Submitted by E. Andre Thorn, Ph.D., Multicultural Center Director ~
First of all, I want to thank Whitney Brown and Samantha Holtshouser for their guidance, leadership in creating an inclusive and welcoming environment for having this conversation. I view this as an initial conversation that will lead to on-going conversations as we increase the number of stakeholders in the exciting work we know as diversity and student success at UAA.
It should be noted that this discussion is relevant and consistent with many of our stated Student Affairs Vison, Values and Core Themes including:
Embracing effective and inclusive uses of technology to ensure access, simplification of processes, and enhanced services for students and staff
Accountability: Establishing and completing goals, measuring outcomes, and serving as a model of responsibility for our community.
Respect: Being open to other people’s values by listening, caring, and interacting with everyone in an equitable, open, and honest manner.
Integrity: Accountable for decisions and actions, which are transparent, honest, and consistent
Commitment: Demonstrated by a responsive approach to student success, dedicated service, and hard work
Compassion: Provide a welcoming, empathetic environment, kindness, concern, and encouragement to all members of our community
Inclusion: Involve, appreciate, and respect people with a wide range of differences and similarities
Student Learning & Success: Promote scholarship, engagement, and leadership; foster a sense of belonging; and recognize the achievements of our diverse and multicultural student body.
Student Centeredness: Develop and deliver collaborative programs and services to meet needs and interests identified by UAA's diverse and multicultural student body, which improve access, retention, engagement, persistence and completion.
Specific data points were presented to participants that highlighted the UAA 6-year graduation rate, disaggregated by race and ethnicity. This illuminated some “gaps” in student success that sparked some discussion. Also, 2nd year retention data (disaggregated by race and ethnicity, of course) was presented for a multi-year viewpoint which also revealed some dramatic differences over time.
As we discussed possible causes and barriers to success of all students, we concluded by harvesting the following suggestions were harvested from the group. I do hope to continue the interest and dialogue as we plan a new course for “fixing what is broken” with respect to diverse student access, retention and success at UAA. Please join me in discussing the possibilities.
New admissions standards and meaningful pathways for entry
Work with the State of Alaska to create more scholarship opportunities
Require financial literacy and payment planning
Improved outreach to community/schools to improve students’ preparedness and preparation for success
Streamline reporting structures with faculty
Keeping a student perspective: understanding what our students live through and challenge/empower them
Faculty and Student Affairs isolation and lack of communication
Rethink how we define success and who is responsible for retaining and graduating students
Leverage grant writing opportunities
Have a climate survey on sexual misconduct and create a campus free of sexual assault
Centralizing Services: Everyone owns all student success
Earlier college and career advising: ASD, UAA and Government
Student Success is everyone’s business at UAA
Waive the orientation fee: Cover it with student fees or pursue other avenues to cover payment
Have mandatory first-year experience class for all students
Include mandatory financial advising within first year student contact: include mandatory advising and orientation
Collaboration up, down and lateral
Collaborations to build earlier foundations
Involve families in the process
Every student have a faculty, staff and peer mentor connection when they start UAA: MAP-works or Technology
Staff Development; Diversity in AK context; attend student diversity events
Exposure can change perceptions-Powerful
Hear their stories
Say no to barriers-break down silos…Support one another & their efforts
Clear career pathways through degree to show value of degree-community, CSC, Colleges
UAA financial aid programs that support diversity and reward achievement
Recognize value of education starts at home, involve parents, siblings, you, old, employers, everyone
Work with the school districts on better preparing students
More tutoring resources at the university
Affordable prep options for classes
As an open enrollment institution, offer greater preparatory support for prep classes, greater financial aid opportunities for prep classes, etc.
Mandatory financial aid counseling for first time, degree-seekers by entry
Diverse program staff
Increase programs and strengthen programs in the high school…the high school graduations rates reflect the college
First year live-on requirement
Mandatory advising every semester
Create a one-stop shop on campus for student services
All UAA employees should be mentors
Mandatory financial literacy programs for entering students
Submitted by Sam Holtshouser, Commuter Student Services Coordinator ~ As we begin the new semester, I would like to bring us back to the beginning of the academic year when we explored our identity in many capacities for our first Shared Grounds event. Andrea’ Alexander and myself had the pleasure of hosting many engaged student affairs professionals as we dove into conversations about pride, perceptions and relationships. There are many great insights that arose from the below questions.
What are the perceptions of UAA Students Affairs to outside individuals, groups and the community? (Bold font indicates themes raised by two or more groups.)
Student-centered: Student Affairs is secondary to the student at the university
Student Affairs is about quality
Student Affairs is accessible
We are respected in the community
We are not realistic, we dream big
Progressive vs. traditional, there is a disconnect
Talented. Excellent Rep. A high level of respect for student affairs
We are a great school for veterans
We are physically disjointed. Main Campus and the UC
People on the street may not know what Student Affairs does. Who? Huh? We need to take responsibility to be representatives of the university.
Headlines shape outside views
Success and Support
Separation of Academic and Student Affairs with lack of understanding
Forms & Stuff
Foundation for Academic Success
Partnerships that create success for students
Supporting the academic side
Experts in field
How do these perceptions align with or relate to our core themes within Student Affairs?
Getting students started and keeping them going, speak directly to our students needs
It is a life journey not just an educational journey for our students
University & Community Partnerships
New Student Union – All SA coming together
We are Student Affairs
We are connected to our community
Student, Staff & Faculty Well-being
We care for the whole student
Student Learning & Success
Advance the Profession
Nontraditional is the new traditional
Our ability to be proactive regarding reporting
Solving problems and changing the world
The conversations were rich jumping-off points to continued conversations in future Shared Grounds throughout the semester: exploring how we grow as professionals, appreciate our student diversity and engage in self-care. These topics help shape our identity, our brand as UAA Student Affairs. During this Shared Grounds there were wonderful accolades of how UAA Student Affairs puts our students first, understands the needs of our student population and truly cares about each student’s success at UAA. There were also expressions of a lack of understanding as to what exactly we do as UAA Student Affairs. We asked about perceptions at this Shared Grounds event with the intent to understand our identity from many angles.
