Andres Carrillo, Ph.D. Exercise Science

March 29, 2014May 4, 2022 Admin

Overview

As a 2013-2014 faculty technology fellow I addressed a teaching related topic. The main objective of my project was to initiate the conversion of a scientific research methods course (IND 350) into a hybrid learning course. Specifically, some of the material previously covered in a traditional classroom setting was replaced by online learning activities. The main assignments that were replaced by online learning activities included in-class presentations and in-class discussions. The in-class presentations were replaced by online presentations using Panopto. Panopto is a video capture and management software that was used to record each student’s presentation. In-class discussions were complimented by and expanded on with the use of online discussions through Moodle. This allowed for extensive student interaction that led to valuable discussion and analysis of course material.

A secondary objective was to incorporate technological methods of learning into a kinesiology course (EXS 345). EXS 345 is a course that heavily relies on figures/pictures of anatomy to generate discussion on movement analyses. PollEverywhere is a program that was introduced to the students as an in-class technological method of generating discussion on a particular aspect of the course. PollEverywhere is a software that allows students to respond in real time to prompts that are introduced by the instructor. All answers provided by the students are integrated into a figure that are immediately updated when a response is submitted.

Planning Process

During the faculty technology summer workshop time was spent relating a potential use of technology to specific learning outcomes. An important part of the IND 350 course is to match a student with a faculty member who would serve as their tutorial adviser. After some thought regarding the teaching and learning value of implementing a certain technology, my initial plan for the IND 350 course was to have the science faculty use Panopto to record their research interests for all the students to watch as they pleased. The videos would available for the following years and could be updated as needed. The main idea (or plan) was to use technology as a way to provide the students with more of an individualistic approach to selecting a research topic and preparing for their tutorial. This is relevant because the students in this course range from mathematics to exercise science.

After some discussion with other faculty members I decided to have the students complete their final presentations using Panopto instead of having the faculty record their research interests. This decision was mainly because of logistics, but I’m still hopeful that once more faculty become familiar with the program, videos can be made on their research that can be distributed to the IND 350 students.

Implementation

During the fall 2014 semester, Lauren Panton and myself introduced and assisted the IND 350 students with the Panopto program. At first there seemed to be some resistance with the incorporation of online presentations rather than the traditional in-class presentation. After a while, however, the students become familiar with the program and carried out the task with few problems. The recorded presentations were made available to all students, but they were required to evaluate only five. This was found to be a much more efficient use of time given that there were ~25 presentations. The students liked that they could watch the presentations that were most relevant to them.

As mentioned above, the use of PollEverywhere was incorporated into the kinesiology class (EXS 345) as an additional way to review for exams. Prompts were provided along with relevant figures. After each question, we would have a short discussion on the topic. Thus, it also served as an efficient way to stimulate an organized discussion. Other than a few students having problems with submitting the response, the feedback was quite positive.

Assessment

I generated an online discussion for the purpose of generating student feedback. The feedback regarding Panopto was mixed. The majority of students felt that it was beneficial to learn a new technology like Panopto. A few students, however, felt uncomfortable with the idea of presenting to a computer screen. Others realized the importance and growth of technology use in society. One student said: “I think that technology is something that is continuously growing in our society. More companies than you would think are turning to making videos rather than do in-person conferences. For example, if you are working on a project for a large corporation that is located in several cities, they would do a video conference rather than fly everyone to the same location. I think it is a medium that we should try and get used to using. It may not be terribly comfortable, but it is always good to learn new skills.”

Feedback regarding PollEverywhere was positive. The students found this technology useful as a way to review the material and stimulate an organized discussion.

Value/Next Steps

The use of Panopto was valuable and I hope to encourage the rest of science faculty to generate their own research videos so that we can distribute them to the IND 350 students. Perhaps in the future I’ll spend more time making sure the students are comfortable with the software. Also, next time I teach the course I hope to incorporate the use of Voice Thread as an online discussion tool rather than using Moodle. I will also continue to use PollEverywhere as it was a useful tool and the feedback I received was positive.

