Learning with Technology

for Teaching

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 28, 2016
by Rachael Inake
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Open Access Week 2016 Summary

On behalf of the Leeward CC OER Committee, we thank you for participating in Open Access Week events last week and reading our blog posts. We hope you found them informative and useful in learning more about Open Educational Resources (OER) and how it can benefit instructors and students. Here’s a summary of everything we shared last week.

OER Quick Info for Faculty

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OER and Textbook Cost Zero Quick Info for Students

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OER Benefits for Students

Students from Speech Instructor, Michele Mahi’s COM 210H class, candidly share in this video why they appreciate using Open Educational Resources (OERs) in her class.

oa-week-2016-student-perspectives-video-snip

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Kelsie Aguilera’s OER Journey with Anthropology

kelsie-aguilera-oer-2016Guest post by: Kelsie Aguilera

I first became aware of Open Access (OA) my first week working here at Leeward CC. My office mate at the time was Jayne P. Bopp, instructor in Sociology. Over the course of that first week sharing an office…

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Passed the Point of No Return or Regrets

oer-igarashi-studentsGuest post by: Michelle Igarashi

I started using OERs in 2014 when a publisher’s representative informed me that my textbook would be undergoing yet another round of “updating” and thus my students could no longer purchase used copies.

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Next Steps…

If you’re interested in going OER, please contact a Leeward CC Librarian to get started. You may also be interested in participating in the next “Go Open, Go Free Using OER” workshop series in Spring 2017. For more info and to register: https://www.eventbrite.com/e/go-open-go-free-using-oer-spring-2017-registration-28872347970

May 6, 2015
by Rachael Inake
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Leeward CC’s First Open Educational Resources ENG 100 Course

susan-wood

Susan Wood

Susan Wood, Professor CC of English, was the first at Leeward CC and in the UHCC system to create an open, online course for English 100: Composition I, which provides students with zero textbook cost, and allows anyone to re-use and re-mix her materials under the Creative Commons BY-NC-SA 4.0 license. With assistance from the Leeward CC Library, Susan found and used Open Educational Resources (OER) and her own content for the content modules. I was fortunate to work with Susan in planning and developing the content modules, putting the content in a weekly modules format using Google Sites, and publishing it as a template site for other Leeward CC ENG 100 instructors (or anyone) to re-use and re-mix under the CC BY-NC-SA 4.0 license. Susan also created a companion Laulima course site for instructors to copy to use with the weekly modules site and we created an Instructor’s Guide to help instructors put the course together.

The following is a guest post from Susan Wood.

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I was fortunate to be granted a sabbatical for Spring 2015. Part of the project that I proposed in my sabbatical application was to create an online ENG 100 course using Google Apps for Education that would be available for lecturers (or anyone) to use if they were assigned to teach an online ENG 100. After that project was approved, I was approached by both Kay Caldwell and Leanne Riseley and asked to consider creating the course using Open Educational Resources (OER). I knew very little about OER but have always used textbook cost as a major factor when choosing a textbook, so I decided it would be a worthwhile addition to the project. I did not realize at that point what an adventure I would have in the world of OER.

My first exposure to OER was a video on the Leeward CC Open Educational Resources Guide. In the video, which has since been replaced by Jayne Bopp’s wonderful video, an instructor in social sciences effusively talked about how she decided textbooks were too expensive for her students, so she found a fantastic OER textbook, pasted the link to the textbook into her course website, and proceeded to teach her course from this free resource. She made it sound so easy… all I needed to do was find the perfect OER textbook for ENG 100 and I would be on my way!

However, after weeks of searching and reading, I realized that there was no perfect ENG 100 textbook. I did find some OER ENG 100 textbooks, but some were really long and cumbersome, some were poorly written (ironic, I know), some didn’t cover the range of material we cover in ENG 100, and some were incomplete. It was then I realized I would have to create the course using a re-mix of content from several of the textbooks.

My next step was to pick the best of the content from the textbooks I found. I bookmarked the three textbooks that had material that I thought would best fit in a Leeward CC ENG 100 course, and then I set to work. I wrote an outline of the course and then proceeded to search through the OER textbooks and pull materials that I then revised as needed to fit the course objectives.

