TCC 2017 Worldwide Online Conference April 18-20

bert-kimura-2016-80By Bert Kimura
Co-coordinator: Annual TCC Worldwide Online Conference

Join us for the TCC 2017 Worldwide Online Conference, April 18-20: Changing to Learn, Learning to Change

L-R, Malcolm Brown, Veronica Diaz, Hannah Gerber, Kumiko Aoki, Peter Leong, Mikhail Fominykh

Enjoy keynote and special regional sessions by:

  • Drs. Malcolm Brown & Veronica Diaz, Educause Learning Initiative, USA
  • Dr. Hannah Gerber, Sam Houston State University, Texas, USA
  • Dr. Kumiko Aoki, Open University of Japan, Tokyo
  • Dr. Peter Leong, University of Hawaii, Honolulu, USA
  • Dr. Mikhail Fominykh, Molde University College, Norway

TCC is a three-day, entirely online conference for post-secondary faculty and staff worldwide with over 100 sessions that cover a wide-range of topics related to distance learning and emerging technologies for teaching and learning.

To register:

http://2017.tcconlineconference.org/registration/

Individuals participate in real-time sessions from the comfort of their workplace or home using a web browser to connect to individual sessions. All sessions are recorded for on-demand viewing.

For the current schedule of presentations and descriptions, see:

http://2017.tcconlineconference.org/program/

University of Hawaii faculty and staff: Special reduced rates are available. Contact Sharon Fowler <fowlers@hawaii.edu>.

We look forward to seeing you at TCC 2017.

TCC 2017 Free Pre-conference Mar 15 – Registration Deadline Mar 9

bert-kimura-2016-80By Bert Kimura
Co-coordinator: Annual TCC Worldwide Online Conference

Ahead of this year’s main conference, TCC 2017 is hosting a FREE special webinar, “A New Way of Looking at Apps,” featuring Lucy MacDonald.

lucy_macdonaldLucy will share experience gained through a MOOC delivered from Ireland to 3000 individuals. She learned about the pedagogy of using apps to benefit student learning. In this session, Lucy will demonstrate how the application, GeoSpike, was presented as a future way of looking at apps.

Date & time: March 15, 2:00 PM HAST (view other times)

Register: To participate, RSVP. Access information will be sent to you a few days prior to the event. This online session will be held in Blackboard Collaborate. Deadline to register, March 9.

For more info, go to our preconference site.

Presenter Lucy MacDonald: Technology Institute for Developmental Educators (TIDE), Texas State, San Marcos. Fellow of the Council of Learning Assistance and Developmental Education Associations (CLADEA).

REGISTER ALSO for the main conference, TCC 2017 Online Conference, 22nd edition, April 18-20, 2017. Go to our registration site.

TCC 2017 Online Conference coordinators: Bert Kimura, Curtis Ho & Sharon Fowler

OLC Innovate 2017 – April 5-7 New Orleans, Louisiana

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In April 2017, the Online Learning Consortium will host its second OLC Innovate conference in New Orleans, Louisiana. This conference was designed with attendees in mind, working to address the diverse professional development needs of the higher education community. As professional development needs vary from individual to individual, a variety of components were designed to take place within and beside the general conference and are intended to enhance and expand the traditional conference learning experience in meaningful, intentional, and networked ways. A few to explore:

  • The HBCU Affordable Learning Summit provides a forum for discussion and collaboration around making higher education more affordable for students. Attendees will work collaboratively to develop plans that they can take back and implement at their home institutions.
  • The Community College Summit is a half-day program facilitating discussion and sharing among faculty and practitioners in the community college space. A shared, iterative document will be created, allowing participants to reflect and create new knowledge.
  • The Solution Design Summit brings together teams from a variety of institutions to work together with conference attendees on creating interdisciplinary solutions to institutional challenges.
  • The Innovation Lab offers a hands-on, open space for pedagogical experimentation, design thinking, and experimentation. Demos, reflection exercises, and the inaugural “Whose Design Is It Anyway” competition all offer a fun break for the engaged and often overwhelmed conference mind.
  • Defining Innovation – An Interactive Installation is an experimental innovation space, aiming to re-think how we share and leverage information in higher educational contexts.

As engagement chair of the OLC Innovate conference, I invite you to reach out to me and share what your favorite conference experience has been. Are you planning to attend OLC Innovate, and are you looking to get involved, volunteer? Or do you need assistance and recommendations? Email me at jlknott@gmail.com

For more information about OLC Innovate 2017, visit https://onlinelearningconsortium.org/innovate/.

Children Need More Than Apps in the Classroom

marie-merouze-80By Marie Merouze
CEO/Founder of Marbotic

Our teachers are no strangers to technology with laptops, tablets and projection devices infiltrating the classroom. As technology is increasingly relied on in the classroom, teachers and students are as connected as ever to digital devices. It’s been proven that this digital connectivity is one of our most valuable resources in providing high-quality learning experiences for students.

When employed in the right manner, edtech applications can facilitate interactivity, content personalization, immediate feedback, and motivation for students of all ages. Thus, a large majority of teachers confirm that ed tech in the classroom allows for a more hands-on learning experience.

marbotic

With the current abundance of tablets and smartphones, kids today are constantly inundated with apps and how to use them. A recent report suggests that kids are using apps for at least three hours or more each day, which totals six and a half weeks per year.  Continue reading

QR Codes — Mystery Solved

Lynn ZimmermannBy Lynn Zimmerman
Associate Editor
Editor, Teacher Education

QR codes have always been a mystery to me. They are in a variety of places, and I know that one is supposed to scan them. I even downloaded a QR app to my iPhone. However, until I read Nik Peachey’s “20 + Things You Can Do with QR Codes in Your School” (9/25/15) on Nik’s Learning Technology Blog, I didn’t have a clear idea of what they were and why I’d want to use them in my personal or professional life.