Debby Rubin, Ph.D. Social Work

March 14, 2014May 4, 2022 Admin

Overview

When teaching classes involving hands on skills such as interviewing and assessment, it is easy to dismiss technology as being impractical, inappropriate or just ‘not as good’ as traditional methods. When I considered how I wanted to use technology to help students develop their basic social work interviewing techniques, I realized that, despite this, I have always incorporated some type of technology. Years ago it was a classroom with an observation booth and microphones, later it VCRs and big bulky cameras. Until recently, access to cameras and other technology by students was challenging but now most of the barriers have been overcome. Since Chatham provides Macintosh laptops to incoming students, most have the capability to record assignments easily. Beyond that, I wanted to provide an experience where students became comfortable as critical thinkers about their own and others work. Developing interviewing skills takes practice but it also requires feedback from others. Students were often reluctant to provide feedback in the classroom beyond praise and there was never enough time to provide both didactic course material and frequent role-playing and practice.

Implementation

I decided to see if Panopto could provide a solution to this challenge. It provided an easy user interface for students to record role-playing and practice interviews as well as the ability for students to watch each other’s recording and make comments.

Successes/Challenges

One immediate challenge was a part time Chatham University undergraduate who did not have access to a laptop computer because of her part time status. She was able to work with other students to use their technology and access to Panopto through the computer labs. In the end it was not a problem but did underscore the technology divide which might be more acute at other places. The support of the instructional technology department through the technology fellows made a positive difference in both my willingness to incorporate Panopto in to my class and students’ ability to use it effectively. Having Lauren come to class and help students get started using Panopto prevented many technical concerns and glitches along the way.

Assessment

Students reported that they liked using Panopto and didn’t seem to have the kind of difficulties I had seen in previous years (e.g. “the technology didn’t work”; “my video disappeared from my flash drive” etc.) which made it much easier for me. The grading was also significantly easier because I could watch and comment on the videos from any computer or tablet. The quality of the student comments and feedback was much more specific than in years past, however, students still remain hesitant to give much constructive criticism to each other. Students’ performance seemed to be better and more polished than similar assignments in previous years but I am not sure whether using Panopto had anything to do with this improvement. Not everyone actually provided comments for every video even though it was part of the assignment.

Value and Next Steps

Doing this assignment using Panopto was valuable and I think added to students comfort level in interviewing. Some of this group will be completing a social work field placement next year and I will ask them if this technology helped prepare them. Now that I am more comfortable with Panopto, I will use it again and expand the number of videos that students complete. I would like them to do one at the very beginning of the class and one at the end as a pre/post measure.

Journal of Interactive Technology and Pedagogy article

May 16, 2013April 11, 2022 Admin

We are pleased that Chatham has been represented in a new peer-reviewed journal, The Journal of Interactive Technology and Pedagogy (JITP). The article entitled “Incorporating the Virtual into the Physical Classroom: Online Mastery Quizzes as a Blended Assessment Strategy” originated from Kyle Beidler’s work in the Faculty Technology Fellows program.

Congratulations to him and the rest of the fellows for their ongoing work!

Vadas Gintautas, Ph.D. Physics

March 30, 2013April 11, 2022 Admin

Overview

Google Moderator is a system for soliciting and aggregating responses on a given topic. For example, before the 2012 Presidential election over 20,000 people participated in the Google Moderator poll “Your Questions for the Candidates.”

Implementation

I set up a new Google account for use with the class, then created a new Series for my PHY251 class. I then created on topic for each day that we covered new material, such as “Unit 4: Newton’s Laws” (click above image for full size screenshot). The students were expected to view a smartPhysics pre-lecture before class, then participate in the Google Moderator poll for that day. They were instructed to either ask a question about the pre-lecture or vote on another student’s question rather than post duplicates. This way I could start the next class by going over the most popular questions, and just answer the less popular ones individually by email (or directly in Google Moderator).