Collecting course content was a mostly enjoyable process because I got to explore what others teach in first-year writing courses. It was also professionally invigorating to read through so many different approaches to teaching first-year writing. At times, though, collecting content was frustrating when I could not find what I needed– so I had to create some content myself. Luckily, I had Rachael Inake to help me with the technical aspects of creating Google Slides, YouTube videos, and PowToons, and I was able to use these tools and more to create content. All in all, the experience of choosing, re-mixing, and creating OER was a very positive one.

The ENG 100 course is now finished and I am very pleased with how it turned out. I am excited to use the course for the first time this summer and will use it again in the Fall. I am also really excited that my students don’t have to buy a textbook. In past semesters, some students would go for weeks or even the entire semester without a textbook because they could not afford all of the textbooks for all of their courses. I am thrilled that I can now offer a course that does not burden students with the cost of a textbook. OER makes that possible.

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Below are a few screenshots of the ENG 100 OER course materials.

Screenshot of week 7's module

Screenshot of week 7’s module

Screenshot of ENG 100 Laulima site

Screenshot of ENG 100 Laulima site

Screenshot of the ENG 100 OER Instructor’s Guide

Screenshot of the ENG 100 OER Instructor’s Guide

Susan’s materials available for accessing, copying, re-mixing, and re-using, under the CC BY-NC-SA 4.0 license:

Please contact the Educational Media Center (EMC) if you’d like to set up an ENG 100 OER course site using Susan’s OER materials or if you’re interested in using OER materials or creating an OER course.

We can’t wait to hear how things turn out for Susan and her students next semester!

March 27, 2015
by Leanne Riseley
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Open Educational Resources Faculty Leader

jayne_screenJayne Bopp has been teaching SOC 100, Survey of Sociology with an Open Educational Textbook for the last two years.

This video highlights how Jayne got started using OER and the results she has experienced since she has adopted OER in her classroom. She also shares how students are grateful and appreciative at not having to spend so much money on a textbook.

The following is a special guest blog post by P. Jayne Bopp.

I’ve always been interested in making books affordable and accessible for my students.  However even when I worked with publishers to customize books the costs never seemed reasonable and students usually couldn’t sell them back.  Today publishers constantly update editions and the bookstore can only order the newest versions.  I didn’t like being forced to order a new version, especially when it hadn’t even been published yet. When I tried sticking with older editions it became apparent that not all students have access to Amazon and shipping for low costs books can often take several weeks.

The homogenization of information started to put me off as well.  I couldn’t help noticing that the introductory textbooks in my field, regardless of the publisher were virtually identical, even down to the chapter topics. I started to feel as if the textbook was a necessary evil.  Having a book was required to legitimize the class and a starting point for learning but I always made the information my own by adapting it to my teaching style and using examples from Hawaii.  I am also not interested in having publishing companies design, implement and grade my students’ assignments; I prefer a more hands on approach.

In the midst of experiencing these frustrations I remembered an email I had gotten a year earlier about free open source textbooks.  I dug it out and lo and behold Open Stax College had, among other things an excellent peer reviewed Introduction to Sociology textbook.  All I had to do was paste the URL into my syllabus and students could view the book online, download it and even print it for free.   I tested the book with online students over the summer and it was it hit.

Like any time we use a new textbook or redesign a course there is a lot of initial work however, its well worth it.  Students have access to the required course materials from day one and are enormously grateful for the free textbook.  There is a lot more accountability because students have no excuses for not having a book.  So far, with the help our Librarians I’ve managed to make four of my classes completely OER.   Now I don’t have to fill out those pesky book order forms each semester!  

 

PRLS 2015 logoIf you are interested in adopting OER in your course, sign up for PRLS 2015 this year! We have a track dedicated toward helping you to find no-cost, low-cost, and creative commons resources as replacements to costly commercial materials.

For more information: http://prls2015.weebly.com/track-details.html

March 9, 2015
by Leanne Riseley
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Culinary Students Use Google Docs to Share with Future Students and Employers

Ian Riseley

Ian Riseley

Ian Riseley, Associate Professor in Culinary, has been using Google Docs for the last three semesters to capture the student-created dishes served in The Pearl. The student menu is the capstone of the CULN 223 8-week module and is worth a significant portion of their grade.

The Student Menu Assignment asks students to create and prepare one or two dishes. The dishes must present well and show a degree of difficulty and creative flair. At the same time, students must keep in mind that they may have to produce their dishes for up to 30 people. The student menu rubric assesses the recipe, food order, production, as well as the dish itself. Ian finds that students spend a lot of time and effort working on their recipes.

