Learning with Technology

for Teaching

November 20, 2017
by junie
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OpenEd17

The 14th annual OpenEd17 conference was held in Anaheim, CA on October 11-13. Nearly 800 teaching faculty, librarians, instructional designers, and administrators attended the three-day conference focusing on all things related to Open Educational Resources (OER), open education, and open practice. Many sessions focused on the “Z-degree” initiatives at colleges, college systems, and states that are already implemented or are in development.  A “Z-degree” provides a complete pathway to graduation with zero textbook costs.

The UH System was represented by 10 faculty and staff representing librarians, instructors, and instructional designers from UH Manoa and 5 UHCC campuses (Honolulu, Kapiolani, Leeward, Maui, and Windward). Conference attendance for UHCC attendees was supported by the UHCC OER Initiative funds from Vice-President John Morton.

UH attendees at OpenEd 17

University of Hawaii attendees at OpenEd 17 in Anaheim, CA

Two conference sessions shared the progress of UH System OER initiatives. Our own Wayde Oshiro, Head Librarian and Sunny Pai, Digital Initiatives Librarian, Kapiʻolani Community College presented on the progress of OER in the UHCC system.

Collaboration and Contrast: How University of Hawaii Librarians Collaborate to Promote OER Across Contrasting Campuses and Cultures

Billy Meinke, OER Technologist, University of Hawai’i at Mānoa presented on the progress of OER at University of Hawai’i.

Empowering Faculty and Staff to Use OER at the University of Hawai’i

For more information about OER and how you can get involved, please see the Go Open, Go Free Using Open Educational Resources @ Leeward website.

October 23, 2017
by Rachael Inake
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Fall 2017 OER at Leeward CC

Once a month, the OER Campus Committee will share information about OER to raise awareness, promote, encourage, and support using OER at Leeward CC.

We are launching our first post, today, in the spirit of International Open Access Week (October 23 -29, 2017) to inform the campus about what OER is, why it matters, and what Leeward CC is doing.

What is OER?

Open Educational Resources (OER) are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others” (Hewlett Foundation). In other words:

  • OER is free to use; no strings attached
  • No permission is needed since the creator already grants it through a Creative Commons (CC) license
  • You can retain OER indefinitely
  • You can choose to modify OER to meet your teaching needs per rights granted by the license

Why does OER matter?

  • Saves students money
    • 25% of total college costs for Leeward students is for textbooks and supplies
    • Half of community college students rely on financial aid to pay textbook costs
    • 65% of these students use financial aid to pay for all textbook costs
  • Grants access to more choices of materials
  • Materials are publicly available for students to access before and after taking a course
  • Flexibility to customize or mashup several OER to create custom resources for your students

What is happening at Leeward CC?

Leeward CC supports “Textbook Cost: $0” and using OER. We have an OER Campus Committee, workshops, fellowship program, and more to support using OER at Leeward CC. See the infographic below for information and statistics for “Textbook Cost: $0.”

Textbook Cost: $0 infographic

Our numbers continue to increase regarding “Textbook Cost: $0” courses, students enrolled, subjects, and instructors.

Fall 15 Spr 16 Fall 16 Spr 17 Fall 17
“Textbook Cost: $0” CRN (sections) (% of all CRNs) 55 148 217 (19%) 279 (23%) 289 (27%)
Students enrolled in “Textbook Cost: $0” classes 2643 4194 5121 5371
“Textbook Cost: $0” different subjects 12 63 69 111 91
“Textbook Cost: $0” instructors 16 49 71 91 92

How can you get involved?

Be a part of this initiative to “Go Open, Go Free at Leeward CC” and use “Textbook Cost: $0” and/or OER materials in your classes. Contact the Library or EMC to get started. Also, visit our OER website for more information.

October 23, 2017
by Brent Hirata
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Side-by-Side Comparison of Classroom Video Capture Devices

As a follow up to my earlier post on Swivl C5 Iʻve captured a real world comparison of a Swivl C5 a stationary iPad and a stationary video camera for capturing teaching. The following excerpts came from a training session I facilitated on Nearpod engagement tool. Each device recorded simultaneously and are presented without enhancements to video or audio. The three devices and setups that I used to record content for this comparison were:

  1. Swivl C5 auto-tracker with iPad (1280×720)
  2. Stationary iPad (640×480)
  3. Stationary Camera (1920×1080)

“Clip 3 Observations” (2:25)

This clip features instructor movement through class space, student questions and commentary. Swivl wins for audio quality (Video 1 vs. Video 3), video quality and composition. Statonary iPad is definitely not the way to go since it canʻt  follow the instructor (Video 2).

Video 1: Swivl Auto-tracker 😊

  • Auto-tracker camera follows instructor.
  • Student and instructor voice quality using Swivl wireless microphones.

