Learning with Technology

for Teaching

September 18, 2017
by Brent Hirata
0 comments

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
0 comments

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!

December 14, 2016
by Leanne Riseley
0 comments

What Students Are Saying about Using OER

Over the past three semesters, several instructors who taught using no-cost or Open Educational Resources sent a survey to their students to see how these resources affected their learning. The results below are a summary of the findings.

Demographics

There were a total of 530 students who took the survey (97% Leeward and 3% Kapiolani students) in 16 different courses.

Have you saved money with your instructor adopting no-cost or OER resources?It wasn’t a surprise that 94% of survey responses showed they feel they saved money by using no-cost or OER resources.

Comments from students included:

“I was thrilled that Professor X was using OER resources. Money is very tight as it is for most college students, especially non-traditional students with families.”

“…I didn’t have to buy any books and we learned just as much as other classes where you had to buy a book maybe even better. I wish most classes were like this so we can save paper books money time.”

“Yes, absolutely! I live in Hawaii by myself, and as you know with the high cost of living here, saving every little bit helps. I am on financial aid, and scholarships. Just this simple act on the professors, as well as the colleges part, I was able to save money and use it in other places in regards to my education.”

 

 

Access and Use

The majority (97%) of the materials were accessed through the Learning Management System (Laulima). 48% of the students identified general online resources as a way they accessed their materials. 37% of students used Library online resources. It was interesting to note that 28% said they rely on print by the Instructor and 20% print it themselves.

92% of the students reported having access to a device and the Internet to access the resources. 90% found the resources easy to navigate, download, or print.  Approximately the same number of students reported using the resources frequently throughout the semester.

These access and use statistics have remained consistent for the last three semesters.

Quality

87% felt the quality of the no-cost resources were just as good as a traditional textbook.

Student’s Opinions

80% felt they did better in the course because they had access to the resources from the first day of class.

88% felt the instructor showed concern for them because they chose no-cost resources.

86% would be more likely to register for a “Textbook Cost: $0” course vs. one without a label. 97% would take another course that used “Textbook Cost: $0” resources.

95% reported no challenges with the no-cost resources.

It is interesting to note that in all areas, there was a small percentage of students (about 6%) who did not hold the same opinions regarding access, quality, and lack of challenges using no-cost resources.

Some of the General comments

“This is a much better alternative to traditional textbooks. It saves money, and much more useful and easy to access than printed textbooks. I hope all classes will convert to this method in the future.” – Spring 2016 student

“I did better in this class than I did in my other classes. All texts needed were easy to access and understand. I honestly don’t feel I would have been able to afford another book and I am very thankful that my professor chose to use no-cost resources.” – Fall 2015  student

“You can’t go wrong with downloadable textbooks. You don’t have to carry bulky books and you are using your computer to do assignments anyway! It’s all in one place.” – Fall 2015 student

“Textbook Cost $0 saves me money, time, and providing me with the education needed to succeed. It saved me the stress by going down to the crowded (fixed spelling “crowed”) book store to buy a expensive book. I really appreciate our professor X (removed name) for her concerns for us student and this program.” – Fall 2015 student

“I would say that just because there is no textbook doesn’t mean there is no work. You have to work just as hard. Also the resources are just notes of your teachers so please do NOT plagiarize! Have respect for the teachers who give you this no cost textbook option because it shows that they care, that they understand the struggles of having to pay for expensive textbooks!” – Fall 2015 student

“It saves a lot of money and isn’t a hassle at all!” – Fall 2015 student

“The quality of learning from a course that uses OER resources is just as good as when you have to spend hundreds of dollars on a textbook or two.” – Fall 2015 student

“I was happy and very thankful when she told us that we didn’t need to buy a textbook. This was the first time and I hope it’s not the last time. I wish more professors could do this for their students.” – Fall 2015 student

“…it is a great way to save money while not compromising quality of education. In some ways, like having access to material from anywhere at anytime, it improves the quality of learning.” – Fall 2016 student

“Definitely a benefit in taking this class. You don’t have to carry your book with you. You can do your assignments as long as you have Internet access.” – Fall 2016 student

“Cost friendly and easy on the back. No books to carry!” – Fall 2016 student

“This wouldn’t work for all classes. Some classes use the textbook a lot and it makes it easier to have a textbook to read and write on.” – Fall 2016 student

“I loved not having a textbook. We got to have SO many different readings, insights and resources then if we got it all from the same place (a textbook). Also, being a college student and not having tons of money, I really appreciated not having to buy a textbook!” – Fall 2016 student


Thank you to Kelsie Aguilera, Jayne Bopp, Ross Higa, Michelle Igarashi, Ann Inoshita, Gregg Longanecker, Lani Uyeno, Jonathan Wong, and Susan Wood for helping to provide this student data.

For more information, please visit the Open Educational Resources Fellowship Program.