Ian decided to start using Google Docs as a way to share information by:

1. Building a library of student-created dishes

Ian currently has a library of 34 student-created recipes.

To give the reader an idea, here is a sample of two student-created recipes.

Martin Max Bajet

Click to view recipe

 

Ashley Dias

Click to view recipe

Ian has found that the students go to his website to browse through the other students’ dishes for ideas as they are creating and working on their own dishes. Since the Google Docs are linked to a website, after the student graduates, he/she may still access and copy any of the recipes.

Ian finds that students take a huge amount of pride and ownership in their dishes and really enjoy sharing them with their classmates.

2. Creating a publicly viewable document that could be sent to a future employer

As part of the final assignment, students create a standardized recipe (which is done in many restaurants) so the dish can be produced exactly the same way, thus controlling quality and quantity.

As you saw in the above samples, each student creates a Google Doc with their recipe, their name, and a photograph of their dish. They create their Google Doc and share it publicly, which generates a sharable link. When the time comes for students to apply for a position, they can send the link to their future employer.

February 18, 2015
by Rachael Inake
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Dynamic Interaction with Writing Students and Assignment Management Using Google Docs, Doctopus, and Goobric

This is a special guest blog post by Eve Naia Tupper, ENG 100 Lecturer at Leeward CC.

“Google Docs was a great benefit especially for an online class. I found it useful that others (peers and/or professor) can add comments and that changes can be tracked on Google Docs.” – ENG 100 Student

How I Started

eve-profile

Eve Naia Tupper

I was hired in spring 2014 to teach online English 100 classes at Leeward CC. I originally began teaching English Composition in the late 1980’s for the Virginia Tech English department, and have lots of teaching experience, but this was the first time I’d be teaching online. I was especially interested in learning how to interact with my online students to help them revise their essay drafts.

I made many summertime visits to Leeward’s Educational Media Center (EMC) for assistance. I had previously met Rachael Inake, Educational Technologist at the EMC, when I took her Google Docs workshop at Windward CC during the HSI Gone Wild conference on March 7, 2014. I learned a bit about how Google Docs inspired cooperative writing, and wanted to know more about how I could use Google Docs in my ENG 100 online classes.

The Magic of Google Docs, Doctopus, and Goobric

Rachael used her expertise in Google Docs and Doctopus, a Google Sheets add-on app, to help me create an intensively interactive, highly-organized and efficient way to implement and manage essay assignments. I was intrigued by the potential to have a high level of student-to-student and student-to-instructor interaction using Google Docs for my ENG 100 essay assignments. I loved the concept that students’ drafts in Google Docs could be shared with me and the class, changes could be tracked, students could simultaneously provide evaluation feedback on each other’s drafts to use for revisions, I could comment on the students’ drafts, text chat with students online about their drafts, and grade and leave feedback on their docs using the assignment rubric via Goobric, a Google Chrome extension that works with Doctopus.

A student’s essay draft with comments using Google Documents. (Click to view larger.)

I learned, with Rachael’s kind and patient help and her excellent video tutorials, how to setup and use Doctopus. Doctopus is a free Google Sheets add-on that allows the instructor to mass-copy/create docs for each student (from a starter template Google Document the instructor creates), share docs automatically, monitor student progress, and manage grading and feedback for student projects. When I ran the Doctopus add-on, it made copies of my template doc I created for students’ essay draft assignment with necessary sharing permissions I chose in Doctopus (i.e. students can comment on each other’s), labeled each with the student’s name, course number, and assignment title, so that I would never again receive a “mystery essay” with missing information on top. It even created an organized folder structure in my Google Drive (see screenshot below) with necessary sharing permissions applied. The automated creation and sharing process saved a lot of time and prevented mistakes from having to do it manually for 40 students (two classes).

My Doctopus assignment folders for fall semester’s classes. (Click to view larger.)

For students’ final essay assignment, I created a similar template doc (like the draft doc), but this time I specified sharing permissions in Doctopus so that each student’s doc wasn’t shared with the entire class, but with just me and each student so I could give private feedback and his/her final grade for the essay. After I ran Doctopus to generate the assignment docs for each student, students copied and pasted the text from their draft doc into their final doc and made necessary edits for their final version. Doctopus has an “embargo” feature that allowed me to “lock” the students’ docs (which changes the sharing permission for them from “edit” to “view”) so no further edits could be made after the due date while I’m grading them. To grade, I used a free Google Chrome extension called “Goobric” to input my grading rubric that works together with Doctopus. It allowed me to input scores for each criterion and paste the completed rubric directly into each student’s doc.