After hosting this Shared Grounds and listening to conversations that followed: How can we as UAA Student Affairs better tell our story to others outside of Student Affairs and foster understanding across all levels (to academic affairs, our students, parents, stakeholders, the community, etc.)? What makes you proud to be a Seawolf within UAA Student Affairs (share your pride)!?
Submitted by Kristin Bogue, Sr. Professional Advisor and Whitney Brown, Coordinator of Assessment ~ Don’t let the dark and cold winter months bring you down. Let us help you focus on the spirit, mind, and body to feel refreshed and rejuvenated. Back in December, we paused in conversation to explore the eight dimensions of wellness to support everyone feeling balanced and ready to enjoy the holiday break. We explored what ideal wellness looks like and how we support peace and wholeness among ourselves. Barriers to self-care were shared among colleagues and through a holiday fun activity we practiced incorporating the eight dimensions of wellness to inspire the quality of life desired.
As defined by the National Wellness Institute wellness is an active process through which people become aware of, and making choice toward, a more successful existence.
Applying a wellness approach can be useful as a pathway to optimal living and helping people achieve their full potential. Consider the following to reflect within yourselves and among colleagues about the interconnectedness of each dimension and how they contribute to your healthy living.
Can you identify the 8 dimensions of wellness and the roles they play in helping people achieve their full potential?
Consider what is missing from your current wellness plan.
How do we support each other to have this balance across all 8 dimensions?
VoiceThread has become a valuable tool for online courses here at UAA. Some of the things that we have learned using this tool are listed below:
For graded VoiceThread assignments use the VoiceThread UAA tool and select "enable evaluation" to create the associated grade center column.
VoiceThread can be used for creating very editable online course lectures by using VoiceThread UAA and selecting "Watch VoiceThread." and loading your lecture slides or images into the VoiceThread slides, and voice over each slide individually.
If you use VoiceThread for online course lectures it is easy to modify, add and edit the lectures after the fact.
VoiceThread can upload multiple types of media, Web Video, Web Cam pictures, Powerpoint slides, Images from your computer and images from other VoiceThreads, Khan Academy Video, flickr images, and New York Public Library.
When creating the assignment link in VoiceThread, do not use more than one simple sentence of instruction in the Blackboard text box. You can add more detailed assignment instructions in the VoiceThread itself.
Both Blackboard and VoiceThread work best in the Google Chrome or Mozilla Firefox browsers. VoiceThread does not work well or at all in the Safari browser on a MAC.
MAC users may need to update their Flash Player to view VoiceThread correctly.
VoiceThread will ask, in any environment when trying to use microphone and video, to allow access to the microphone and/or video before being able to use those tools, select ALLOW to participate.
When students use VoiceThread to comment and participate in the discussion assignment they must both create and save the comment and finalize the assignment by clicking the blue SUBMIT Assignment button.
Sign into YouTube and go to the creator studio. Once in there select the video you want to edit the closed captions.
Once opened, you'll see the menu bar shown in the image below.
Select the CC button below your video to open up the Closed Captioning options. Once opened you'll have to select a language in a dialog box select English. After you select English, you'll see the English(automatic) button, click on that.
You'll now be able to see all the Captions that are in the video and you'll see and edit option which will prompt a popup that asks if you want to overwrite the existing subtitles, select overwrite. After that you'll be able select through each caption in the correct time and edit them by simply clicking on the text box and typing in the correct wording. Once you have fixed the wording issues in the captioning simply hit the publish edits option and you will now have updated, correct Closed Captioning in your YouTube videos.
If you are teaching in higher education chances are you will have students enrolled in your courses that have a disability. Disabilities in the higher education population range from post traumatic stress syndrome (PTSD) to developmental disabilities that a student may have been diagnosed with since birth, students on the autism spectrum and Down's syndrome are just the tip of the iceberg when it comes to what students may be experiencing as a student in your courses.
Who is Responsible for What?
The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities, and transportation. What this means for the faculty and administration of the university system is that we are responsible for ensuring that students with disabilities have access to our physical campus, online materials and course content following the standard of the ADA. In the graphic below we have broken down the roles of the faculty, student services and faculty services:
The university is responsible to supply accessibility statements for all supported software. UAA's supported software information is located under UAA IT Services. This page lists the accessibility statements for all software licensed for use for students, staff and faculty. This list includes the UAA website, Blackboard Learn and Blackboard Collaborate and the eWolf ePortfolio. UAA's Disability Support Services department is your student liaison group, they assist students who register with them in using assistive technologies, proctoring tests in the DSS lab, and assisting students in how to be successful in their college courses.
As faculty we are responsible for any additional content we choose to add to our online environment. Any materials we link too, create or add in the online environment need to be saved as accessible content. The good thing this is not a difficult process if we think about it from the beginning of our design or redesign process. Also once a document is saved as accessible it can be used over and over in that format, an example would be your instructions for the course final project, if you reuse this each semester, once you format and save it you can reuse it without worry.
For faculty Academic Innovations & eLearning has created instruction sets to assist you in using best accessibility practices when creating content to be shared in your online course environment broken down into three main types of faculty created content: (select the links below to access the instruction sets)
electronic documents, e.g. course syllabus, instruction sets, assignment descriptions
video content, e.g., video messages and/or recorded course lectures
publisher or outside media, e.g., publisher materials that enhance the text, video or library licensed resources
It is also good to note that any outside media or resources from the library or publisher must also be accessible, most companies and publishers already address this issue, but it is always good to review the materials before the students view them so you know what the student experience will be.
If you would like additional training or assistance with creating accessible online content please contact:
The course syllabus is the most valuable document you will share with your students. It contains the core information about your course, what is required of the students to participate in the learning experience and how the students will be evaluated.
The syllabus is also the vehicle for important student information from rights and responsibilities to what type of technologies are needed to navigate the course material. This tip sheet was created to assist you in updating your current course syllabus to be more efficient for your online or hybrid course and guide you to additional information on how to modify your syllabi into a document that is connected to learning.
Online syllabi need to include specific information regarding access, technology and communication, that may not be included in your traditional course syllabi.
