Learning with Technology

for Teaching

August 15, 2016
by Brent Hirata
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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.

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  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.

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  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.”

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  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
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Orientation to Smart Classroom (Wednesday)

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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.

August 12, 2016
by Rachael Inake
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5 things to help you get ready for Fall 2016

Summer just flew by! Are you ready for fall semester? Here are a five things the EMC can help you with to get ready.

1. Tech It Out Day 2016 starts tomorrow!

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Come say hello to all your colleagues and participate in four, quick 30-minute instructional technology sessions. You’ll walk away with valuable tips and tools you can integrate in your classes. We’ll also have a fun bonus session at the end – Pokemon Go @ Leeward. This event is free, including beverages and snacks, and open to the Leeward CC Ohana. Quick, register now!

2. Are your Laulima course sites set up?

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Laulima is the University of Hawaii’s online collaborative learning environment. You can use Laulima to organize class materials, streamline communication with your students (including feedback on assignments and grades), reduce paper use, and increase student engagement for your online and face-to-face classes.

What’s new in Laulima? Find out here.

Quick Tip: Add the “Statistics” tool in your Laulima site before the semester starts to track student activity in your Laulima course site such as students logging in, accessing certain tools, and more.

Register for the Laulima Challenge which starts after Tech It Out Day on Tuesday, August 16 at 1:00-2:30 PM, where you’ll work with a partner to learn how to use Laulima’s basic tools so you can set-up your courses for the upcoming semester.

3. Get to know your Smart Classroom

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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.

4. Give your syllabus a makeover

Creating a course syllabus and making it available to students is an essential responsibility as an instructor. Creating an interactive syllabus activity paired with a visual syllabus can help your students learn about the course requirements in a more meaningful way and get them excited about what they will be learning.

Quick Tip: Here are some required and recommended Leeward CC syllabus blurbs you can copy/paste into your syllabus.

Register for the Syllabus Makeover Challenge on Thursday, August 18 at 8:30-10:00 AM, to get started on creating a syllabus activity and giving your syllabus a “makeover” into a visual syllabus.

5. Make a self-introduction video

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Self-introduction videos can help you attract students to take your course, establish social presence, and build community in your course. Visit our website to make an appointment to have your self-introduction video recorded by our EMC Video Production crew.

Questions?

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The friendly folks at the EMC are available to help you enhance your teaching and students’ learning. Contact an Educational Technologist today.

April 12, 2016
by Rachael Inake
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Tech It Out Day 2016 – Call for Proposals

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Tech It Out Day is a free, half-day event for faculty and staff to “test drive” different technologies and have fun learning from and with each other. In the spirit of learning together, we’d like to invite you to share a technology you use to enhance teaching and learning at this year’s Tech It Out Day on August 16. Earn a “Presenter” badge and be eligible for a “Presenter Letter” as evidence to include in your dossier. Submit your proposal today! Visit our Tech It Out Day 2015 website to see what sessions we had last year.

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January 8, 2016
by Leanne Riseley
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Connecting with Your Students Using Introduction Videos

Each semester, the Educational Media Center offers video production services to instructors interested in creating short self-introduction videos. These videos can be used to attract students to take your course, as the first impression of who you are as a person and as an instructor, and as a way to spark learner’s intrigue that encourages students to want to learn more. Videos can be used for both in-person and online courses.

This semester, Betty Ickes (History), Kelly Kennedy (ESL), and  Faustino Dagdag (Business), took advantage of the video recording services. They did such an outstanding job that we wanted to share their videos with you in the hopes that it will inspire you to create one for your class.

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We have approximately 20 instructors who have recorded introduction videos and these are featured in the Video Library.

Your posted video can be embedded into your Google Site or sent by email to your students prior to the beginning of the semester.

We encourage you to consider doing an introduction video in the near future!

November 18, 2015
by Brent Hirata
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Highlights from Stop Lecturing and Flip Your Classroom (Fall 2015)

We would like to thank the instructors who participated in our Stop Lecturing and Flip Your Classroom workshop this semester as part of our Flipped Classroom series:

  • Amanda Silliman, English (LA)
  • Christine Walters, Religion (A&H)
  • Eric Pang, Automotive (PAT)
  • Jeremiah Boydstun, English (LA)
  • Kazuko Nakamitsu, Japanese (LA)
  • Michele Mahi, Speech (LA)
  • Naiad Wong, History (A&H)

We also wanted to take this opportunity to share some highlights from the workshop. We realize that as you reflect on your course experience this semester and prepare for the coming spring semester you might be intrigued by the idea of flipping an activity or two in your classroom.

