Day 10

Thank you for spending the past two weeks with us. Today is our last day for Standard 6: Using Media Effectively. This was the first time we used a blog for this course. We’re not sure it caught on the way we wanted it to but it certainly illustrates a common issue in using technologies for teaching: the first time you use a new technology in a course, you should probably consider that the beginning of an experiment. We hoped learners in the course would make comments on our posts but one of the things we learned is that, in order to make comments, it is necessary to sign up for an account with blogger.com. That might present a barrier to some. So, maybe the next time we use the blog, we’ll include a note about this in our first posting. Live and learn!

Day 9

Have you heard of Prezi? It is similar to Microsoft PowerPoint but, since it is Web-based, it has the advantage of providing editing access to multiple users. In addition, it has a zoom feature that allows you present an overview of elements, then focus in and pan out as necessary. You can see what we mean by viewing this presentation on how to turn a PowerPoint into a Prezi.

Day 8

Most of us work on several different computers. Do you every find that you bookmarked a webpage on your office computer, but you wish you had the URL when you are working at home? Delicious is a “social” bookmarking tool that tracks your favorite websites with a web-based account that you can access on any computer. Delicious helps you manage course materials more efficiently and takes very little time to set up. With Delicious, you can also share your favorite websites. Perhaps you want to share websites that will help your students write their history papers or will help students prepare for their nursing licensure exam.

Day 7

Another tech tool that you might be able to use is xtimeline. With this tool, you can create timelines that incorporate pictures and videos. It’s a great tool for highlighting important history and biography dates. You could even use it to have your students create a timeline of significant events in their own lives.

Day 6

Let’s take a breath! The Standard 6 course “Using Media Effectively” presents a lot of tech tools. This is a good time to emphasize that your goals and objectives, not the latest and greatest tech toy, should lead the decisions that you make regarding technology. Does the tool that you are considering enhance the learning experience for students? Is there a way the technology can help “offload” some of the material that students will learn? Perhaps a pre-activity diagram matching anatomy with labels can introduce students to information taught in a physical therapy lesson. Or can a follow-up self-check quiz reinforce key dates prior to a history of jazz discussion about the impact of technology on jazz?

Day 5

Yesterday, we noted that we look at technology applications for (1) how they can enhance student learning and/or (2) how they can help the instructor to manage his/her teaching tasks. A great tool that may help you to manage scheduling synchronous meetings (e.g., guest speakers, office hours, conferences) is Doodle. It is a polling system that gathers votes on when participants are available. Has anyone used Doodle? Another application you might find helpful for timing student presentations is an online timer. You gotta love the nice big numbers on this stopwatch.

DAY 4

When we see a new technology tool or application, we immediately consider whether it is a tool to enhance (a) student learning or (b) teaching administrative responsibilities. Finding and learning new technology is extremely time consuming. We encourage you consider the benefits of the technology before you invest too much time.

DAY 3

Over the past five years, Lorna and I have reviewed about 40 or 50 courses using the QM rubric. Not that long ago, most courses were text-based and students were using dial-up modems to access their learning material. Today, audio, video, games, simulations, and other forms of multimedia are freely available. Publishers offer a wide range of rich resources. The expectation of peer reviewers is that courses will incorporate some media beyond basic text. However, multimedia is not a requirement of Standard 6. Should it be?

DAY 2

Having fun yet? While you are digging into the Standard 6 course material in Moodle, here are some interesting statistics that provide additional information about course technology standards.

In 2008-2010, QM studied inter-rater reliability or the level of agreement among peer reviewers conducting course reviews. The following Standard 6 criteria had the highest levels of inter-rater reliability:

• 6.5 The course components are compatible with current standards for delivery modes. (94%)
• 6.1 The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. (91%)
• 6.4 Students have ready access to the technologies required in the course. (91%)

On the other end of the spectrum, the standard with one of the lowest levels of inter-rater reliability is:
• 6.7 The course design takes full advantage of available tools and media. (70%)

The low level of inter-rater reliability indicates that peer reviewers have a broad range of interpretations for Standard 6.7. Your thoughts?

Standard 6: Choose and Use Media Effectively

DAY 1

Let the games begin! In addition to the Standard 6 Moodle material, we will supplement the course with a blog (our personal comments shared through this website). The purpose of our blog is to share additional timely information about instructional technology. We hope to introduce some new tools and spark some ideas.

Wikis and blogs are among the most useful tools we have used in online courses. A blog is similar to a journal or commentary with one person (in our case – two writers) posting information for a targeted group. You can read and comment on our blog entries, but you cannot change them. Many students on study abroad programs have blogs about their travel and learning experiences. A wiki is a collaborative webpage. A group of students can use it to develop a lab report or plan a presentation. Unlike a blog, participants in a wiki all have the ability to write and edit the information.

We hope you will follow our blog entries over the 10 days of this course.