A general college course syllabus may list the following:
Course Meeting Information
Course Learning Activities (Assignment Type List)
Class Attendance and Make Up Policy
Course Completion Information
Assessment of Learning (Grading System)
University Required Information
Assignment Calendar/Class Schedule
These items are important for all syllabi, below the list has been updated with the integral items for an online course at UAA;
Online Course Meeting Information
Synchronous using BB Collaborate and detailed communication plan?
Asynchronous with detailed communication plan?
Course Learning Activities (Assignment Type List)
Academic Technology Requirements needed to access and complete the course requirements
Blackboard Learn 9.1, Blackboard Collaborate, Google Apps for Education, VoiceThread, Access to Publisher Web materials, etc.
Online Class Attendance and Make Up Policy
Blackboard Collaborate Online Sessions Required?
Expected course contact hours to complete the asynchronous course
Course Completion Information
Online Testing? Proctored Exams?
Assessment of Learning (Grading System)
Academic Technologies used for student submission?
Submitting assignments in Blackboard
Use of Discussion Boards, Blogs or other tools within Blackboard
Rules for online discussions and other course communications
University Required Information
UAA Infomation Technology (IT) Services
UAA Disabilitiy Support Services
Title IX Policy
Academic Dishonesty Policy
Cancelled Classes/UAA Alert Systems
eLearning Distance Student Services Office
Assignment Calendar/Class Schedule
There are other valuable items that can be added based on your course content and degree program requirements, so please don't use this as the end all list, as the course department or college may have information they suggest or require be added to your syllabi.
Academic Innovations & eLearning Instructional Designers have pulled together this eLearning Syllabus Template that you may want to use as a guide. Please remember to double check online URL links each semester to make sure they are still current.
Also note there can be more to a syllabus than a list of resource information, for more information and guidance on creating a learning centered syllabus check with The Center for Advancing Faculty Excellence (CAFE) for upcoming training's or consultation on more ways to improve your course syllabus.
Do students have to have an @alaska.edu email or will any gmail mail account do? What if they are not a student at KPC or UAA? Can you still enroll them? Or send the code for them to access the google classroom?
This has been absolutely the most frustrating aspect! Attempting to post an embedded video into this little post. I even zipped the file to reduce size. I am beginning to think I do not have time to complete this and can see why students up against a deadline choose to do the bare minimum when faced with technology inclined to be perverse.
Preparing for a Collaborate session is much like preparing for a face-to-face class: develop your lesson plan, gather your materials, arrive before class begins, etc. The ideas are the same - and the look is different. This checklist helps with those differences. You may not use all the items on the list.
Create the Collaborate session in Blackboard Learn if you haven’t already.
Plug your headset into your computer.
Enter the session 30 minutes before your class begins.
Set your connection speed when you first enter your session.
Go through the Audio Setup Wizard to ensure your microphone and speakers are working (Tools >Audio>Audio Setup Wizard).
Open any web sites or applications you will need for the session.
Prepare a list of additional web sites to view in a separate text document for easy access.
Load your content, i.e. PowerPoint presentations, whiteboards or image files, into the session’s whiteboard. Note: if you leave the session before class starts, all your prepared content will go away.
Go to the first slide in your presentation and ensure that "Follow Moderator" is checked.
If working with a co-moderator, give them moderator privileges when they join the session. (Hover mouse over their name; click on the bars to the right; select Give Moderator Privileges.
Create formal breakout rooms and load content if required. (Tools > Break Out Rooms > Create Break Out Rooms)
Go to Tools > Breakout Rooms and check allow participants to move themselves to breakout rooms if you structure your class that way.
Go to Tools > Profiles > Show Profiles of and select everyone so that your students can see all the profiles
Set the timer (in the info button above the whiteboard) so that you and your students will get a reminder when class starts.
At the start of class, turn on the recording, if you wish to create an archive.
If you have more questions about conducting Collaborate, contact the UAA Call Center, 907-786-4646 or 877-633-3888, option 1.
Revised Summer 2016. Revised spring 2015. Checklist modified from Elluminate’s “Presenting Online” document.
Pokèmon Go fever has swept the nation. It seems you can't go anywhere right now without seeing crowds of people with faces to phone looking at something you can't see. Welcome to the world of augmented reality. Augmented reality, or AR, is a live view of the real world that is supplemented or overlaid with computer generated content. This is different than Virtual Reality (VR), which is a 3D simulation created by a computer generated environment. While AR is not new, with the release of Pokèmon Go it seems to have finally hit the mainstream media and captivated millions of people. So the question is, "How can we, as educators, use AR in our classrooms?"
To me, the best thing about Pokèmon Go is that it forces us to connect with the world around us in order to play. You have to go out and move to visit the Pokè Stops and Gyms scattered around your city. As an educator, my goal is to connect my students to the real world. To bring the classroom, albeit physical or online, to life with real world experiences. To demonstrate how the information we are discussing in class is relevant to students. With so many Pokè Stop at cultural or civic locations, it's not hard to find a few around your area as examples of topics for classroom discussions. Without being heavy-handed this forces students to connect content with their immediate surroundings. Studying geology? Create a Pokè Tour to send students to a river to study the rock bed. Studying Communication? How about a trip downtown to see how the local museum prints their informational brochures. History? Visit the local historical monuments. So while Pokèmon Go might be a game, there is no end to how we can take advantage of its popularity and supplemental information to enhance the learning process. To get you started I created a UAA Pokèmon Go campus map.
However, AR is much bigger than Pokèmon Go. The list below provides just a sampling of other tools that you can find and incorporate into the learning experience.
Layar - create your own AR using your own images and tools. My favorite use of this tool is on posters to allow visitors an enriched viewing experience.
StarWalk - view the exact position stars in the sky above you.
Anatomy 4D - bring the anatomy of the human body to life before your eyes.
Google Translate - use the mobile app (iOS and Android) to translate the world around you.
While working at UAA you will have a Google account that is accessible for email, Google Drive storage, as well as use of their apps. This includes YouTube. With a YouTube account, you can create a channel on their site to store you videos and share them as well.
Navigate to YouTube (www.youtube.com)
click on the top right icon to sign in (image below)
Once you log into your google account using your firstname.lastname@example.org, you will be asked to create a channel. Select yes and you'll be sent back to the home page with these options at the top right of the page. Select Upload to start adding your videos to YouTube's server.