“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network).

Benefits of flipping the classroom:

  • To increase student understanding of the content prior to coming to class so that class time can be better utilized for interacting and connecting with each other, practicing, and applying knowledge and skills for deeper and more meaningful learning.
  • To allow students to take ownership of their learning and become self-directed learners.
  • To differentiate instruction because students learn at different paces and in different ways.
  • To increase student support in class. Instructors can provide one-on-one help to students. Students can help one another.
  • To create a dynamic, engaging, and interactive learning environment.
  • To allow more “real world” learning experiences.

Workshop topics:

  • What is the flipped classroom and flipped learning?
  • How to create a flipped classroom
  • Curate or create content?

We designed and facilitated the workshop series like a flipped classroom, utilizing and modeling best practices, strategies, and a variety of methods and activities, to give our participants (and ourselves) an authentic flipped learning experience. We also had two weeks of (optional) hands-on workshops specifically for how to use several tools for flipped learning, such as Educanon and Google Forms/Sheets with Flubaroo, to help participants curate and create materials for their flipped lessons and activities.

Participants engaged in their learning before coming to class, and class time was used for applying learning through interactive group activities, discussions, sharing, and giving each other feedback, to ultimately create their own flipped learning lessons and activities. We as facilitators, did our best to provide not only learning materials, but a learning experience for our participants as we guided/supported them through the process. We’ve found that the best learning happened through the experience we had together. Also, it was exciting to see the participants (who teach different subjects), connect with each other and help each other. As one participant said, “I benefited from networking with other faculty on campus and the assistance I received with technology from Rachael and Brent.”

Another participant shared, “I’m going to completely revamp my courses thanks to this eight-week workshop, and I know that with the knowledge and tools made available to me that I will benefit greatly as an instructor and my students will be more engaged and invested in their learning. I’m excited to begin this new chapter of teaching.” We look forward to seeing what our participants have created for their classes and to share what they’ve created and implemented in a future blog post.

Rachael & Brent

October 22, 2015
by Leanne Riseley
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I’m interested in OER. How do I get professional development and support?

We are excited that you are interested in OER! We have several options available to support you through this process!

 

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Option 1: Go Open, Go Free Using OER Spring 2016

(Tuesdays from February 2 to March 29, 2015 at 1:30 PM – 3:00 PM (seven-week series))

This is a flipped workshop series where there will be at-home lessons to complete before the Tuesday in-class, hands-on activities.

  • Week 1: Introduction
  • Week 2: Why OER
  • Week 3: What is OER and What is a Good Resource
  • Week 4: Finding and Evaluating OER
  • Week 5:  Creative Commons Licenses
  • Week 6: Attributing OER Materials
  • Week 7: Reflection

Option 2: Go Open, Go Free Using OER Track in Pacific Region Learning Summit 2016

(Daily May 16 – May 20, 2016, 8:30 am – 3:30 pm)

This will be offered during Leeward’s annual Pacific Region Learning Summit – a week-long, concentrated, in-depth professional learning opportunity focusing on hands-on activities.

Option 1 and 2 have the same learning objectives and deliverables.

 

Option 3: Individualized Plan

While we believe you would learn the most and have the most fun in the facilitated Go Open, Go Free series, if your schedule does not permit it or if you would prefer to meet one-on-one with us, we are happy to do so. This is the process setup to help you get started with your OER adoption. You may contact us for an initial meeting.

 

For more information on the Open Educational Resources Initiative at Leeward CC, visit https://sites.google.com/a/hawaii.edu/oer/

 

October 21, 2015
by Leanne Riseley
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Finding and Choosing OER

The challenge for educators seeking open resources is that the standards for collection and categorization are in various states of development and adoption.  Presently, there is no one single place to look for quality OER so it takes a bit of effort digging around to find something useful.  The Leeward CC Library has developed an OER Lib Guide that will help you through the process. Here are a few place to start your search.