Goobric (click to view larger)

Goobric (click to view larger)

Additionally, I shared the class’ drafts folder in Google Drive with the Leeward CC Writing Center, so that when online students call the Writing Center for help, the tutor and student can open the Google Document and chat on the phone and/or in the doc and edit the essay with ease.

Although I’ve used Google Docs, Doctopus, and Goobric for my online classes, it can definitely work well in face-to-face classes. Plus, students don’t need to have MS Word to do their assignments; Google Docs is free!

Students’ Comments

I can say that my fall semester with Google Docs has been a success, and my fall 2014 students had these comments:

“Google drive is very useful; especially it allows students to edit their drafts very easily.”

“I particularly enjoyed writing and getting feedback. I find myself writing reports, emails, letters daily at work- so it’s always nice to practice. Not just grammar, spelling and all those things but practice- how you write…Also, I have never used Google Docs, it’s a useful and effective program. It’s better than attaching a document to an email (which takes too much time). I would definitely use it again.”

“Another useful tool implemented in this course was the google docs.  It was extremely helpful to have a designated template for each step of each assignment in one easy to access spot.  This was the first time I had ever used Google docs as a part of an educational course, and I must admit that I did not immediately recognize the benefits of this tool.  It wasn’t long, however, before I came to appreciate the organization the Google docs provided.  Having drafts, peer evaluation results, and instructor feedback in one location was helpful when writing my final drafts as all of the information I needed to reference was located in one place”.

“Mastering Google Docs was a benefit for sure and a new skill I can add to my list. I did not know Google Docs existed before I was required to use it for this course. I even let my husband in on it and let’s just say we are both users of Google Docs. I never faced any problems with Google Docs. Everything worked just fine, thankfully.”

“Learning how to use Google documents is also a skill I have now acquired because of this course. In future courses it will help me if I need to use the Google documents.”

Collaboration with the Leeward CC Library

This spring, I am continuing with Doctopus and Google Docs, and am building on last semester’s work. This semester, the supportive and amazing Leeward CC Librarians Leah Gazan and Junie Hayashi are sharing a Google Doc in the Doctopus “Class Edit” folder (which gives students “edit” access to type on the doc) called Ask an LCC Librarian a Question!. This single document is shared by all of the ENG 100 students, myself, and the librarians. At any time, a student can type a question for the librarians on this Google Doc, and within 48 hours, the librarian can type the answer for all class members to see. This is a wonderful resource for ENG 100 students, who need to take the Library Information Literacy Exam and use the Leeward CC library databases to research and document their research findings MLA style in their papers.

Ask an LCC Librarian a Question Google Document. (Click to view larger.)

 


If you’re looking to get started with Google Docs, register for the “Google Docs Challenge” workshop on March 16 or 17, 2015. For help with Google Docs or Doctopus, contact Rachael at rinake@hawaii.edu.

February 9, 2015
by Rachael Inake
0 comments

Easy collaborative activity using Google Docs

dottie-sunio-profileDo you want to have a fun, easy and engaging activity in your classroom? Dottie Sunio, Lecturer, shares how she uses Google Docs in her two sections of ICS 100. Last month, she attended my Google Docs workshop at the HBEA conference. Since then, she was excited to incorporate what she learned into an extra credit Google Docs activity for her face-to-face ICS 100 classes, which also addresses the following SLOs: Utilize the basic features of computing applications to communicate effectively. Utilize online resources for research and communication.

Dottie’s activity (below) introduces students to using Google Docs and has them share and collaborate with a partner on the doc. Students discovered how to input text, pictures, links, and use the Research tool to search for an online resource and include the citation.