Assessment

This was tricky. I wanted the students to have the option to post anonymously so they would feel comfortable asking anything. However, with Google Moderator, even the administrator (me) is not shown the identity of anyone who posts anonymously. To solve this problem, I created a link on Moodle to each topic, and students were instructed to access Google Moderator using these links in order to receive credit for participation. Moodle can generate a report of which students clicked on a given link, and this is how I was able to assign credit. Of course, I could not determine whether a student actually did anything after clicking on the link, but once students got used to the system there was not a significant discrepancy between the number of participants in Google Moderator for a given topic and the number of students who clicked on the link in Moodle. It is worth noting that early in the semester a few students went to the topics through Google Moderator directly, rather than via Moodle, and did not receive credit.

Successes and Challenges

Overall, Google Moderator was not as useful as I had hoped, but I had a class of only 15 students. Because I use a lot of group activities in my classes, after a few weeks into the semester, students seemed to be comfortable asking questions during class or emailing me when they had trouble. Some days the most popular question was something that would obviously be covered that day. An example of such a question might be “Can we go over Newton’s Laws?” for Unit 4: Newton’s Laws.

Perceived pedagogical or teaching value

This facilitates Just-in-Time-Teaching, especially for large classes in which there may not be enough time to answer every question.

Next steps

I would try this again in a bigger class. I would also consider requiring students to post using their names, so that assessment is easier. The class I am teaching currently (PHY252) is even smaller, so I did not use Google Moderator again. Instead I solicit feedback directly through smartPhysics and use that to prepare before class.

Tracy Bartel, Ph.D. Education

March 30, 2013April 11, 2022 Admin

NOTE: For more information on any of these technology tools, please click on the tools name and it will take you to the coordinating website.

simSchool : Instructors can use this tool with pre-service teachers as an applied activity in classroom management and differentiated instruction in this game-like application.

I am presently piloting this technology tool in my Child Development course and I am hoping that I will be able to expand it to the Adolescent Development and Contemporary Education and Technology course.

VoiceThread : Students can engage in an on-line forum discussion using varied modes of responses (microphone, webcam, text, phone and audio-file upload). Instructors can present the topic for discussion several different ways: uploading a document, image(s), audio file(s) or video(s).

This tool was piloted in my Contemporary Education and Technology course last semester. At the end of the semester, I found that students enjoyed using this tool and that their level of discussions were at a higher level in comparison with the other courses that used the “written text only” forum discussion in Moodle. I now use this as a tool in all my online, hybrid and “on the ground” courses.

PollEverywhere : Instructors can embed classroom polls into PowerPoint lectures and student responses can be seen on the screen within 2-5 seconds of responding. Poll questions can be either open-ended or multiple choice in format.

I piloted this tool last semester in my Contemporary Education and Technology course as well. In order to keep the students’ responses anonymous, at the beginning of the class I took attendance so that students would receive class participation points for participating in this in-class activity. There is an option in Poll Everywhere to track individual student responses instead of having the students’ responses be anonymous.

Panopto : Instructors can use a webcam to record their image in sync with PowerPoint lectures or use audio to discuss a document.

I use this technology tool predominantly in my online courses. I have also had my students use it to give presentations to upload to the Moodle course shell. This tool is beneficial when the instructor cannot make it to the regularly scheduled class time (illness, weather, conferences).

Rubistar : Instructors and pre-service teachers can use this tool to create rubrics for a variety of assignments. Rubistar allows you to select from a wide variety of grading categories to add to the template and permits editing of any content.

For years I have hand-made my grading rubrics as a teacher, administrator and as a college professor. Rubistar saves me time and increases the clarity of the rubrics for each of the courses that I teach.

Update!

Congratulations to Tracy for recently having her work published in the online peer-reviewed Journal of Interactive Technology & Pedagogy. The article, Inspiring Student Engagement with Technology, addresses the question of how to replicate the educational benefits of in-class discussions and lectures in an online environment.