Example of a QR code.

Example of a QR code.

First, I learned that QR stands for “quick response.” The purpose is “to  transfer various types of digital content onto a mobile device in seconds without having to type any URLs.” Peachey goes on to explain that to use them in the classroom you need two tools, something to create the code and something to read the code. He provides a couple of links for each and a video about how to create QR codes. He assures the reader that they are easy to use and any teacher will find them transformative in the classroom. That’s quite a claim.

What can teachers, students, and schools do with QR codes? Peachy says that, in the classroom, students can download homework assignments, notes, worksheets, etc. all directly onto their mobile devices. The school can use QR codes to link to welcome videos, photos of events, events and schedules, and newsletters to name a few. In the library or a self-access center, students can link to YouTube videos, digital books, and online activities. He also suggests that a QR code can also be useful for marketing. Put one on brochures and promotional materials. “Create a QR code with a link to a Google map showing the location of the school and add this to marketing materials to help people find the school.”

Finally, Peachey writes that while getting familiar and comfortable with QR codes may take staff and students some time, it will pay off in the end. A few of the benefits he lists are:

  • Reduced copying and printing costs
  • Reduced cost of purchasing and storing print materials, as well as cds and dvds
  • Increased engagement with materials
  • Creation of a “21st century mobile friendly learning environment”

I am going to try to pay more attention to QR codes around me and see how transformative I find them. What about you? Do you use them? What do you think about Peachey’s claim?

A Successful Public Health MOOC: Interview with Dr. Satesh Bidaisee

Jim ShimabukuroBy Jim Shimabukuro
Editor

One Health, One Medicine: An Ecosystem Approach was a five-week public health MOOC offered by Dr. Satesh Bidaisee1 at St. George’s University, Grenada, in summer 2016. The course attracted 582 students from all over the world and was especially popular with students from the Caribbean, United States, and even Sub-Saharan Africa and Europe.

Among the 582 who enrolled, participants, or “students who took at least one graded activity in the course,” numbered 98, which is 17% of the total enrolled. Of the 98 participants, 52 completed the course. Completion is defined as achieving “at least a 50% in the course, which required them to get full participation and quiz credit and at least one additional exercise (case or presentation).”

Calculated in this way, the completion rate among participants was 53%, four times the rate in previous years. Of the 50 students who completed the survey, 98% rated their overall experience in the course as good or excellent. To the question “Would you be interested in pursuing a degree from St. Goerge’s University?”, 82% answered yes. Of this number, 30% preferred online courses, 16% preferred on-campus classes, and the remaining 36% had no preference either way.

Dr. Satesh Bidaisee, St. George's University, Grenada.

Dr. Satesh Bidaisee, St. George’s University, Grenada.

ETC: How would you explain the high rate of completion for your MOOC?
Bidaisee: The key factors were: (1) A user-friendly online course management system, SGUx, which is built on the EdX platform. (2) Accessible course team. (3) Interactions with students through live seminars, live office hours, discussion blogs, Twitter communication. (3) Case study reviews, peer-review evaluation of student-produced seminars. (4) Focused course topic and content on One Health, One Medicine.  Continue reading

How Can Technology Enhance Language Learning?

Lynn ZimmermannBy Lynn Zimmerman
Associate Editor
Editor, Teacher Education

Second language acquisition as a body of research looks at various aspects of learning and teaching languages other than one’s native language. Most people probably think of this as foreign language teaching and learning. Because of the complexity of language learning and teaching, this field of research covers a wide range of issues from the order in which learners acquire grammar and vocabulary in the language they are studying to what the most effective teaching methods and strategies are. As learners and teachers alike seek more effective and efficient ways to teach and learn languages, technology use has grown.

Perhaps technology use for language learning began back when people used record players to listen to and repeat what was on a record. In the 21st century, the opportunities for using technology has grown enormously, ranging from podcasts you can download to interactive activities on the Internet where you can practice all aspects of a language.  These activities range from short texts to read and answer questions about to full-length courses taught over the web. With mobile technology, learning apps enable the learner to study anywhere, anytime. Each of these types of technology-assisted language learning comes with its own strengths and challenges for the learner and the developer.

In his blogpost, “How could SLA research inform EdTech?,” Scott Thornby suggests that the developer or user needs to ask some questions based on second language research about how an application may fit into the language learning process to determine its effectiveness for learners’ specific needs. He lays out what he calls 10 “observations” from second language research. Then he formulated questions, related to each observation, which ask how technology can enhance language learning. His questions focus on how adaptive the software is to different types of learners and to an individual learner’s history as well as how it addresses the complexity of the language. Thornby also suggests asking how well it gives opportunities for meaningful input and output as well as how well it provides feedback.

However, in the long run, I think the most important question he poses is “Is the software sufficiently engaging/motivating to increase the likelihood of sustained and repeated use?” After all, no matter how good it is from a pedagogical standpoint, if the software doesn’t engage the learners, it will gather dust on the virtual “shelf” as surely as those records from days past have gathered dust on people’s bookshelves.