On this page you have the ability to drag and drop your videos onto this screen or browse your computer to where you have your videos stored. Once your video has started uploading you will see a progress bar and a few options. The most important is how you want your video to be viewed. You'll see in the image below, I have selected, 'Unlisted'. Your three options are, Public which means anyone on the web can go and search for your video and view it, second is Unlisted which means only people you share the link will be able to view it, and finally Private meaning you (the uploader/ower of the channel) will be the only person that can see the video.
*Most often you'll select the Unlisted option when sharing your videos in the BlackBoard environment.
Once your video is uploaded and you selected your options, click on the person icon at the top right of the site and select Creator Studio.
This will open the back end of YouTube's storage setting, analytics, editing tools and other options. Select the Video Manager tab and select which video you want to share from the list of videos you have currently uploaded.
Once you click on the video you'd like to share, scroll under the video to view the share options. Select the share button and Embed, this opens a string of HTML code that you need to right click and copy.
Last step is to leave YouTube and navigate to the course in Blackboard you want to add this video to. Create an 'Item' in the content area you want this video to be housed and this will open the image you see below. Select the small HTML button in the text editor box and paste in the Embed code you copied from YouTube into the pop up box that appears after selecting 'HTML'. Once you paste in that code and select the 'Update' button on that pop up and then the 'Submit' button on the item you created you'll be able to go back to your content section and view that embedded video right within the BlackBoard Shell.
I've enjoyed this week of Engaged Workshops with Sarah, James and Claudia. These workshops are an excellent way to learn about Course Design, Office 365 and Google Apps. I highly recommend these workshops to faculty and staff in the future. There is so much to learn, and they are so encouraging about being there for us every step of the way. I will not be a stranger to the ETT Department, and I do plan on asking for your expertise in the future. Students will benefit from what I have learned from all of you on all three tracks. Thank you for your patience and your positive energizing motivators to keep us moving forward. This summer I plan on becoming more familiar with the resources you have given us, and I'm excited about using what I have learned in my NETS workshop in the fall.
Great job everyone! So great to see everyone so engaged and motivated! I had a great time getting to know you all!
We awarded you all a final "KPC Engage" Badge! If you want to display it on social media or any online areas, you can follow the prompts to accept it and save it in Credly and have more social sharing functionality.
Thanks again for a great learning experience! Enjoy this weather!
I enjoyed exploring course design, Google Apps, Office 365, and getting to know everyone this week. For those interested, here is a video overview of Office 365. To jump to a particular section, click the dropdown in the upper left of the video player.
The Google Apps Workshop provided a quick look at many Google Apps that have the potential to enhance the 'learning community' in both the F2F and online portions of the writing classes I teach so the two apps I have chosen to weave into the framework of these writing classes are Google Calendar and Google Docs.
The reason I chose these two apps to incorporate into the framework of my courses is twofold: (1) students will have access to the Calendar in order to keep informed of deadlines and scheduled events; and (2) students will have access to Google Docs where they can enhance their writing skills through collaboration and peer reviewing.
As I further my quest to seamlessly weave these 'OogleGoogle Apps' into my writing courses, I realize that I will need some additional assistance from my mentors. I have much to learn as I have just touched 'the tip of the iceberg' so to speak! Thank you for the introduction to the world of GOOGLE!
Walk out of my office at lunch and this is what I experience. Every year (and it has been a decade!) it takes my breath away and inspires me to keep going. I love learning, advising and being here. It is a treasure and I am honored to be a caretaker.
So here is a quick tip. If you are recording presentations in a tool like Camtasia and you have the ability to record both the microphone and the system audio (in order to record audio as well as your voice when you are recording an embedded video in your lecture) your file size will increase exponentially.
A recorded Prezi of less than two minutes that used embedded video with sound resulted in a 22 MB file. A five minute Slides presentation that only used voice from a mic and some animations resulted in a file that was only 10 MB.
File size can be a big deal if you are sharing it with an online community. The recorded Prezi is too large to post on this Engage site.
There is a free version of Screencast-o-matic and a Pro version that UAA has licensing for. Free version can be found HERE for anyone interested.
(if you are a UAA employee and want the Pro version please contact and Academic Innovations and eLearning front desk)
Once the software is installed on your computer, launch it and you will see this opening screen with previous recordings and a few options at the top right of the screen.
This is where Screencast-o-Matic will save your videos as you create them for later use and editing. When your ready to record your screen select the red Record button at the top right. This will minimize the black folder screen and open the SOM marque you can see in the image below with the following settings before you start. The first Screen button is if you chose to record just what is on your computer screen, the second Webcam option is to record just what the webcam on your computer sees (if you have a webcam). The final Both option allows you to record your screen and a small version of your webcam at the same time.
The Microphone Icon is to test your levels of your mic built into your computer/webcam so speak loudly and make sure the Volume level bars are moving (the farther to the right the louder your recording will be). The size option determines the overall size of your recording based on the resolution of your screen (SUGGESTION do not use larger then the 720 option for embedding reasons when using in an LMS such as BlackBoard)
When all settings are ready click the red Rec button and you will get a 3, 2, 1 countdown and then you are live. Everything you say or do on your screen will be captured until you re-select that same Rec button to pause the recording. You do have the ability to pause at any time and start again if needed. When you hit the Pause button you will see the options in the image below
If you want to continue recording do so by selecting the Rec button again, but if you are finished, select the Done option. That will take you a new screen where you have the ability to save, edit or delete your current recording.
There will be a later tutorial on the Editing within SOM, but for our sake we are just going to publish out a final video. Select the save as Video File button.
When that is selected you will see the options below. They only two setting you should change are the Filename if you want to name it something more useful for your class, and the Folder option if you would like to save this published video anywhere other then the desktop of the computer you are on.
When ready hit publish, you will get a progress bar telling you when the video will be finished and do not exit out of the software. The time it will take to finalize will depend on how long your video capture is, but this software is very fast and should only take a few minutes. When done you will have a perfect screen capture ready to be used in any situation you need.
VoiceThread is a dynamic online tool that is very visual and allows students to comment on images, videos, or instructor prompts with text, audio or video.
It takes 4 steps to set up a new VoiceThread discussion, but the student experience can be enhanced by putting some time into this process.