Kudos to Tracy and the other technology fellows for their ongoing work!!

Sherie Edenborn, Ph.D. Biology

March 29, 2013April 11, 2022 Admin

Overview

In the Fall of 2012, I developed a series of paperless grading modules using Moodle and iClicker to conduct weekly assessment in a large (50-100 students) microbiology class for students from the Shadyside School of Nursing. The assessment modules (Figure 1 ) were integrated into three-hour classes along with activities such as case studies and lectures, and were designed to encourage the development of basic learning behaviors defined in the cognitive domain of Bloom’s Taxonomy (knowledge/remember, understand, apply, analyze). These modules do not require the students to have laptop computers in class.

Figure 1. Example of a weekly Moodle module.

Implementation

Each week students were given a homework assignment in Moodle that was designed to help them gain a basic understanding of terms and concepts in microbiology (Knowledge/Remembering). When they came to class each week we reviewed and discussed this information during the first hour of class using an iClicker quiz (Understand). After the iClicker quiz, the students were asked to use the knowledge they had gained to work through a case study (Apply). In the final hour of class, new information for the following week was introduced using a standard lecture format. After each class, students took a post-quiz using Moodle that integrated what they had learned from the homework, iClicker review, and case study. This pattern was repeated each week (Figure 2).

Figure 2. Use of Moodle homework, iClicker reviews and case studies to engage different thinking skills as described by Bloom.

Successes

Polls and evaluations from students suggest that this approach improved their ability to retain information and apply what they had learned to real-world problems (see student comments).

Challenges

Setting up three electronic quizzes each week and troubleshooting problems was more time-consuming than paper quizzes.
Students who had little experience with technology struggled at the beginning of the class.

Assessment

Student comments on teaching evaluations were largely positive (see below) and in-class polling suggested that the paperless system was preferred to paper exams.

STUDENT FEEDBACK ON PAPERLESS GRADING SYSTEM

POSITIVE REVIEWS

I thought the iClicker was really helpful. We knew right/wrong answers immediately AND discussed them which helped learn information. The Moodle quizzes and homework also help solidify the content of the material. I also like the paperless path. Best of all, the instructor’s passion for microbiology was infectious. Get it? Infectious.
This professor tried, for the first time I believe, to make this course completely paperless. I was worried because I am much older than most of the other students. However, I really liked it. I especially liked the clicker quizzes every week. There were some glitches, which I’m sure can be worked out, but when we took the quiz one question at a time we not only got the results immediately, but the professor then explained why a certain answer was right.
There was instant reinforcement. For me, it was a great way to learn. Waiting a week to get a quiz back and then finding out the right answer, I sometimes forget my thinking process in putting the answer that I did. This was so much better. Also, I appreciate the way the professor gave us the resources to be able to find answers as we move on in our nursing careers. She repeated certain topics throughout that she knew we would see in the hospital and gave us the skills to think critically about diseases. I very much appreciate that. I will miss the classes!
I liked the case studies and applying the knowledge I learning to working out problems. I liked how everything was online.
I loved being able to do the homework and quizzes online from the comfort of my own home and at my own pace.
I enjoyed the paperless testing.
Loved all the quizzes and clicker tests gave a chance to see the material multiple times and help me retain the information.
There is a ton of work but it is what reinforces the concepts and let me retain the info.
I enjoyed weekly clicker quizzes rather than larger tests. More work weekly but less stressful. Made class more enjoyable.
The best feature was the online assessments. She has this course set up for people to pass it. Plus, with online homework , and quizzes we didn’t kill tons of trees to complete the course. At first it seemed like a lot, but it was definitely manageable. With all of the assessments I also feel like we had a better opportunity to learn the information.
I was initially nervous about the majority of assignments being online, but by the end of the semester, I thought this system worked very well. It allowed the students to have a multitude of opportunities for points and how the assignments were layered (homework, clicker quiz, post-class quiz) truly did increase my understanding of the course content.
the weekly iClicker quiz was a way to keep me up to date on material. Labs were helpful too.
Paperless course is very nice concept! I enjoyed the format, and I think it especially applies to non-traditional students.
The best thing was the way she tested us. I liked the paperless system. Also, there were lots of opportunities for points.
Its best features are the fact that so much of it was online and Dr E lays out a very specific routine for quizzes and homework. You always know what is expected of you
I believe Dr. Edenborn has carefully constructed a wonderful way for us to learn through repetition & application of the material. I think this would be beneficial for other courses to consider using.
I found that the homework submissions, the clicker quizzes and post quizzes really made the information stick.
The way the Moodle modules were set up with the homework questions and post class quizzes was very beneficial in learning the material. I believe it helped in understanding and applying the material being taught.
I believe Dr. E. set the course up in a way to facilitate learning and retention of the material. It was one of the hardest courses I have taken but one in which I feel I have learned the most and will remember the most.
I think that implementing the paperless course went well.
I liked the clicker quiz every class. I also liked the tons of opportunities to get points in this class.
I loved the paperless format. The regular clicker quizzes and online assignments kept the class at a good pace. I retained a lot more information than if the entire class had had only a few tests.
I like the new integration of paperless tests and quizzes. I know it was the first year for it and I think it went very well. I like the constant application to real life situations, this definitely aids in learning.
I love how it was set up for weekly modules-this really helped me retain the information, because it was reiterated at least 2-3 times.
I liked the various learning techniques, even though getting it all done sometimes was challenging.