Video 2: iPad Stationary 😩

  • Instructor off screen, camera faces wall, no visible action occurring in video, viewer loose interest.
  • Audio soft as instructor moves away from device.  No additional microphones.

Video 3: Video Cam Stationary 😐

  • Instructor off screen for a portion of the video. The left half of the room did not fit in the wide shot.
  • Audio sounds hollow.  Picks up ambient room buzz.

“Clip 4 Observations” (1:25)

Traditional lecture position with no movement.  Swivl wins for audio quality and for video quality because it is a closer shot of the instructor (Video 1 vs. Video 3).

Video 1: Swivl Auto-tracker 😊

  •  Student and instructor voice quality using Swivl wireless microphones.

Video 2: iPad Stationary 😐

  • Video quality is a little fuzzy, but that is primarily because of the iPads resolution.
  • Audio a little soft.

Video 3: Video Cam Stationary 😐

  • Audio sounds hollow.  Picks up ambient room buzz.

“Clip 5 Observations” (2:45)

Instructor starts off in the front of the room and moves to the back of the room.  In the beginning of the video the Swivl did take a few seconds to keep up but overall got the job done. Swivl wins for audio and video quality and composition.

Video 1: Swivl Auto-tracker 😐

  • Auto-tracker camera follows instructor.  As I was walking my body shielded the lanyard from view which resulted in the Swivl taking a few seconds to find me.
  • As I was engaging with the students I was able to ask questions and receive answers. Student and instructor voice quality using Swivl wireless microphones.

Video 2: iPad Stationary 😩

  • Instructor off screen, no visible action occurring in video, viewers will loose interest.
  • Audio soft as instructor moves away from device.  No additional microphones.

Video 3: Video Cam Stationary 😐

  •  Instructor off screen for a portion of the video. The left half of the room did not fit in the wide shot.
  • Audio sounds hollow.  Picks up ambient room buzz.

“Clip 6 Observations” (00:45)

This shot features the audio of student helping student while instructor converses with other students. With the Swivl student microphones you can notice the difference (Check out Video 1 vs. Video 2).  While Video 3 picks up student conversation the video composition is poor.

Video 1: Swivl Auto-tracker 😊

  • Student helping student audio captured with Swivl wireless student microphones.

Video 2: iPad Stationary 😩

  • Instructor off screen, no visible action occurring in video, viewers will loose interest.
  • Audio soft as because of distance from device.  No additional microphones.

Video 3: Video Cam Stationary 😐

  • The left half of the room did not fit in the wide shot.  Instructor interactions with other students in the room not captured.
  • Audio picks up student to student conversation but also picks up ambient room buzz.

“Clip 7 Observations” (4:43)

This clip features instructor movement from the front of the room to the student area.  Swivl wireless microphones for instructor and student does a good job of capturing instructor and student audio.  Stationary cameras (Video 2 and Video 3) failed to capture full class in the view that Swivl (Video 1) did.

Video 1: Swivl Auto-tracker 😊

  • Auto-tracker camera follows instructor.  As I was walking my body shielded the lanyard from view which resulted in the Swivl taking a few seconds to find me.
  • Student and facilitator voice quality using Swivl wireless microphones.

Video 2: iPad Stationary 😩

  • Instructor off screen, no visible action occurring in video, viewers will loose interest.
  • Audio soft as instructor moves away from device.  No additional microphones.

Video 3: Video Cam Stationary 😩

  • The left half of the room did not fit in the wide shot.  Instructor interactions with other students in the room not captured.
  • Audio sounds hollow.  Picks up ambient room buzz.

Summary

I hope that these side by side comparisons helped to illustrate the benefits for using the right device in your workflow to capture your instruction. I found the stationary iPad was severely limited once the instructor move away from the front of the room.  In addition the audio was soft because there was only one microphone.  Alternatively I found the stationary video camera in the back of the room captured half of the room and the audio was noisy due to ambient noise.  I found the Swivl C5 successfully captured the session.  There were a few instances where body movement blocked the Swivl from seeing the transmitter, but that can be fixe with proper technique.  I appreciated that Swivl C5 balances close up video shots and entire classroom shots. In addition the audio with student and instructor wireless microphones was cleaner than the other cameras captured.

If you’re a Leeward CC faculty, lecturer, administrator, or staff member and are interested in using the Swivl C5, contact me, Brent Hirata, at bhirata@hawaii.edu.