The fastest way to create a VoiceThread discussion is to begin with a selection of prompts/images or instructions etc. using Powerpoint. Once this is saved follow the instructions: EduTip: Create a Graded VoiceThread Assignment (html)
Thanks to the kind assistance of the folks at the University of Alaska Anchorage's Academic Innovations & eLearning, I am able to make the first post here at TechSupportForge. I intend TechSupportForge to be a place to publish How-to articles on a variety of different software and hardware for the uninitiated and deeper dives into how things (should) work for the more experienced. Please allow me a little time to get things setup here, and thank you for reading!
Hi All; I hope your Fall semester has been off to a great start and that midterms are behind you! I was just checking in to see if I could access some of these great communication/community-building tools we have as TFs and discovered that I had forgotten all my passwords *UAA Commons, Credly, EWolf, Twitter*-perhaps all of you have been similarly otherwise occupied?...:)
I thought I would share a brief update. Earlier this month, I (with fellow Fellow) completed the 2015 Advanced Online Teaching Certificate Program-July Cohort and got a shiny certificate.
(I cleverly posted it upside down to make it more interesting to view!...I continue to have difficulty editing direction of images on this blog and welcome all advice!)
I wish you all well and look forward to your updates, too!
Here we are on August 10, 2015 back on campus/contract and getting ready for Fall 2015 to begin next Monday! Summer seemed so short, but I am excited that all of you will be back on contract and we will get to see you more!
Make sure to stop by and see us at Academic Innovations & eLearning LIB 215 to get assistance, tips and smiles in regards to your online learning environments.
Student Affairs colleagues were invited to harness the energy of Conversation Café and continue to dialogue in meaningful conversation throughout the 2014-2015 academic year at Shared Grounds. Shared Grounds was a monthly opportunity for Student Affairs staff to practice conversation and engage in the Recipe for Hosting Conversations for Change.
Each Shared Grounds featured conversation questions and activities, gleaned insights Shared through harvesting, and identified possibilities for co-creation.
See the full "Shared Ground 2014-2015: A Year of Conversations for Change in Review" by clicking on the image to the left. Or check out each Shared Ground event report individually by clicking on the smaller images below.
This article reviews a range of literature of computer games and learning theories and attempts to establish a link between them by proposing a typology of games which we use as a new usability measure for the development of guidelines for game-based learning. First, we examine game literature in order to understand the key elements that constitute games. This is then followed by the theoretical discussion of the relationship between the game components and the learning theories, namely behaviourism, cognitive constructivism, and social constructivism. Ten games are analysed using the...
Pecha Kucha : "PechaKucha 20x20 is a simple presentation format where you show 20 images, each for 20 seconds. The images advance automatically and you talk along to the images." http://www.pechakucha.org/faq
The time used is about 7 minutes for the presentation. Thoughts I had for this format, was tuse the tools as a review of the lecture of module in the course.
At the end of the class, or module, you can have the students review a pecha kucha, in which the images are the images used in the lecture or module of the day. its a way to generate the ideas of the student, and allow the student to recall the content in a very quick format. How much of the information they retained will be good to measure, and can help to identify gaps in teaching.…
My thoughts of this was a simple: While i enjoy the thought of using the pecha kucha, I think that may be a bitt too long for a,"rapid review."
I noticed Powerpoint has a feature that advances the slides automatically, I thought that I would create a slideshow presentation that was 10 slides in length, and allows for a group of students to present the materials at the end of the class.
This end of class activity willl be called: "Rapid Review"
Will see how this allows students to retain the material, and how they work with the review or the images. This also allows me to understnd and identify gaps in the content, that can used to help improve the course, content and concepts being used in the course.
My thoughts on teaching using accessibility tools to make the syllabus and guided notes in an accessible format. This is going to add to prep time, and collaboration with my fellow professors that I co-teach with. The course is open one to two weeks before the course begins, the syllabus will need to be completed before, so the accessibility will have to be done ahead of time, in order to run the documents through the accessibility tools on adobe pro…..
We generally meet at the end of the semester, so we will have to make plans with dates so that the materials that are going to be posted are accessible to our students.
This need to be organized with time, can be a driving force to stay on target, work collaboratively and be ready for the the next semester.
The BS program runs all year long, so this will be an exercise in timing and coordination…
This is just one example of Tech Fellows demonstrating 'parallel play' aspects of teamwork: an opportunity to apply individually some tools/techniques/approaches that we have all been learning together. Not sure why the pic is posting sideways; if anyone knows how to correct that (I don't see an edit option here, and it was not flipped in the original file), please feel free to share. Thanks!
Last year I had a surprise entry in my life story....I woke up 'winded' one day after a particularly stressful day and sleepless night before. By the end of the day, I was in the ICU awaiting emergency cardiac surgery, and about two weeks later, I was home in recovery with a new identity as 'cardiac patient' and lucky survivor. Almost dying provided remarkable focus and unexpected opportunities for thoughtful reflection, and my slow return to good health over the past year or so has been a powerful journey. I always knew every day is a gift, but now I know it in a new and very meaningful way. Taking more time to do the things I enjoy (like teaching and learning) is a renewed priority to me. The Tech Fellowship is part of that.
How to make origami in groups in the classroom is hard enough, but how do we turn it into an online group activity? Change the instructions! Make someone write instructions, have the next person try to follow them, video the attempt and provide feedback.
Voicethread (VT) is a great tool to build community in F2F, online, and blended courses. Here are a few tips for incorporating VT into your courses:
Use VT, instead of the Discussion Board, to do course introductions. If you ask your students to answer specific questions in the introduction, it allows them to see each other and learn a bit about their peers in a fun way. You can also require them to welcome and say hi to a certain number of students to further community building.
Students can submit assignments, ranging from digital stories to documents/papers, to VT for comments by both their peers and the instructor.
VT can be used to check for student understanding using 3-2-1 (3 things you learned, 2 things it reinforced, 1 question you still have) or K-W-L (What do you Know? What do you Want to know? What did you Learn?) strategies. After students complete readings, have them post these to a course VT you build for the week - this allows you to check for understanding and find out where they still have gaps and modify your content accordingly.