NEGATIVE REVIEWS

I don’t like the way Moodle is set up. ALL assignments should be displayed in the drop down box, I missed a lot of assignments when the course started because I thought that’s how they were.
Well, a lot of her tests and quizzes come from Moodle and there have been more than one occasion where I was taking a quiz and my computer froze or I submitted it and it actually didn’t go through. I would appreciate it if when an error like this did occur if she would be a little more understanding and allow for one to retake it. I think it’s important considering the student actually WANTS to partake in the activity.
The online work was adequate but I did get penalized in the beginning of the semester by not taking the lab quiz which closes Friday. It was just strange with so many different due dates in one week.
What suggestions do you have for improving either the teaching or the materials of the course? Little bumps in the road with the paperless grading system
What suggestions do you have for improving either the teaching or the materials of the course?Learn how to use Moodle before using it with your students.Have you had special difficulties in this course? If so, how could they or how have they been helped? Not using Moodle.

Pedagogical or Teaching Value

See student comments.

Next Steps

Cross my fingers, migrate the Moodle shell, and try the system out on my class in the Fall of 2013.

Resources

Joe MacNeil, Ph.D. Chemistry

March 29, 2013April 11, 2022 Admin

Overview

All of the technology innovations I’ve tested have had the goal of creating new pathways for student interaction and feedback in large classroom settings that are not innately suited for general classroom discussion. PollEverywhere is a software platform for allowing students to respond rapidly to prompts during the classroom session, and AirServer is a software parallel to Apple TV. It provides the opportunity for me to use iPad apps in the classroom, and for any student to take project their work for the entire class to see. CreateDebate is an external, public space for hosting debate-style analysis of topics. Here, students can interact with themselves and with the general public to develop and evolve their critical analysis and writing skills.

Implementation

AirServer has been the easiest to implement so far, as I have only used it to incorporate a series of gen chem specific iPad apps into my classroom lecture. In a class of 50 students, only 4 have iPads of their own. As many of the bast apps also have some expense related to them, being able to present them for the class has been important.

I’ve used PollEveryehere in my gen chem classes in each of the past two semesters. I find that the user interface for faculty is very good, although student experiences have been mixed.

I used CreateDebate in a general science class to debate the question “Should the US allow the construction of new nuclear power plants?” Because this was a public forum, I allowed my students to participate using pseudonyms as long as they told me how to recognize their posts.

