Book design by Fiona MacNeill

This book is best viewed on an iPad or an iPhone with iBooks installed.

It may also be viewed using Adobe Digital Editions (free download here):

It may also be modified

First Printing: May 2012

Preface

Your Presenters

Paula Lackie - Academic Technologist

1. Consults with faculty, students and staff on data management   plans and social science research methods.

2. Assists in research design, data gathering, basic analysis, and data documentation.

3. Supports the key statistical and data management packages and assorted resources on campus, managing their selection, technical issues, and integration into courses and research projects.

4. Specializes in graphical display of data and presentation design.

Carly Born - Academic Technologist

1. Keeps current in foreign language education and Computer-Assisted Language Learning (CALL) research, theory and practices.

2.  Assists with class and/or group projects.

3. Works with faculty and staff to make course materials accessible  for students with learning and physical disabilities

4. Explores curricular software development

Fiona MacNeill - Academic Technologist

1. Committed to design theory and research with an emphasis on new media development.

2. Works with faculty on high-end and specialized multimedia software.

3. Supports computer-aided drafting and other software and hardware for creation.

4. Supports Audio/Visual and video software used in Theater, Dance, and Physical Education.

Randy Hoffner - Academic Technologist

1. Provides technical support for the sciences and scientific equipment connected to computers.

2. Works with the faculty to develop, support and enhance the uses of IT in the curriculum and research activities.

3. Provides technical assistance, support, and practical advice to customers from a wide range of sources.

4. Helps gather Carleton Arboretum data to develop a public searchable database.

5. iPhone application development.

Chapter 1

Handheld Devices

Gadgets which one can hold on to!

  Clickers

Clickers, also known as student response systems, provide a means to poll your students in class. Students respond to questions using a handheld clicker device which is used in tandem with a reception system and a projected presentation which provides a means to display the polling questions and results.

Pros: encourages active student engagement in class; students can participate anonymously, allowing you to gauge overall class understanding of a topic.

Cons: can be finicky to set up and the process of polling can be disruptive.

Further advice and reading:
• Contact PEPS (peps(at)carleton(dot)edu) as far in advance a you can in order to plan your clicker session and book a staff member’s time for the session.
• Clickers in the Classroom: An Active Learning Approach. Educause online article.

  iPads

iPads are tablet computers produced by Apple. Primarily intended as consumption devices for audio-visual media and web-based materials, the platform has evolved to be highly versatile. This is largely due to the independently authored applications or “apps” which breed innovative new uses for the device.

Pros: extremely versatile due to the vast array of applications which are available.

Cons: cost prohibitive; unpredictable limitations in apps; augments but does not yet replace desktop/laptop computers.

Further advice and reading:
• iPads are available to borrow from the ITS Helpdesk (X5999).
• Peason Foundation Survey on Students and Tablets 2012: http://www.pearsonfoundation.org/downloads/PF_Tablet_Survey_Summary_2012.pdf

  Devices for Audio & Video Assignments

Audio and video assignments have been growing in popularity over the last few years at Carleton. PEPS has several devices available to help supply these needs.
Examples assignments include: oral interviews; video interviews; research videos; documentary making; instruction and presentation.

Pros: can be a good group exercise; encourages creativity and different approaches to the subject of study; an potentially engaging alternative to oral presentations; acquisition of new technological skills which can be applied throughout college career and beyond.

Cons: video assignments are especially time consuming, particularly when the students need to learn video editing software; requires new skill acquisition (learning to use devices and editing software and learning to apply visual literacy) taking more time than a written assignment; requires in-depth planning and eventual screening/listening presentation; consumes storage resources for large media files.

Further advice/reading:
• Contact PEPS if you are planning a video/audio assignment. PEPS and ATs can work together to help you design your assignments in order to ensure that the right equipment and staff expertise is available.
•  Video Killed the Term Paper Star? Two Views - Academic Commons Article

  Pencasts

Pencasts are produced from a special smartpen produced by LiveScribe.  The device is a reasonably normal pen but it has a built-in camera and stereo audio recording hat captures everything written or drawn along with whatever audio was going on when the pen was recording; all the sounds in synch with all jottings, diagrams, equations and notes.  All notes can be transferred to a Mac or PC  for integration into other applications.  There are also iOS (iPod, iPhone, iPod) applications for greater flexibility in playback. The pens produce an interactive, digital version of your notes and associated audio. Just tap on a spot in your notes and the audio will begin to playback what was said when the note was written.  Captured notes, called pencasts, can also be embedded in a blog, website or sent as an interactive Pencast PDF.