You can use multiple VT screens to create a case study. Additional information can be presented on each slide, students can be asked to comment on their thoughts and how they've changed based on the new information, etc. The final slide asks them to share their conclusions from the activity.
Consider asking students to complete a video reflection in VT at the end of the semester about the big picture things they have learned. Through reflecting on the semester and hearing/commenting on the reflections of others, you solidify their learning for the course.
NOTE: On all of these, it's a great idea to create a rubric and set expectations for the time limit of the post. While it's great to share and hear thoughts, it's important students not spend 10 minutes when you expected two.
These ideas represent a few strategies I share with faculty but there are many other ways you can use VT. If you have a great tip for using it in your course, please share in the comments below!
I find myself inspired by the professors and what projects they are working on and the successes and struggles they are facing.
As a librarian, I am not a traditional teacher, but in my role at the library, I supervise and mentor up to 15 student workers at a time. In this capacity, I am responsible for making sure that they learn and perform at a very high level of detail. The axiom in this library is that a misshelved book is a lost book. Training and leading students to perform all of the other tasks takes time and energy to create and reinforce.
I am the first person in my extended family to earn a college degree. I grew up in a blue collar environment where my father, his brothers, and my grandfather were all plumbers. Needless to say, I have some mad plumbing skills that really come in handy now that I own a home. College for me, initially, was just more school and just another reason to put off entering the real world. It wasn't until my father (ie. my hero) was killed in a tragic accident that I began doing some real soul searching as to what I wanted to do with my life. Bottom line, without my father to fall back on, my heavenly father, my teachers and mentors in college became my rudder and my sails to set me on a course for success. Three degrees later, I am happy to say that being in a position to influence people's lives and education on a daily basis is an incredibly rewarding experience. In the words of Garth, "I will sail my vessel 'till the river runs dry".
We are pleased to announce the 2015 Technology Fellows cohort:
Angela Craft, Term Assistant Professor, UAA Medical Laboratory Science
Ammie Tremblay, Assistant Professor, UAA School of Nursing
Donna Aguiniga, Assistant Professor, UAA School of Social Work
Heather Nice, Instructional Design, UAA School of Nursing
Lorelei Sterling, Assistant Professor, Distance Education Librarian, UAA/APU Consortium Library
Naomi Everett, Assistant Professor, UAA Career and Technical College, Culinary Arts
Philippe Amstislavski, Ph.D., Associate Professor of Public Health, UAA Dept of Health Sciences
Rhonda Johnson, Dr.PH, Professor of Public Health, UAA Dept of Health Sciences
Toby Long, Assistant Professor of Chemistry, Kenai Peninsula College
Travis Hedwig, Ph.D., Assistant Professor, UAA Dept of Health Sciences
Veronica Howard, Ph.D., Assistant Professor, UAA College of Arts & Sciences, Psychology
Congratulations to you all! We are excited to work with this new group of Tech Fellows, welcome to the community!
The Technology Fellows program was built to encourage and foster student achievement through the use of technology engaged learning with faculty and staff at UAA. While the central purpose of the Technology Fellows program is on course redesign, each year we select a specific focus to encourage faculty to continually build and expand new skills, interests and abilities.
The 2015 Tech Fellows cohort will focus on the use of Open Educational Resources (OER). OER are materials that once created remain in the public domain to be freely used without cost or restrictions. When used in education, OER materials can significantly reduce both the cost of education and amount of work required when designing a course.
Almost time for Serious Fun 2015, a one-day conference to promote and discuss game-based learning in secondary and post-secondary education. I will be presenting a walk & talk presentation about leveraging Second Life as a game platform in The Wastelands. Come learn, play and connect with us!
One of the great benefits of our statewide subscription to Quality Matters are all of the professional development opportunities available to faculty and staff at UAA and our community campuses. Some of the workshops and courses are offered as dedicated trainings through Academic Innovations & eLearning (AI&e) and others are offered online through Quality Matters.
Currently available Quality Matters professional development to faculty:
60 minute Quality Matters Overview - Offered by AI&e to provide a broad overview of the Quality Matters rubric, professional development and course review process. This online session is ideal for faculty and staff who want to learn more before committing to the in-depth workshops and courses. It is also a great way for administrators to learn about Quality Matters and how it can benefit their department or program.
Applying the Quality Matters Rubric (APPQMR) - Our dedicated APPQMR online, asynchronous workshops are two weeks of intensive course work learning about the Quality Matters Rubric and how to apply the standards to online course design. Use this experience to guide your online course design and even prepare your online course for an informal and/or formal peer review.
Peer Reviewer Course (PRC) - The PRC is offered online through Quality Matters and is a two week, online, synchronous workshop for faculty who would like to become certified peer reviewers. Requirements for peer review certification include having taught online in the last 18 months and successful completion of the APPQMR. Becoming a peer reviewer is a fantastic opportunity to see unique examples of online courses from around the state and country.
Department presentations and workshops - We are also glad to work with departments and programs to schedule workshops face-to-face or online for your department and program based on your available time and course design needs.
As a person who considers himself somewhat of a free spirit the thought of standards makes my skin crawl. However, I recognize the fact that without standards too many doors are left open and a whirlwind of miss-practice can result. We have all heard horror stories regarding online/distance education classes and can see where things were heading. So, I think that everyone that works in our field can appreciate the need for standards, even if the thought of them leaves the academic freedom side of us shivering.
When created and implemented correctly standards provide the conceptual framework in which success can be achieved. But what is success? In our case, success is defined as a student successfully completing an online course/program with a certain amount of engagement, structure, and support, but most importantly, without incident. As educators we want our students to be successful. In today’s budget sensitive climate, some might even say we NEED them to be successful. Therefore, standards in distance education are necessary.
As UAA is accredited by Northwest Commission on Colleges and Universities (NWCCU), I was very glad to see the NWCCU Distance Education Policy approved in late 2013. The policy is based on previous work and year of past research. These guidelines allow UAA to create its own distance education program, without being over-prescriptive in a one size fits all format. It doesn’t tell us how to do distance education, but it does let us know how success is defined and assess by our accrediting body. As the Director of AI&e, these practical guidelines allow me the freedom to create a framework broad enough to allow for individual academic freedom and still ensure UAA students’ successfully achieve their ultimate goal – graduation.