Successes and Challenges

CreateDebate was definitely my most popular new technology tool with my students. while they complain about having to write even short papers in my class, many of them added a lot of content to this debate. They were not at all disturbed by the fact that it was open to the public, and continued to go back to it for the 3 weeks that it was live. In their course evaluations, they asked for more similar experiences.

AirServer was initially a challenge . . . I was using it over the wireless network in Beckwith and competing with 40 other computers. I have now learned how to set up a private local network between my iPad and my computer to avoid bandwidth limitations in streaming video. In January I attended a conference in an NSF-sponsored Atlanta focused on innovative new ways to use iPads in the chemistry classroom and lab settings. While many of these are based on the expectation that all students have access to iPads, I also came away with 25(+) new apps that offer some excellent interactive activities. For now, being able to integrate them into my lecture and move my class further from the static PowerPoint model to more dynamic animations has been great. I’d love to design more guided-inquiry experiences for students based on these apps (I did write one as part of the workshop) but until students can run them, demoing is about the best I can do.

In general I was very happy with PollEverywhere, but it has been my most challenging to implement. I tried to have all my students register so that I could track their answers, but a number of them had difficulties with their accounts. I’ve recently given up on this, and now let them respond anonymously. I’ve also been a bit disappointed at how long it takes to get everyone to post an answer. I tried very hard to create the expectation that they should bring their computers and have them set up to respond to a question by the start of class, but this has not worked. In order to get everyone’s response, I have to wait at least 4-5 minutes, which is much too long for the sort of “in the moment” response I’d envisioned. An informal poll found that the hardware clicker solution, used in Biology, is more popular than PollEverywhere. I will be asking this more formally at the end of t he semester.

Assessment

Student response to CreateDebate has been very positive, and I was more than satisfied with the ways students participated. I’ve used a couple of classroom sessions to focus on demonstrations of chemistry concepts with iPad apps, and student performance on subsequent multiple choice questions was 10-15% better than last year. Since on average this year’s class is a little weaker than last year, I think this is strong validation.

PollEverywhere has been mixed bag. I think students were very uncomfortable with the fact that I was tracking their responses. Since I’ve gone to an anonymous response model, total responses are down a bit, but time to respond and general classroom attitude have both increased. One of my hopes was that by practicing more multiple-choice style questions during the class would improve their multiple-choice test taking skills on my tests, but to date I do not have any strong evidence to support this. They are not doing worse than previous years, but they are still doing pretty bad!

Next Steps

For next year, more integration of iPad apps to my gen Chem classroom.

Investigating good e-texts for chemistry classes

Investigating on-line homework options for gen chem to find a new way to give them practice and feedback on multiple-choice questions

Either keep PollEverywhere in anonymous mode or move to hardware clickers

Jason Woollard, Ph.D Physical Therapy

March 29, 2013April 11, 2022 Admin

Overview

Over the past year I have used technology to enhance student engagement in the classroom using SMARTboards and PollEverywhere. My main technology project has been to determine the best method by which to allow students in their PBL groups to easily share and present journal articles and website information during their PBL sessions. This will be done using Google Drive.

Implementation

PollEverywhere was used in our Research/Evidence-based Practice courses to allow me to assess students’ understanding of course concepts. The instant answers can be viewed by everyone in the class and the results used to discuss concepts that appear to be misunderstood.

Google Drive will be used this summer in our Musculoskeletal course to allow students to easily exchange and view each others shared materials during each PBL session.

Success/Challenges

Our students have reported PollEverywhere to be a worth-while tool for quickly assessing their understanding of course concepts.

While we will not be implementing the use of Google Drive until April, the process of choosing a software allowed me to consider the strengths/weaknesses of using Evernote versus Mahara versus Google Drive for facilitating this hopefully improved level of collaboration and group interaction during PBL.