September 18, 2017
by Brent Hirata
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A Picture is Worth a Thousand Words

Have you ever stared into the engine compartment of a vehicle and been fascinated by all those moving parts?   Now imagine being a student in the automotive field, building your professional knowledge of parts and terminology is an important first step toward being successful.  This week we are featuring Nolan Miyahara an Instructor of Automotive Technology  here at Leeward Community College who recently conducted a Nearpod activity with his students to review and reinforce their learning of basic parts.
 Nearpod Annotated Picture
Activity
Nearpod is a formative assessment tool for delivering engaging presentations. It does require an internet connection but does not require a Smart Classroom projector.  Each student sees the presentation on their own mobile device (phone, table, laptop) and the pace is controlled by the instructor.  Students’ interactions can be shared with their peers for class discussion or captured for easy reporting.  Nolan’s activity used Nearpod’s draw slide feature to allow individual students to match terms with images (engine parts) he provided.  Nolan thought the Nearpod draw activity worked well, he also took time to build a few Nearpod slides following a more traditional yes/no format.
Strengths and Weaknesses
Following the activity Nolan thought “the variety of ways you can put up questions and how the students can answer in different ways” was a strength.   Student feedback seemed to infer that students “didn’t feel challenged because there was no timer”, a problem which can be addressed in the future by simply having the instructor implement a time limit for each slide.
In Summary
Overall Nolan felt the Nearpod review activity went well based on learning and engagement.  When asked for tips or advice for other instructors interested in using Nearpod, Nolan said “I would recommend it.”
If you are interested in learning more about Nearpod and how a Nearpod lesson can be integrated into your rotation of activities please contact Brent Hirata (bhirata@hawaii.edu) at the Educational Media Center.

September 11, 2017
by Rachael Inake
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EMC’s Chromebook COW for Classroom Use

The following is a guest blog post by Junie Hayashi, Librarian, at Leeward CC.

Ever wanted to do an activity with your students that required everyone to have a computer (laptop, tablet, or smartphone) but didn’t have a computer classroom? Reserve the EMC’s Chromebook COW (classroom on wheels) that includes a set of 20 lightweight Chromebooks. The Chromebooks use Google Chrome browser for internet browsing and have both keyboards and touch screens. Although you cannot download software onto the Chromebooks, numerous apps are available from the Google Chrome Web Store.

chromebook cart

I provide library instruction sessions for various classes including English, Speech, Psychology, and Women’s Studies. Using the Chromebook COW, I am able to provide sessions in the classroom instead of having the class come to the Library. This is especially helpful when we have multiple sessions during the same class period. In addition, my sessions often include group work which is very difficult to do  in a traditional computer lab setting. Using the Chromebooks makes it easy for students to work together in a meaningful way. The COW is much smaller and easier to navigate than the previous one. Students have even told me that the Chromebooks were “cool” and way better than other laptops. Definitely check out the EMC’s new Chromebooks!

chromebook user

Looking to reserve/checkout the Chromebook COW? Visit the Intec window at LC 116 or request online. (Note: First time using the request form? Please contact the Help Desk so an account can be created for future reservations.)

August 21, 2017
by Rachael Inake
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Making your syllabus viewable in Laulima

The Syllabus tool in Laulima allows you to post your syllabus for your students to access.

To add the Syllabus tool:

  1. Log into Laulima.
  2. Click on your course site in the blue tabs across the top.
  3. Click on Site Info in the left menu of tools.
  4. Click on Edit Tools.
  5. Checkmark the Syllabus tool and click Continue and then Finish.
  6. Click on the Syllabus tool in the left menu and add your syllabus.

By default, the Syllabus tool is not published to students. To make it viewable to students, you’ll need to click the lightbulb icon ‘on’.

publish syllabus animated gif

And now to check/preview as a student, click the drop-down menu, “View site as:” at the top-right of your screen and choose “Student”. You should be able to see it. When you’re done, go back to the drop-down menu and select “Instructor.”

August 21, 2017
by Rachael Inake
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Highlights from Tech It Out Day 2017

We had another great Tech It Out Day on August 14, 2017. Thank you for sharing part of your day with us in exploring how technology can enhance teaching and learning in the classroom and online. Sessions were a short 30 minutes to keep things light and fun, and spark interest and curiosity. Participants were able to “test drive” different tools and apps and see how fellow colleagues are using technology in their classes. We had sessions for formative assessment apps to make learning interactive, tools and ideas for communication and building community in your classroom, and even 3D printing.

Special thanks to the EMC and Library staff for facilitating sessions and helping at the event and the Leeward Staff Development Funds who provided funding for food.

tech it out day photo two participants

tech it out day kahoot photo

View all photos here.

Participants commented:

This was the most accessible and most useful Tech It Out Day ever.

I always enjoy Tech It Out [Day] and learning from colleagues’ ideas and experience.