Our next full accreditation visit is in 2017. During that time, UAA will be evaluated under the new distance policy. Rest assured that everything the team and I at AI&e are doing not only aligns with the NWCCU policy but helps to ensure student success at UAA. I welcome your thoughts, comments, and participation in transforming the online student experience at UAA.
As a college student, you are probably striving to become an exceptional component to whatever industry you are seeking to be a part of. And while that means putting in a lot of time and work in order to gain the skills and knowledge necessary, it all pays off in the end when you're are a prominent leader within your field.
Incorporating video into eLearning courses is a great way to facilitate learning through the use of multimedia. According to the Schwartz and Hartmann model for using digital videos for learning, there exist four major learning outcomes: Engaging, Doing, Seeing and Saying. Engaging Videos that show relevant information can be very effective at increasing interest and …
Quality Matters is one important piece of the pie for online course design!
The Quality Matters Higher Education Rubric, Fifth Edition, 2014 provides standards for online and blended course design. What does this mean for our faculty? Quality Matters (QM) addresses the course design, described by QM as "the forethought and planning that a faculty member puts into the course." This leaves the course delivery and content up to the course instructor. Online course design is typically all the preparation by the course instructor before students begin the course.
Course delivery is how the faculty teach the course and interact with their students. Quality Matters is a faculty-centered approach and values the expertise and experience faculty bring to their teaching profession. We appreciate it can be confusing to differentiate between the two and the following examples may help to clarify:
Creating a start here, welcome message or orientation to the course.
Selecting course tools to engage student in active learning.
Aligning course level outcomes/objectives with module or unit level objectives.
Determining the format, medium, and language of the start here, welcome message or orientation.
Choosing activities to engage with students using course tools.
Teaching students to reach course level course level outcomes/objectives with module or unit level objectives.
Quality Matters identifies seven factors affecting course quality which are not covered by the rubric...course design is one (important) piece of the pie.
Course Content Is content relevant, current and of high quality for the course? Course content may include textbooks, presentations, videos, online tutorials etc.
Institutional Infrastructure Is there support for online learning at the institution? This includes leadership, administrative, instructional and technical processes and support.
LMS Do you have a stable and supported Learning Management System (LMS) to develop your online or blended course? We do! It's called Blackboard and the instructional designers at Academic Innovations & eLearning can guide you through the course development process.
Faculty Readiness Do faculty see the potential and value of online education? Does faculty leadership promote development of online education at the institution? Will faculty have workload accounted for in developing online courses?
Student Readiness Is there a demand for online courses? Will students have the digital literacy skills to succeed in an online course environment?
In our first post, we gave you a little bit of the background and rationale for selecting Quality Matters for peer review of online course design. In this post, we’d like to talk a little bit more about Quality Matters as an organization.
Quality Matters was born in higher education, although it certainly has expanded. The Quality Matters project was initiated by MarylandOnline (MOL), a consortium of post- secondary two and four-year institutions in Maryland that are committed to the expansion of online educational opportunities in Maryland through collaboration. One of these initiatives was the Quality Matters project.
In the spring of 2003, MOL submitted a proposal to the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE) for the creation of a rubric for online course design and a faculty-centered peer review process. The title of the project was Quality Matters: Inter-Institutional Quality Assurance in Online Learning. The proposal was funded and ran from 2003-2006.
Quality Matters continued to develop after the FIPSE grant concluded. QM revised the rubric periodically, encouraged research to evaluate the rubric and its impact, developed a business model, and most of all - it grew. Now, there are subscribers in most of the United States and in several countries. There are additional rubrics for publishers, K-12 education, and continuing and professional education. In July 2014, Quality Matters became its own stand-alone non-profit organization.
UAA is one of many institutions that recognizes the need to develop structure and discipline for the online learning efforts that are growing at a tremendous rate through UAA. With a rubric, process, and professional development support for faculty, we can work with Quality Matters to develop that structure and discipline for online course design.
If you or your department would like to learn more about Quality Matters, please feel free to contact Melissa Banker or Heather Nash at Academic Innovations & eLearning for an overview.
Note: Portions of this post are paraphrased from Quality Matters orientation materials.
The UA President and Board of Regents requested that the UAA Provost account for how UAA is ensuring quality and consistency in eLearning courses. As the campus leader of eLearning services, Academic Innovations & eLearning (formerly the Faculty Technology Center) was tasked with identifying appropriate measures and processes for promoting quality assurance in eLearning.
A volunteer subcommittee of the eLearning Workgroup, the Peer Review Subcommittee and comprised of faculty and staff from UAA campuses, began meeting in October 2013 to evaluate peer review models for course design. In early 2014, the group developed a recommended that UAA adopt a voluntary peer review model to ensure quality of online course design and to build a community of practice among instructors.
In researching eight different models, the group found that most of them were based on or heavily influenced by Quality Matters. “Quality Matters (QM) is a leader in quality assurance for online education and has received national recognition for its peer-based approach to continuous improvement in online education and student learning. The program features:
Faculty-centered, continuous improvement models for assuring the quality of online courses through peer review
Professional development workshops and certification courses for instructors and online learning professionals
Rubrics for applying quality standards to course design”
As such, the group recommended the purchase and implementation of Quality Matters. Working from the recommendation of the eLearning workgroup, purchased a subscription and is beginning to implement Quality Matters at UAA.
The goal of Quality Matters at UAA is to bring Quality Matters standards, professional development, and course review processes to UAA to help with the need for structure and quality in eLearning course design. Quality Matters will fill a pivotal role in a larger plan for quality assurance in online education at UAA.
Responsibility for the Quality Matters subscription, professional development program, instructional design support, and administration of course reviews will lie with Academic Innovations & eLearning (AI&e). Roles in this arena include QM Coordinator, certified trainer for both face to face and online courses, instructional designer, and educational technologist.
Peer review of online course design will be the purview of appropriately qualified faculty, including adjunct faculty and instructional designers who also teach. Roles in this arena include peer reviewer, subject matter expert, master reviewer, and certified trainer.
In short, this is an initiative that belongs to UAA faculty and is supported administratively by Academic Innovations & eLearning and instructional designers distributed throughout the university. It is our pleasure to introduce Quality Matters and begin the strategic effort to promote high-quality eLearning at UAA.