Perceived Value

Currently, during PBL sessions, it is difficult for students to share with the group journal articles or valuable websites that a student has found. Hopefully, Google Drive will allow everyone to see the same material (presented on the SMARTboard) as the person presenting and will result in improved discussions within the PBL group.

Ingrid Provident, Ed.D. Occupational Therapy

March 29, 2013April 11, 2022 Admin

Overview

This semester I have used technology to focus on paperless grading through various means…. Track changes within Word and summary Panopto’s to give students overall feedback

Implementation

Using Panopto allows students to see the instructor and can be useful to provide the face to face feel similar to when you address an entire class to provide general feedback. Panopto feature allows the instructor to set the stage by over viewing assignments and providing follow up feedback in a non-threatening way and also serves to as teachable moments…

Successes and Challenges

Student feedback has been positive in an online environment as it gives a sense of personal connection and a human quality to the technology.

Assessment

Plan to assess the feedback of students on different forms of feedback, individualized using track changes vs. global feedback to the group using Panopto. No assessment data has been gathered yet, however anecdotally students have responded positively to the Panopto videos.

Perceived pedagogical or teaching value

Allows the instructor to provided feedback to the entire group rather than repeating multiple times to individual students. Also allows the instructor to explain using vocal intonations and comments in a video which may change the impact of the feedback and/or decrease the misinterpretation that purely written feedback can have.

Next steps

Have students use Panopto to provide peer feedback to one another to further explain their feedback.

Emily Hopkins, Ph.D. Nursing

March 29, 2013May 4, 2022 Admin

Overview

To explore different IT modalities to enhancing teaching through the recording of instructions and different course related topics for students.

Planning Process

Different recording options were explored such as Panopto, Doceri, and Camtasia Studio for feasibility and ease of use. It was determined that Panopto was one of the easiest ways to provide feedback verbally to students for things such as course updates, feedback on discussion forums, and any further instruction on course assignments. However, Panopto was not the best method for detailed power point slides because of the size of the slide being reduced and not fitting the entire computer screen. Camtasia Studio was found to be expensive. Fortunately, it was available for use in CCPS and could display the entire slide being presented. Although I was unable to zoom in to emphasize parts of the slide— the mouse could be used to move the arrow over important content which was then recorded on the screen. Given Camtasia Studio was less accessible for use—it was decided to use it for recording content that could benefit the DNP program at large, rather than for individual courses.

Implementation

The plan did change some—since originally, I was hoping to record many lectures for several new MSN courses. Instead—Panopto was used for weekly updates and to assist with preparation for course exams. However, it was determined that updating our eIRB instructions for all DNP students could be done with Camtasia Studio. In the future, Camtasia Studio may also be used to assist all MSN students with their PBworks ePortfolios.

Successes/Challenges

Overall, use of Panopto and Camtasia Studio worked nicely. At this point there is nothing I would change about using either.

Assessment

Panopto assessment was done informally—by noting comments in student emails, through phone conversations with students, and comments noted on teaching evaluations. Many stated it was a nice personal touch and they felt a connection in being able to see me. The Camtasia Studio IRB recording will be evaluated informally through student comments as well as nursing faculty in noting if the presentation helped with their advisee’s eIRB submission.

Perceived/Determined Value and Next Steps

Recording myself really taught me the value of being organized for sounding professional. Often, I had to do several attempts as I wanted to talk directly to them and not read off a scripted note. I am planning to use Panopto for further instructions on specific course assignments—That way a student can read over the assignment guidelines and make notes as to its expectations as I am talking to them. For Camtasia Studio, I will be looking for other opportunities to record projects that will assist cohorts of students in any of our nursing programs. I may also still consider it for future MSN lectures—though it will require lots of prep and recording time and may be difficult to coordinate with schedules in CCPS.