I like the small group learning environment and all the presenters were enthusiastic and encouraging. Another fun morning, thank you.

tech it out day photo group

tech it out day photo of library staff

If you would like to follow-up your learning for more, please check the website for additional resources and the presenter’s contact information. See you next year!

August 1, 2017
by Rachael Inake
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Highlights from the “Course By Design” Workshop During PRLS 2017

course by design workshop group photo

Each summer, the Educational Media Center (EMC) hosts the Pacific Region Learning Summit (PRLS) at Leeward CC, a week-long professional development opportunity for instructors. During this past PRLS (May 15-19, 2017), we offered a new workshop track, Course By Design. We were fortunate to have eight dedicated instructors who registered for our track:

  • Christina Mende (Math & Sciences Division)
  • Faustino Dagdag (Business Division)
  • Darci Miyashiro (Math & Sciences Division)
  • Eric Matsuoka (Math & Sciences Division)
  • I-Chia Shih (Math & Sciences Division)
  • Nolan Miyahara (Professional Arts & Technology Division)
  • Reina Ojiri (Math & Sciences Division)
  • Ross Higa (Business Division)

In this track, we guided the instructors through using our four-step course design process for in-person classes. This process helped them to systematically organize and structure their courses to align their course outcomes with appropriate learning activities. And then put together their lesson modules on a website. Doing so helps students to navigate through the course, identify the expectations, and identify activities they need to complete to be successful in the course.

During the week we led participants through our four-step process using a mix of methods and activities to:

  1. Identify student learning outcomes.
  2. Create specific learning objectives.
  3. Create activities to meet the learning objectives.
  4. Build your lessons on a website.

Participants used a planning document (Google Doc) and learning modules website template (Google Sites) which we designed and developed for the four-step course design process. Some started creating lesson modules for their courses, while others chose to create supplemental lessons and activities for their courses. By the end of the week, participants were able to go through one cycle of the process to create at least one lesson module on their website. Now they have the knowledge, skills, and tools to continue creating the rest of their lesson modules.

All participants earned the “Course Designer Creator” badge of achievement for planning out their course and creating at least one lesson module during PRLS. These badges are helpful to use as evidence in tenure/promotion dossiers.

Participants Have Said

“I learned how to design a google site and how to create pages with activities that focus on helping students meet the learning outcomes. After taking this workshop, I have a starting template that is ready to be used for my future courses. And that is a wonderful feeling! I would recommend this program to other instructors who wants to develop their course sites for face-to-face or online courses.”

“I learned about best practices for my lesson and activity planning; how to clearly connect them with our SLOs and Learning Objectives; and how to present them in a professional looking page!”

“As for advice, I would say the best thing a participant to do is to keep an open mind.”
course by design 2017 group photo

Register for Course By Design (Fall 2017)

If you’re interested in re-designing your course, consider joining us in the six-week “Course By Design” workshop series which we adapted for the fall semester. It will be on six consecutive Tuesdays from Oct.10 to Nov.14. For more information and to register, visit: https://course-by-design-fall-2017.eventbrite.com

Rachael Inake and Brent Hirata
Educational Technologists
Educational Media Center

April 6, 2017
by Leanne Riseley
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Information and Computer Science Microbytes Revealed

Leeward Community College Information and Computer Science MicrobytesInformation and Computer Science Faculty: Blanca Polo, William Albritton, and Pete Gross are leading the effort in creating and sharing OER materials!

They created 78 short videos on a variety of computer science topics. The topics range from general information such as PowerPoint to more technical ones such as network security. Feel free to browse through the videos, which are available on the playlist.

The videos are licensed with a Creative Commons (CC BY NC ND) license, allowing anyone to use the videos as long as they are properly attributed. These videos may be linked to or embedded in your online course materials. If you need help with this, use our Technology One-on-One request form and one of the Educational Technologist will assist you.

If you are interested in creating your own microbytes or short videos, we encourage you to take advantage of the services of the Educational Media Center Video Production team who will work with you to create high quality OER resources for your students!

April 5, 2017
by Leanne Riseley
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Smart Classroom User Tip: Quickly Zoom In (and Out)

Do you teach in a Smart Classroom? At times, do you find the text on the screen is a little too small for your students to read? If so, this tip is for you!

Increase Text Size: Command Key and Plus Key

Decrease Text Size: Command Key and Minus Key

Apple keyboard with control key and plus and minus keys highlighted in red

The Command key is located next to the space bar on a Mac keyboard, and the + and – keys are located near the delete key, both next to each other.

This tip should work for all web-based applications.

___

Image from Change the Font Size of Text in Safari on Mac with Keyboard Shortcuts. (2014, June 25). Retrieved April 05, 2017, from http://osxdaily.com/2010/06/29/change-the-font-size-of-text-in-safari/

 

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