 

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December 6, 2016
by Rachael Inake
0 comments

Don’t forget to apply for your letters of completion

someecards-teacher-days

As you wrap up things for the semester, consider applying for a letter of completion if you attended a workshop from the EMC and implemented something in your classroom. (This serves as good evidence for your next dossier.) No worries if you took a workshop this semester and haven’t implemented yet; you can apply after next semester. Here are the links to apply for a letter of completion (or badge):

Look out for emails from the Educational Media Center for our upcoming Spring 2017 workshops. To learn more about our Learning with Technology for Teaching services, click here.

September 19, 2016
by Leanne Riseley
0 comments

Leeward CC Fall 2016 “Textbook Cost: $0” Information and Infographic

Exciting!
Leeward CC continues to provide our students with high quality course materials with zero out of pocket costs, saving our students hundreds and thousands of dollars. We wanted to share this semester’s statistics with you in this fun, and easy to understand infographic.

Highlights include:

  • 217 “Textbook Cost: $0” CRN (sections) or 20% of all CRNs
  • 4194 students enrolled in “Textbook Cost: $0” classes

growthfa16

For more information on the overall Open Educational Resources initiative, please visit the project website.

 

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August 26, 2016
by Leanne Riseley
0 comments

The End of the Road for VHS

Visual of VHS Tape

Did you know that Video Home System (VHS) tapes were developed in the early 1970s and introduced into the US in 1977? Most of our current students (and some faculty) weren’t even born then! While popular for more than 20 years, retail chains in the United States announced they would stop selling VHS equipment in the mid-2000s and stop stocking VHS tapes from 2005.

So, what does that mean for Leeward instructors who rely on VHS material in class?

As we all know, equipment breaks down. Over the years, the VHS equipment in the classrooms across campus have been failing and are not being replaced. Even if the campus chose to continue supporting VHS, locating replacement equipment would be nearly impossible.

With the decline of VHS, DVD media became an option several instructors moved to. However, even DVD usage is being phased out.

So, where does that leave you? Transition to online videos! Here are a few options:

  1. Open Videos – there are numerous openly available videos in a variety of disciplines. A few of the sites that provide high quality open videos include Khan Academy, TED talks, Vimeo, and YouTube.
  2. Kanopy and other online video platforms – the Library subscribes to several video streaming platforms providing access to thousands of full-length, high-quality, ad-free films, documentaries, and educational training videos.  The majority of our titles come with closed-captioning or written transcripts.

Can’t find an online video that meets your needs?

You can try to purchase a DVD version of your VHS tape if it available. Alternately, the EMC can transfer your VHS tape to DVD if you obtain written copyright clearance. Keep in mind, this will only be a temporary solution as DVDs are becoming obsolete.

We are here to help

We realize changing what you currently do takes time and effort on your part, but this is also an opportunity to introduce more current and relevant material to your course while using more accessible and flexible technology – and that benefits both you and your students. So, embrace it! And, you are not alone! The Library and Educational Media Center can help you find the resources that will meet your needs!

“Visual of the top view of a VHS cassette” is licensed under CC BY-SA 3.0

August 24, 2016
by Rachael Inake
0 comments

Mahalo for spending your Convocation Week with us

It was so nice to see everyone back from summer break during Convocation Week!

The EMCers hit the ground running before the semester started by offering several opportunities and professional development events during Convocation Week. Many digital badges were awarded to participants who participated and accomplished the events’/workshops’ objectives (perfect for including as evidence in contract renewal / tenure / promotion dossiers). Here’s a quick re-cap of what happened.

Tech It Out Day

We enjoyed another great Tech It Out Day at Leeward CC on Tuesday, August 16, 2016. Tech It Out Day is an event to explore how technology can enhance teaching and learning in the classroom and online where participants can “test drive” a variety of technology tools, network with peers, and celebrate the start of a new semester.

Tech It Out Day 2016 Google Forms Quizzing session

This year, we were fortunate to have some faculty facilitate sessions by sharing how they use technology in their classes and leading folks through getting started with using the technology tools that they shared. A participant said, “Thank you for the short but very useful sessions! I learned a lot without feeling like the workshops went on for too long! Also, these workshops are so helpful, I can definitely use them in classes.” Another participant commented, “Thank you for engaging sessions. They got right to the point and provided immediately useful information and other resources.” Facilitators and participants earned Tech It Out Day 2016 badges for their involvement and participation.

Now that you got to see and try a few new things, if you would like further help using what you learned or tried, feel free to contact us. We’d love to help you take it to the next step.

Tech It Out Day 2016 Anki session

Tech It Out Day 2016 Swivl session

For more photos, check out our Tech It Out Day 2016 album.

Laulima Challenge

Following Tech It Out Day on Tuesday, we had a full house at the Laulima Challenge workshop, facilitated by Greg Walker, Brent Hirata, and me. Everyone was super engaged and learned how to set up the basic tools in Laulima by working together in pairs to do several tasks in Laulima to complete the Laulima Challenge activity. At completion, they earned the “Laulima Challenge Finisher” badge.