 

  • Open Textbooks – Open textbooks are available with nonrestrictive licenses. This page lists sites which include peer-reviewed titles representing a wide range of disciplines and subjects.
  • Open Textbooks by Subject – This page has a compilation of links to open textbooks  in various subjects. The subject areas include: Math, Economics, History, Biology, Botany, English, Psychology, Sociology, Speech, Foreign Languages, Anthropology, and Anatomy and Physiology.
  • Open Content – This page has links to digital repositories including modules, learning objects, videos, and more.
  • Open Courses – This page has links to college-level course content made freely available by institutions.

Discover more OER resources here: http://guides.leeward.hawaii.edu/oer

 

Tomorrow’s post is on How to receive professional development and support in OER.

 

September 9, 2015
by Brent Hirata
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On Our Way to Flip Learning

Happy third week of school! With all the hustle and bustle you may feel pressed funnamedor time at this point of the semester. Despite having busy schedules, a diverse group of Leeward CC instructors have committed part of their Tuesday afternoons to partake in our workshop series, “Stop Lecturing and Flip Your Classroom.” In this eight week workshop series, we have been guiding participants in how to minimize time spent presenting information (aka “lecturing”) in class, and instead, maximize valuable class time engaging students in active learning by “flipping learning.”

In weeks 1 and 2 we laid the foundation of the flipped learning concept. “Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network). To engage in flipped learning, instructors must incorporate the following four pillars into their practice:

  1. Flexible environment
  2. Learning culture
  3. Intentional content
  4. Professional educator

You can read more about these four pillars here.

We are using Jackie Gerstein’s “Flipped Classroom: The Full Picture” model which organizes the flipped classroom process into four areas:

  1. Experience – Experiential Engagement (educator-suggested)
  2. What – Concept Exploration (educator-suggested)
  3. So What – Meaning Making (learner-generated)
  4. Now What – Demonstration & Application (learner-generated)

We’ve designed the workshop like a flipped classroom giving everyone (ourselves included) an authentic learning experience as we discover, share, and learn together. Next week, week 3, we will complete a full cycle of a flipped lesson/activity. Our participants will create their own mini lesson and activity using Nearpod, an interactive real-time assessment mobile app, to demonstrate and apply their learning of the flipped classroom concept by teaching a concept to each other in small groups and facilitating a short activity. The rest of the weeks will be spent on helping our participants plan and create their own flipped lesson(s) and activity(ies) using appropriate tools/technologies for their classes.

We hope that at the end of the eight weeks, our participants will feel their time has been well spent building a solid foundation in the design and facilitation of flipped learning, and will continue to create flipped lessons and activities to implement in their classes. Everyone benefits from a more active learning approach!

– Rachael & Brent

August 19, 2015
by Rachael Inake
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Tech It Out Day 2015

Nothing like kicking off a new semester by attending our annual Tech It Out Day on Monday, August 17, 2015. Tech It Out Day is a half-day event to explore how technology can enhance teaching and learning in the classroom and online. Faculty, lecturers, and staff had the opportunity to “test drive” a variety of technology tools, network with colleagues, and celebrate the start of a new semester with a free continental breakfast.

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This year we featured a track on Open Educational Resources (OER), social media, and other free, web-based tools and apps such as Tackk, Kahoot!, and Google Sites. You can view all the sessions here.

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Some participants also got to try out our new Dell Chromebooks with touchscreen. A set of 20 Chromebooks, our new COW (computer on wheels), is available for checkout starting this semester at Intec Services, LC 116.

Participants had a lot of things to say about Tech It Out Day:

“The most effective sessions helped me understand not only how to use the technology, but how others have used it to create meaningful learning experiences with students.”

“Each session taught me something new–even when I know about the [tool].”

“OER: I love the philosophy behind this push.”

“Kahoot was the most useful and informative for my subject area (ESL). I feel prepared and excited to use this technology with my students.”

“Great job as always! I like how you include sessions on updates to existing tools.”

“I liked the practicality of the sessions.”

Participants mentioned they will implement what they learned by:

“…using an OER text in Spring, using parts of Susan Wood’s and the EMC’s site templates in my own courses, and trying to find applications for Scrible.”

“…I already created a lesson using Tackk for one of my online classes.”

“…using the Snagit extension to create narrated screen captures.”

“…I will be trying kahoot for in-class quizzes and remind as a class communication tool.”

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We hope to see you at next year’s Tech It Out Day! Click through our photo album below.

Tech It Out Day 2015

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