Click to view larger

Here is a team’s Google Doc that they created for the activity. (Screenshot below.) Dottie expressed that students loved the activity, especially the Research tool that creates citations automatically, the chat feature to text chat in the document, and the ability to download as a Word doc or PDF. She said students thought, “Google Docs is the best thing since ‘sliced bread’!” Later, Dottie used the comment feature to leave feedback for the students in their docs.

dottie-google-docs-activity-student-sample

Click to view larger

You can use this Google Docs activity by switching in your own topic for your classes. It works great to support team collaboration in the classroom or especially online when students can’t physically meet. The built-in chat and commenting tools make it easy to communicate and collaborate. Everyone with a UH account has access to Google Docs so there’s no reason not to use it. If you’re interested in learning more Google Docs to get you started, consider registering for the next Google Docs Challenge workshop on either Monday, March 16 or Tuesday, March 17. Eventbrite - Google Docs Challenge (Spring 2015)

Next up, Dottie is planning to use more Google tools. She plans to work with Librarian, Junie Hayashi, to use iPads and Google search tools to find information about system software. As the semester progresses students will also use the spreadsheet and presentation apps – Google Sheets and Slides. And they’ll end the term by creating a survey using Google Forms, sending it out to their classmates, and gathering the responses to turn in for credit.

January 26, 2015
by Rachael Inake
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Syllabi Makeovers

On Monday, January 5, 2015, several faculty participated in our Syllabus Starter and Makeover Challenge workshop where they:

  1. Accessed Curriculum Central to download their approved course outline.
  2. Created their visual course syllabus within the parameters of the approved course outline.
  3. Saved their syllabus as a PDF.
  4. Used the Laulima Syllabus tool to post their syllabus.
  5. Created a syllabus activity for their class(es).

visual-syllabus-creator-badgeSince then, three instructors – Cara Chang, Michael Cawdery, and Kale’a Silva – continued their efforts to successfully complete this workshop by making-over their syllabi into visual syllabi, creating and implementing a syllabus activity, and sharing it with us to share with the online community. They were awarded with the “Visual Syllabus Creator” badge. (These digital badges contain detailed information and evidence that can be used in their contract renewal or tenure/promotion dossiers.)

Cara Chang

Lecturer, English

Cara earned the “Visual Syllabus Creator” badge.

cara-chang-profileIn Cara’s made-over syllabus, she used different colors, pictures, and quotes to add meaning to her visual syllabus. She included photos and quotes taken from some of her course’s readings. Her syllabus also shows her personality and gives students a preview of her course. She even added a personal touch by including her own haiku to go along with a picture she took in her syllabus.

For Cara’s syllabus activity she divided students into groups and assigned each group a section on the syllabus to annotate and share back with the class. She also had her ENG 24 students take a syllabus quiz on the second day of class. She said that, “Students seemed to remember what was on the syllabus a little better and did better on the syllabus quiz than previous semesters. Students were also more engaged because they asked more questions about my syllabus. [They] seemed to like the different colors because some of them went on Laulima and printed out a color copy even though I had given them a black and white copy in class.”

This is Cara’s standard “before” syllabus for ENG 100 – Composition I.

Click to view PDF

Click to view PDF

And this is her made-over “visual” syllabus for ENG 100 using Michele Mahi’s visual syllabus document as a template.

cara-chang-visual-syllabus

Click to view PDF

Cara has graciously shared her Word (.docx) file for others to download as a template to modify for their own visual syllabus. To view all syllabus artifacts, click here.

Michael Cawdery

Assistant Professor, Education

Michael earned the “Visual Syllabus Creator” badge.

michael-cawdery-profileMichael condensed his 13-page standard syllabus into a 6-page visual syllabus that is more organized and meaningful. Information is “chunked” in parts for easier reading, colors are catchy, and relevant images and quotes add context.

For his syllabus activity, he did a scavenger hunt and exploration activity where he “jigsawed” the syllabus into parts and divided it up among small groups to review and then share back with the class.

This is Michael’s standard “before” syllabus for ED 285 – Introduction to Classroom Management.

Click to view PDF

And this is his made-over “visual” syllabus for ED 285 using Michele Mahi’s visual syllabus document as a template.

Click to view PDF

Click to view PDF

Michael has graciously shared his Word (.docx) file for others to download as a template to modify for their own visual syllabus. To view all syllabus artifacts, click here.

Kale’a Silva

Instructor, Education

Kale’a earned the “Visual Syllabus Creator” badge.

kalea-silva-profileKale’a made-over her syllabi by using colors and blocking of each section to make reading easier. She created hers in Google Slides to take advantage of easily creating and arranging blocks, textboxes, and inserting images with simple click-and-dragging.