Laulima Challenge group

Smart Classroom Challenge

On Wednesday, August 17, 2016, Brent Hirata facilitated two Smart Classroom Challenge workshops where instructors had the opportunity to learn about, troubleshoot, and try out the Smart Classroom technologies. Reef Amano, Electronics Technician at the EMC, was also there to lend a hand answering technical questions about the hardware. Participants appreciated the opportunity to access a typical Smart Classroom as well as the newer Smart Classroom in the Education Building. By completing the Smart Classroom challenge activity, participants earned the “Smart Classroom Challenge Finisher” badge.

Syllabus Makeover Challenge

On Thursday, August 18, 2016, I facilitated the Syllabus Makeover Challenge workshop. We had guest instructor, Michele Mahi, start things off by sharing her visual syllabus. Then, we discussed various syllabus activities and how we can create more value of it for the students through creativity and design, created a basic doc with the textual contents for a syllabus, and then transformed it into a dynamic, purposeful, and visual syllabus. A free Google Slides template was shared and participants learned different ways to share their syllabus with their students. A collection of instructors’ syllabi can be found here. Participants were excited to bring new life into their syllabus and many finished creating their visual syllabi after the workshop. Once they implement and share how things went, they can earn the “Visual Syllabus Creator” badge.

Self-Introduction Video

Convocation week was also an opportunity for folks to record a self-introduction video. A self-introduction video is great to help students get to know you, about the course or service you provide, and establish a connection with you. Visit our growing collection of self-introduction videos by Leeward CC faculty and staff.

See You Around!

We enjoyed our time with you and hope to see you around, work with you, and see you in our upcoming workshops/events this semester. If you haven’t attended our Convocation Week events this semester, we hope that you do next semester!

Upcoming Events

Don’t miss out! Register now for:

August 15, 2016
by Brent Hirata
0 comments

SMART Board

This is a special guest blog post by Lani Uyeno, English instructor at Leeward CC.  During the Spring 2016 semester,  Lani participated in our SMART Board Basics orientation.  In her post, she shares an small group classroom reading and discussion activity that incorporates the SMART Board.  We look forward to continue working with Lani to further integrate the SMART Board technology into her instruction.

lani

  One of the difficulties my students face as they begin using outside sources for their essays is to accurately state the main and supporting points of the articles they have read. The further the topic is from their own experiences, the harder it is for students to comprehend and use the information from their selected articles. Although my students complete a process analysis essay on the topic of annotation,  they needed more practice applying the process. The SMART Board was a perfect vehicle to practice annotating a text.

  To begin the process, I had students preview a copy of “The Story of an Hour” by Kate Chopin, asking them to read the title and make a prediction or ask questions, and then to read the first paragraph, the first sentence of the remaining paragraphs, and the last paragraph to get a sense of the whole. This part of the process was done in four minutes. Students then shared their predictions as I jotted notes on the SMART Board slide.

Click to enlarge

  In the second part of the process, students were given eight minutes to read and respond to the entire selection. Students marked main ideas, identified key words, and jotted questions in the margins of the reading selection. Students were asked to review their markings and to answer any questions they had posed earlier.

  In teams, students shared their responses for specific sections of the selection, and each team came to the SMART Board to jot down their annotations. Here is a sample marked section.

  We completed the activity with a summary of the selection — three minutes of writing addressing “What is ‘The Story of an Hour’ about?” One student wrote, “Mrs. Mallard receives the news about her husband’s death and is filled with grief but later feels joy because of the freedom she experiences that she will no longer be controlled by her husband. As she is walking down the stairs with her sister, it is revealed that her husband is alive. She dies from shock, but others think she has died of heart failure from happiness.”

Click to enlarge.

  To complete the process, students assessed their level of comprehension after applying the annotation process. In a three-minute focused freewrite, students responded to the question “How did the annotation process help with your understanding of the story?” Several pointed out the process made “hard to understand parts” clearer, forced them to ask questions  about the character and plot, and helped them keep track of terms and sections that were difficult to understand. One student wrote, “The process makes me stay active, so I didn’t get side-tracked. I could look back and compare my first impressions with my later understanding.”

  The SMART Board allows teachers to take snapshots of the slides produced in class and to turn the written parts into text. After the activity was complete, I took all of the teams’ comments and “translated” them, and then posted them to Laulima for review. In later classes, students were asked to take turns presenting their annotations for other reading selections.

 

August 15, 2016
by Brent Hirata
0 comments

Orientation to Smart Classroom (Wednesday)

smartclassroom-jeff

Over 60% of Leeward Community College instructional spaces are designated “Smart Classrooms.” These rooms contain the necessary audio, visual, computer and network infrastructure to support 21st century teaching and learning.

Register for the Smart Classroom Challenge on Wednesday, August 17 at 3:00-4:00 PM, to learn how to operate Smart Classroom technologies to support classroom instruction by working with a partner to create an engaging learning activity for students that uses Smart Classroom technologies.

Will you be teaching in the Education Building? Register for the Smart Classroom Challenge (Ed Building) on Wednesday, August 17 at 4:00-5:00 PM.

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