For as long as I’ve been interested in mobile learning, I’ve been on the lookout for apps that allow instructors to use mobile devices to structure student learning experiences outside of the classroom. Maybe you want students to go the Art Institute, look at three paintings in person and answer questions about them. Maybe you want students to visit seven buildings downtown with different architectural styles. Maybe you want students to go to the Bird and Butterfly Sanctuary and take pictures of migratory birds. Or maybe you want students to visit a few different ethnic neighborhoods, and you just want verification that they actually went.
Digital story telling is an instructional practice that is used to tell stories by using computer-based tools. For example, individuals or groups may tell a story by using a variety of multimedia such as audio, graphics, voice, text, and video. For centuries, many people have learned messages from stories that were either passed down orally or written in a book. We now live in such a technological advanced society that learners can now comprehend an intended message by using technological products of the 21st century.
The Central Support Team at FITS offers one-on-one appointments for faculty and staff as a D2L training option. We offer face-to-face appointments and online appointments where we meet faculty and staff via Zoom, a video conferencing platform. These 30-minute or 60-minute appointments are booked online, via the FITS website.
The Central Team has been offering one-on-one appointments since I started at FITS a few years ago, and the process of managing these appointments—especially as the Central Team grows, and we bring in graduate assistants to help out with the appointments—is something we are frequently revising and hoping to streamline.
As a part of that constant revision, we adopted a new online booking system, 10to8, about a year ago. I want to briefly review that system for you, and explain our motivations for choosing it in the first place. Then I’ll share some other (hopefully) helpful tidbits we have learned along the way. (Unfortunately, some were learned the hard way.)
In August, I posted the first of this “Tried and True Technologies” series. That post focused on how you can use mail merging in Word to make life a little easier. This time around, I figured we should just go for a big one: Google.
Google has a ton of apps—not just Mail, Docs, and Sheets either. They have a full repertoire of tools, called the “G Suite.” From this suite, there are two tools that I love and find incredibly easy to use. In this post, I’ll cover the first tool: Google Keep.
I’ve always loved Rube Goldberg’s drawings. They lent a certain sense of the absurd to everyday tasks, creating a ridiculously complicated machine to handle something most of us could do without even thinking about it. Like many young people, I also delighted in building machines similar to Goldberg’s, using every toy at my disposal to produce something that, let’s be honest, may have been more satisfying to design and build than to actually deploy most of the time. A few hours’ work for ten seconds of payoff? Not a big deal, when you’re a kid.
In 2017, consumers were frequently on the receiving end of bad news: Wells Fargo continued to grapple with the fallout from fake accounts. Equifax compromised data. Apple slowed down phones.
And to kick off 2018, there are vulnerabilities in computer chips that will affect “almost all computers, servers, cloud operating systems, and cellphones made in the past two decades.” Disheartening, no?
I’ve been thinking about the nomenclature employed in this case. Calling the two vulnerabilities “Spectre” and “Meltdown” accomplishes a couple things. Taken together, the names seem appropriately technology-adjacent, but I was most interested in Spectre, which evokes something elusive, ghostlike, and therefore understandably difficult to detect—which explains how the vulnerability went undiscovered for more than 20 years.
Since it’s the holiday season, and I’m fresh out of deep, pedagogically significant ideas to post, I’m offering this letter-to-Santa missive as my final contribution of the year.
I know it’s a busy time of year for you, what with bringing toys and goodies to all the faculty and instructional designers that beavered all year to make online and hybrid learning effective, efficient, and enjoyable, but I have a few things to ask of you.
Lately I have been doing a lot of walking and have used that time to catch up on a number of podcasts, including a recent episode of the TED Radio Hour titled Rethinking School. A couple of things in this episode really caught my attention and made me think about what we are doing here at DePaul—and how perhaps we can rethink our own practices.
“What if they find out who I really am?”
Every quarter, I meet a new group of (mostly) freshmen students in my First Year Writing courses, and every quarter, there’s one conversation I can’t wait to have. I always make sure that we have a discussion of “Discourse Communities” and what it means to become a “professional” within any of the fields the students might be studying.
As educators, we should always be looking to meet the needs of accommodating various learning styles. Often times, as instructors we tend to be creatures of habit, using the same content over and over again. Instructors should be open to using and selecting the appropriate tool that will help students achieve the learning objective. I recently had an instructor that wanted more information or training about how to select the best tool for a particular learning style. I imagine other instructors would have this same question. So here goes. Continue reading