For her syllabus activity, Kale’a did a syllabus hunt/group building activity where students were given five main questions regarding information in the syllabus, and answered questions in groups. She applied this to her course, teaching, by asking students to reflect on their schooling experiences and how teachers explain course requirements. They compared the activity they did in her class, to the traditional “read the entire document out loud” method. Students discussed the benefit of community building and cooperative learning to learn information. Kale’a commented that students liked the images, clip art, and quotes used in the new syllabus.

This is Kale’a’s standard “before” syllabus for ED 294 – Introduction to Multicultural Education.

kalea-silva-standard-syllabus

Click to view PDF

And this is her made-over “visual” syllabus for ED 294.

kalea-silva-visual-syllabus

Click to view PDF

Kale’a has graciously shared her Google Slides file for others to download as a template to modify for their own syllabus. To make a copy of Kale’a’s syllabus to use as a template for your own, follow these steps:

  1. Launch the Google Chrome Internet browser (because Chrome allows you to use a bunch of cool fonts in Google Slides) and log into your Google@UH account (Gmail or Drive).
  2. Click here to open Kale’a’s file in Google Slides and click on File > Make a copy.
  3. Name your file appropriately and edit in Google Slides as desired.
  4. When you’re done, to download it as a PDF file, click on File > Download as > PDF Document (.pdf).

To view all syllabus artifacts, click here.

Syllabus Artifacts

All syllabus artifacts can be viewed and downloaded here, where there is also a basic template available for copying to create your own visual syllabus. If you do make-over your syllabus and found our resources helpful, please submit yours to share too. Or if you’re interested in attending our Syllabus Starter and Makeover Challenge workshop next semester, please look out for the registration information in your email or in the “Week of Welcome” flyer.

 

The Syllabus Starter and Makeover Challenge workshop is a part of our Learning with Technology for Teaching > Starter Instructional Technologies series offered every semester.

November 20, 2014
by Brent Hirata
0 comments

Fall 2014 Teaching Excellence Program Celebration

“The biggest lesson I learned was that Leeward CC is a supportive and rich community of wonderful people and resources that empower us to be the best teachers we can be.” -FA 14 TEP Participant

We just wrapped up another great semester of  the Teaching Excellence Program (TEP).  The program is designed to help new faculty and lecturers at Leeward Community College. The program includes teaching, learning, and educational technology topics (classroom management, campus resources, learning styles, student projects, preparing for contract renewal, Laulima, Google Apps,  etc.).  On behalf of the TEP facilitators, the Innovations Center for Teaching and Learning and the Educational Media Center we would like to acknowledge the time, effort and dedication of our fall 2014 TEP participants!

15832198002_32a2aa9972_oLeanne Riseley (facilitator), Cindy Martin (facilitator), I-Chia Shih, Lisa Kodges, Daniela Dutra Elliott, Hardeep (Sunny) Kharbanda, Ann Inoshita, Michael Joyce, Carleen Yokotake (facilitator), Rebecca Page, Dalybeth Reasoner.
Missing: Eve Naia Tupper
Missing Facilitators: Brent Hirata, Rachael Inake, and Greg Walker

November 19, 2014
by Rachael Inake
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Fall 2014 Teaching Squares Reflections

Another happy semester of Teaching Squares at Leeward CC has ended! Teaching Squares offers faculty and staff the opportunity to meet other Leeward faculty and staff by grouping them in “squares” of three to four people. They visit each other’s classrooms or events (on campus or online) and share positive reflections with each other.

This semester’s participants commented that they liked meeting other faculty members from other divisions and learning a bit about others’ fields and methods of teaching. One participant commented, “I saw how important it is to relate what we’re teaching in class to the students’ life.” Another participant commented, “[I saw] ways to improve ‘tried and true’ exercises that might need some adjustment.”

Courtney Takabayashi, Square Chair for her group said that she and her Square Partners, Kristina and Dalybeth, enjoyed participating in Teaching Squares. Though they had seen each other around campus, they never had the opportunity to really talk and get to know each other. Thanks to Teaching Squares, they were able to visit each other’s classes and pick up valuable teaching tips. They all have plans to incorporate something they observed during Teaching Squares into their own classes.

Teaching Square LunchKristina, Courtney and Dalybeth sharing their reflections over a free lunch, compliments of the Teaching Squares program.

To learn more about Teaching Squares, visit the website: https://sites.google.com/a/hawaii.edu/teachingsquares/. If you’re interested in joining Teaching Squares next semester, you can register here. You will also receive several reminder emails next semester. I hope you join this fun program next semester!

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