with having to generate the 3D scan file, rather than using a file already made (see image below). We are going to continue trying to find ways to make 3D copies of these fragile models for the upcoming year.
A screenshot of the program used to create a 3D triceratops
In summary, while I was eagerly anticipating incorporating new learning technologies and strategies learned in the FTI workshop of 2014 into my Fall 2014 and Spring 2015 courses, I was not able to do so due to the presence of a visually-impaired student in my classes. I relied heavily on low-tech models and pen/paper for helping teach the visually-impaired student. I hope to incorporate the new technologies in my courses this fall (2015), even if I have a course with another visually-impaired student as some models and groundwork are already prepared.
Lastly, I want to point out how much I learned, and benefited, from the experience of teaching such a visual subject as Environmental Geology and Earth History to someone who cannot see. It was an eye-opening (pun intended!) experience and a challenge I found enormously rewarding!
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’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.
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.
Our guest blogger is Jeremy Clement, instructor and internship coordinator for Hospitality and Tourism Management. Jeremy was a participant in the 2014 Summer FTI and this post reports on his experience integrating new technology tools into his courses.
FTI Tools in Action: Classroom Engagement & Instructor Versatility Made Simple
I could write a book about all the tools and ideas I walked away with from the Summer, 2014 FTI. As many will attest, it was almost overwhelming. The trick seemed to be to approach the experience with some expectation of how you can utilize the tools and technology you’ll find. I had some notion at the time…but have found since that the skills and abilities I gained from TLT have far more applications than I could’ve ever imagined. So rather than try to report on them all, I’ll simply report on the combination that I’ve utilized, quite successfully, since.
Prior to the FTI, TLT had turned me on to AirSketch for classroom presentations. AirSketch is a free app that simply converts your static presentations – you actually convert your PowerPoint or other materials to PDF first – into an interactive whiteboard in the classroom. In addition to that (and my favorite part) is that it is linked to the classroom projection system via a URL address you call up in the Internet browser on the classroom computer, not via some physical media or content saved directly to the computer itself. Once you enter the URL, the students are exposed to a live version of your presentation.
Your presentation on your tablet or mobile device…not your presentation on the in-room system, wow. That means you can walk throughout the classroom, face whatever direction you’d like and still have access to advance your content or mark up the slide being displayed…all while using your own tablet from the palm of your hand. The freedom is incredible.
For someone who is a bit fidgety, like myself, this allows you to move freely about the class without being tethered to a console or station at the front of the room. I still generally stay in the front for most of my class…but I can’t say enough about the freedom and flexibility inherent in being able to move about and see where I’m at in a lecture, all without having to look back at the screen behind me or staying behind a podium. I find it is more engaging for the students and more natural to my presentation style.
AirSketch is an effective and impressive tool in and of itself. Outside the classroom, I’ve used this technology numerous times to give reports or lead discussions and meetings. Without exception, someone always asks ‘how did you do that?’ I honestly think I might’ve won over some of those audiences simply due to my practiced use of this simple, yet powerful tool.
Haiku Deck title slide
Now here’s where the FTI really amped that up to another level. Haiku Deck was introduced during the FTI as an alternative to PowerPoint for creating engaging and dynamic presentations. I have to say, I was instantly hooked. The program or app (Haiku Deck is accessible via a website or can be downloaded as an app) essentially pairs your presentation content with an expansive database of beautiful, vibrant photographs via the use of its unique correlative categorization feature.
Essentially, you type in the main theme of the slide and they find a plethora of engaging and interesting photos and images that follow the same theme or concept. I don’t claim to know exactly how it works, only that it is both effective and fun to use. My only issue is I tend to get lost looking at all the cool images and trying to pick the one that is most appropriate and also the most engaging. It allows me to mix up a little left- and right-brain activity and really bring more of my personal style and creativity into what can sometimes be dull and emotionless presentation material.
Adding user’s own images to Haiku Deck
Not only does Haiku Deck offer their own photo library, you can also include your own images. This feature allows you to integrate photos, diagrams, or other materials as the backdrop for the slide and details surrounding the subject. I’ve provided some examples to give you an idea of how this might be integrated.