Debra Wolf, Ph.D. Nursing

February 25, 2013April 11, 2022 Admin

1st Year Faculty Technology

Overview

Over the past year, I used the iPad (with Evernote and iAnnotate apps) to support paperless grading and the software (Panopto and VoiceThread) to create a traditional classroom feel within an online program. The intent is to explore opportunities to create a more personal welcoming environment within an online program were students visually see and hear each other in a virtual asynchronized environment.

Implementation

Currently using the iPad to create voice files to offer students personal feedback on papers. Used Panopto to offer welcoming messages at the beginning of each semester. Panopto also supports tutorials to offer students video/audio lectures on how to perform certain required tasks/assignments. VoiceThread supported students with initial introductions to classmates and to have personal audio/video asynchronized discussions.

Successes/Challenges

Initially, I had a limited number of students who volunteered to participate in voice feedback grading during pilot trial. Those who participated spoke highly of the personal verbal feedback that was offered. Will use voice comments for all students this term. Panopto is extremely popular and very well received. I had numerous comments reflecting positive impact from students. Learning curve for students to use VoiceThread and to find program to open voice files on graded assignments. Process creates additional prep time for faculty.

Perceived value

Welcoming environment where students do not feel alone in an online educational program. Encourages and supports peer bonding and building of relationships.

* Giving student feedback using voice recordings with track changes. This was down on the iPad
* Evernote/iAnnotate (iPad apps)
* Panopto (Lecture capturing)
* VoiceThread (Voice discussion forums)

Resources

2nd Year Faculty Technology Plan

In preparing curricular content for a new MSN Nursing Informatics degree, my goals for year two will shift to guiding faculty and nursing students in using the Internet, social media and innovative technology safely. Below are two goals I am striving to meet:

1. To guide faculty and students in the safe use of the Internet, social media and innovative technology within curricular content. Explore and outline articles/policy guiding faculty and students.

2. Integration of Social media into curricular design as course assignments supporting the use innovative technology to advance healthier lifestyles in the community.

Here is a link to social media guidelines for in the classroom shared by our FTF leaders “Becky Bush and Lauren Panton” (thank you)

Please feel free to contact me if interested in more detail on what I have learned or currently doing. Hope this is helpful.

~~ Best, Deb (412 365 1547 dwolf@chatham.edu )

Pat Downey, Ph.D. Physical Therapy

March 29, 2012April 11, 2022 Admin

Dr. Downey explored the use of the interactive SMARTboard to enhance group interaction along with viewing items such as radiology images, patient videos and EKG strips related to the patient cases. Dr. Downey also incorporated Poll Everywhere into lectures to increase student interaction and confirm their understanding of complex material. Most recently she has been using the iPad to teach surface anatomy palpation in a clinical skills course. The musculoskeletal anatomy apps have become great teaching tools since they allow for 2 dimensional viewing. This past term she used Panopto with the SMARTboard and her cell phone as a recording device to capture Electrotherapy lectures. In addition, the PT faculty are experimenting with their faculty meetings held remotely in Google Hangout.

The biggest challenge during the past 2 years of being a faculty technology fellow were dedicating the time to explore and learn new technologies. Having the accountability of a fellows program really helped with that. Knowing that we had monthly meetings where we updated each other on our projects was invaluable. I learned as much from their projects as I did from mine.

The biggest success I have had is not related to the individual teaching projects or technology that I have mastered but rather my attitude toward using technology. I have overcome much of my own personal resistance and am more willing to devote the time and energy to dabbling in new technologies. Knowing that I have access to excellent support (Chatham Technology Specialists: Lauren Panton and Becky Bush) makes it doable!

I would highly recommend being a Chatham Faculty Technology Fellow to anyone and everyone on faculty. There are wonderful benefits to both the nervous novice (me) and the experienced faculty geek. A wonderful additional benefit is getting to know faculty who you might not otherwise cross paths with. I had a great time getting to know: Dave Fraser, Kyle Beidler, Kathleen Sullivan, Mary Jo Loughran and Emily Eckel.

Joseph Schreiber Ph.D. Physical Therapy

March 29, 2011April 11, 2022 Admin