Pros: The technology is basic to use and helpful for office-hours and tutoring, particularly when hand-written notes are a benefit.  Playback can be sped up or slowed down and are both audio and video interactive, which accommodates a variety of learning styles.

Cons: The pens require special “dot paper” for the camera to properly track the writing.  While the paper can be printed by a quality printer, each page is unique and requires some attention to detail to keep track of the proper notebook or notepad.

Further advice/reading:
• Contact your AT or view the extensive Livescribe support for higher ed pages & ongoing discussions of educational uses of smartpens.  Note that there are educational discounts.
• For a nice example of what a pencast can be, have a look at this description of Carbon-bonding & orbitals.

Chapter 2

Gizmos In the Classroom

  Sympodium & Smartboard

A Sympodum is essentially an interactive monitor. They work with the computer system in the teaching podium and the projection system in the classroom. These systems allow the presenter to record annotations on top of whatever is projecting throughout the class.  Interactive pen displays are helpful for both interactive whiteboard application but also for annotation actions in computer software. A Smartboard is essentially a whiteboard with recording capability.  Instead of “writing” on the monitor as with the Sympodium, one digitally “writes” on a projection shown on the whiteboard.

Pros: Allow you to record annotations from class and pass them onto the class afterwards; helpful for sharing diagrams for later study.  When well practiced, “writing” on the whiteboard is reasonably natural and similar to traditional classroom experiences.

Cons: Both are very expensive and smartboard systems become outdated quickly.  Ease of use is directly related to amount of practice with the controls; we anticipate that they will be superseded by iPad applications and software developments.

Further advice:
Contact PEPS or your AT about which display options would be best for your uses.

  Document Cameras

The most basic of digital technology in the classroom, document cameras allow for extreme flexibility in preparation of non-digitized materials. If it’s an object (even a transparency) that fits on the document camera table, it can be projected to the classroom.  They are installed in many classrooms throughout campus (check the PEPS classroom equpiment list to see where.)  They are especially helpful for last-minute ideas; showing a book or object.  It’s also easy to zoom in and see in much greater detail than passing the item around.

Pros: Easy to use. Projection also protects the objects from many-hands and also keeps the class focused on what you are pointing out.

Cons: Sometimes the lights are awkward to lift into position ... and the camera zoom can really show off your manicure, or the fact that you weeded in the garden all weekend.

  Skype

Skype is a Voice-over-Internet-Protocol (VoIP) system with associated software. The free package allows you to make one-to-one voice and video calls via Skype software using your computer’s Internet connection. Skype also allows screen-sharing, so one user can demonstrate to another (good for PowerPoint presentations and software demonstrations). Skype premium, ($9.99 per month) allows group chat and screen-share functionality.

The following classrooms are Skype-ready (with oriented webcams): WCC008 (capacity 20), Willis114 (capacity 25), WCC031 (capacity of 5). To request a skype conference from PEPS, please fill out this online form: https://apps.carleton.edu/campus/peps/events/skype/

Pros: Easy to use.  Import alumni and other speakers from great distances without the high-greenhouse gas impact or other costs of physical travel.

Cons: Connections can be spotty and drop-out altogether. It’s helpful to have someone monitor the connection so the class can remain focused on the conversation.  It’s best to use a room pre-setup for the purpose of webcam communications.  Requires practice and planning ahead.

Click here for a full list of Other Classroom Technologies.

This list includes photos of each classroom and a description of the equipment available there.  If your classroom doesn’t have the specific equipment you need, please speak with your AT or contact PEPS.