The unique design function of Haiku Deck does have some limitations, but I developed a workaround that I think everyone can benefit from. Essentially, I usually need to include more data on a slide than what Haiku Deck’s presentation builder will allow. I found this frustrating at first and thought that would limit its usefulness for my particular course given the volume of information I need to display as a part of my presentation.
Haiku Deck slide edited inside Powerpoint
So, my solution was to use Haiku Deck to build the base slide – typically including a graphic and a slide title or subject line. Then I would download the presentation into PowerPoint, one of the various options they provide for exporting your content. I would then use the tools available in PowerPoint to add content over top of the Haiku Deck slide. The result was what I consider a beautiful balance of engaging graphics and pictures supplemented by the course materials I need to deliver in a more comprehensive format than what Haiku Deck had to offer.
Poll Everywhere results added to Haiku Deck slide
Now, once I had the PowerPoint deck fully developed, I convert that presentation to a PDF. From there, it’s a simple matter of pulling it up via AirSketch and calling up the URL in the classroom. My course evaluations were the best in my department, certainly in part due to the use of this unique blend of tools and technology. Of course, I didn’t stop there – I also integrated other FTI-introduced tools like Poll Everywhere which can be seen in my examples here as well.
The versatility and level of engagement I was able to accomplish as a result of information I gathered in the FTI have surely improved my teaching style as well as my personal appetite for trying and implementing new tools and technology in the classroom. Honestly, even the fails are learning opportunities as the class has to work together to find a better way to tackle the challenge. My evaluations are one indicator but certainly not the only one I’ve received.
If you’ve gotten this far and still find this interesting, I would encourage you to check out Haiku Deck’s pending software launch – Haiku Deck Zuru. This new offering, not yet released but eligible for subscription as a charter member, promises to utilize artificial intelligence to essentially read and convert a preexisting presentation into a Haiku Deck in one fell swoop. I find that both fascinating and exciting.
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.
In TLT, we are continually conducting research, starting trials, and experimenting with a variety of technology applications to find the best and most useful tools for our faculty. It makes sense that faculty and staff often ask me about apps and other tools I use in my courses, training sessions, and typical day-to-day activities. During iPad training, instructional technologists are nearly always asked some variation of “What’s the most popular app?” or “What’s your favorite app?” After technology sessions or presentations, I usually get questions from faculty expressing curiosity as to whether there are other faculty members using the tool or technology.
Through the new ranking feature in Poll Everywhere, your instructional technologists ranked nearly 30 of the most popular tools. I asked my colleagues to rank these technologies based on frequency of personal use and overall impression of the tool, while also considering the usefulness of the tool for faculty at College of Charleston. Listed below are the top 10 tools ranked by your instructional technologists in TLT. Please contact us with any questions.
Google Drive: We use this for everything – meeting minutes, tutorials, brainstorming, group work, etc. It’s great for real-time collaboration.
Poll Everywhere: This is one of the most popular tech tools on campus. We love it so much, it’s how we came up with this list.
SMORE: You might be familiar with this tool if you have paid close attention to the flyers in our emails. We use it because it’s very easy to put together a great looking flyer in just a few minutes, and it tracks our views. Faculty could use it to brighten up weekly announcement emails or for introductions at the beginning of the semester.
Screencasting: We use Screencast-o-matic to make quick how to videos rather than writing out tedious step-by-step instructions in emails. This program allows you to record your voice and your screen for up to 15 minutes with a free account. I use this technology frequently in my online courses.
Skitch: All I have to say is Mac users, get this now! Take a screenshot, crop it, add arrows or text, and then drag the file into an email or presentation. The best part is that you can set it up to sync between all your devices.
Kahoot!: We’re addicted. We love this fast and interactive quizzing game. I use it as an alternative to Jeopardy for in class review sessions.
Canva: This is the best free graphics tool we have tested that offers professional-quality design options. It’s a lot of fun to experiment in Canva.
EdPuzzle: Make an existing YouTube video more instructional or relevant to your class by adding in audio comments and quiz questions. You can track student views too.
Haiku Deck: Make beautiful presentations in a jiffy on your iPad or computer. The image finder is fantastic and the formats are striking.
Twitter: Stay up-to-date with news and interact with students and colleagues.
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!
Amy thanks you for your donations!
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
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.
Kate Pfile and Guoli Liu
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.
Trying out Plickers!
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!
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!
Plinko!
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