Chapter 3

Web and Software

Web applications and desktop software

  Google Docs

Google docs is a free suite of web-based applications designed for productivity, word-processing and presentation. The applications included in the suite roughly map to Microsoft’s popular Office products: Docs to Word, Spreadsheets to Excel, Presentations to PowerPoint. The added functionality is that these products allow real-time collaboration for team based work (multiple authors can edit the same document at the same time without damaging each other’s work.  Additionally, there’s constant backup and revision monitoring and you can download the final results in familiar Microsoft or other standard formats (.doc, .xls, .ppt, .pdf, .jpg).  In addition Drawings allow you make shared vector diagrams and Forms allow you to create surveys or data-entry tools.

One of the most important things to note about Google Docs is whether you’re using them via an educational license or via the publicly available version.  At Carleton we have a special educational version of Google docs which is accessed via docs.carleton.edu. ITS made this version available because under this licensing model, Carleton users retain all of their intellectual property rights; under the normal/public Google docs, Google retains “a worldwide license to use, host, store, reproduce, modify, create derivative works (such as those resulting from translations, adaptations or other changes we make so that your content works better with our Services), communicate, publish, publicly perform, publicly display and distribute such content”. (Read the current, unified terms of service policy for public Google services here.)

  Google Apps

Google Apps are other applications supplied free-of-charge or on a contractual basis by Google. Many other schools have broader agreements with Google than we do at Carleton; including e-mail and calendar system provisioning and other services.

For a helpful list of applications which Google offers visit this site. Be sure to attend to the specific license agreement for access to Google Apps.  When in doubt, feel free to consult with your AT.

  Spatial Visualization and 3D

There are several spatial and 3D tools currently in use at Carleton. In Chemistry a 3D projection system has been used to show molecular structures. In Art History, History and Classics Google Sketchup has been used to visualize historical spaces as well as curate virtual exhibitions. All of the aforementioned methods involve considerable time investments from the students, faculty and staff involved in these projects. It is recommended that you get in touch with your AT early in the planning process if you wish explore use of these technologies.

   Moodle 2

As a campus, we will move to Moodle 2 during the summer of 2012. Please attend our Moodle 2 May 2012 Workshops if you would like to find out more.

Here is an overview of new features to look forward to in Moodle 2:

Drag-n-Drop file upload

Moodle 2 introduces a wonderful drag-n-drop feature on the File and Folder resource pages.  You can literally drag a file from your desktop onto the blue/green square on the upload page and it will be automatically uploaded to your course.  If your browser does not support drag-n-drop, you also have the ability to use a traditional file upload interface by clicking the Add button.

Simplified Resource Menu

It's now easy to choose the right tool from the Resource menu!  Choose from:

File - e.g. Word documents, PDFs, Images, Audio, etc

Folder - present a whole folder of documents, including subfolder!

IMS content package - a content package type provided by some publishers

Label - add additional text to the main course page

Page - create a sub-page to your course page

URL - link to other resources online

Display Descriptions on Course Pages

Now you can embed your explanatory labels right into the Description field of your Resources!  In the past, you may have posted a document and then created a Label to explain the document, or point out that students needed to bring a copy to class.  Now you can put that information into the Description field of the Resource settings, and choose to show it right on your course page.

Collapsable Navigation

Tired of looking at the same navigation blocks all the time?  No problem!  Just dock them!  By clicking the small rectangles at the upper right of the Navigation and Settings blocks, you can turn them into tabs on the side of your browser that expand when you click or mouse over.  Look at the amount of screen real estate you can save!

Duplicate existing Resources or Activities

How many times have you wanted to duplicate a resource or activity to either use again, or use as a template for a similar course object?  When  now you can!  Just click the  icon and you are good to go!

New Restricted Access options on all Resources and Activities

There are new Restricted Access settings available on ALL resources and activities that allow you to make objects available to students only after they have met your restriction criteria.  For example, you could post a quiz for all students to complete, and then post an extra credit activity to be released only after students have completed the initial quiz.

Improved Quiz editing

The Quiz tool has gotten a face-lift and some new features!  One of our favorites is the ability to add questions directly to a Quiz without having to enter them into the Question bank first.  In fact, the Question bank is collapsed and out of the way, so you can ignore it completely if you only make the occasional quiz.