Due to the overwhelming response in support of the #Oopsism workshop, the session scheduled for Friday, January 30, 2015 has already reached registration capacity.
A second session has been scheduled for Friday, February 6, 2015.
#Oopsism: Communicating Effectively Across Cultures in the 21st Century
Friday, Feb. 6, 11:30 a.m.–2 p.m.
Rasmuson Hall, Room 316
Do you recall a moment when words escaped from your mouth that made you wish you had a delete key? In this interactive workshop, participants will focus on how innocent remarks shaped by society’s negative and positive stereotypes are deemed as subtle “isms” (sexism, racism, elitism, ageism, homophobism, etc.) rather than miscommunication or misconception. Participants will learn how to manage and diffuse future “Oops, that’s not what I meant!” moments. Register for the workshop to learn how to turn an oopsism into a positive learning moment for all involved.
I'm assembling a roundup of all the known Youtube channels which "officially" associate themselves with the University of Alaska Anchorage. I quote "officially" because I don't know of any entity which governs such matters, yet I know of several channel owners who identify their profile and/or content as UAA-related. And I am excluding channels and content created by students and individuals who happen to be associated with UAA, but aren't attempting to represent the institution. So far, I've identified 22 channels.
If you can or care to add to this list, please do so. I think it would be interesting to begin to gauge our professional use of this video application. If you'd like to include Vimeo or other repositories in play, that's welcome, too. Thanks.
Do you recall that moment when words escaped from your mouth that made you wish you had a “delete” key? In this interactive workshop, participants will focus on how innocent remarks that are shaped by society’s negative and positive stereotypes are deemed as subtle “isms” (sexism, racism, elitism, ageism, homophobism, etc.) rather than miscommunication or misconception. Participants will learn how to manage and defuse future “Oops, that’s not what I meant” moments. Register in the workshop to learn how to turn the oopsism around to become a positive learning moment for all involved.
When: Friday January 30th, 2015 Time: 11:30AM - 2:00PM Where: Consortium Library, Room 307 Facilitators: Dr. Terry A. Nelson & Mandee Mlcek, JD Sponsors: The UAA Chancellor Office, College of Business & Public Policy, Office of Campus Diversity & Compliance, and Academic Innovations & eLearning
Questions? Contact: Dr. Terry Nelson ~ email@example.com
REGISTRATION IS CLOSED: See Update to register for the next workshop, February 6, 2015
Seating is limited, early registration is encouraged, lunch provided
Welcome to B-Roll. This is a space for UAA video users to assemble and air thoughts, suggestions, questions regarding our favorite digital medium. Oh, and audio, too. In January I’ll start posting regarding production challenges specific to our current online and campus environment. I’ll be looking for your input and questions. Office hours to follow. Invite your friends!
Today I am listening to a free resource thorugh iTunesU called Blog Building 101. This is Wordpress based, but he gives 15 minutes of why businesses are using blogs.
Top reasons to have a blog are to drive traffic to your website, basics and figuring out if you can manage your own blog.
What do you share? Anything...it's a journal, it's conversational, it is a conversation starter. You use this blog to "talk" to your clients/customers in a casual way. It also allows these clients to interact in real-time. Yet you can use it as a private space to collaborate with your research, writing and self assess what you really want to share.
What pages do you need? For UAA Staff & Faculty you can focus on a single blog page, but if you have an ePortfolio you can have a Home, ePortfolio, Blog etc., that go along with your content/focus.
Why blog? This depends on your goal and focus. Some people blog to share ideas and content they feel is relevant, think political content. Some blog to capture thoughts on content and ideas, but also to share these ideas with either a specific group, say other faculty or researchers in that area, or a team, like here at AI&e we have a team of Instructional Designers and I like to share information relevant to our profession and work with our clients.
If you are trying to gain credibility in your content area or research field you may want to collaborate and share more openly than if you are using your blog as a place to collect your works to organize at a later time. When you share your content, research etc. it builds credibility according to the Social Media Marketing Academy. But only if you are sharing it where your peers can find it.
You can use a blog as a place to produce pages or chapters of a book, pages or chapters of a dissertation, a chapter you are writing for submission to a publisher etc. You can even use it, set to private, as a journal of ideas.
The thing is, it is up to you how you use it.
That's the beauty of the blog...it's in the cloud, it's flexible and it can be shared in so many ways.
Once you have established your blog, using social media to share it out to your readership is the next logical step, but that is really an additional blog post, which I will create and give to you all next week.
This paper is an initial investigation into the regional variation of English in Anchorage, AK, an urban environment set on the edge of wilderness. Anchorage English in contact with around 95 other languages, including 19 Alaska Native indigenous languages. Parts of Anchorage are so linguistically diverse, in fact, that some of its neighborhoods have been labeled the most diverse in the nation, scoring higher on the diversity index than Queens in New York. While English still is the lingua franca of the area, Anchorage English has not been systematically documented or investigated. Our project of Talking Anchorage is working towards understanding the boundaries of English within this urban space. And, our long-term research question is this: will variation between neighborhoods in Anchorage be best explained by traditional sociolinguistic accounts of language variation within urban environments—that is, that urban areas are effectively linguistically monolithic, with variation within these environments better explained by social factors such as socioeconomic status, ethnicity? OR, do our data fit better within a non-normative and fluid schematic such as represented by Pennycook’s construct of metrolingualism—that is, one that resists traditional assumptions of language use and its ties to specific sociocultural classifications? Specifically, for this presentation, we are introducing data from two Anchorage neighborhoods, Fairview and Government Hill to begin to move towards a better understanding of how language variation is negotiated in this urban space. <Presentation handout>
Now that you have reviewed the tutorial (above), take this quiz. The quiz is "open note"; you may review any and all parts of the tutorial without losing your place in the quiz. Once completed, be sure to either print and/ or take a screenshot and email the completion certificate to your instructor.
View the Academic Integrity tutorial, then complete the quiz at the bottom of the page.
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"We're building a new virtual world enabling rich avatar interactions driven by sensor-equipped hardware, simulated and served by devices (phones, tablets and laptops/desktops) contributed by end-users."
What if you could explore a shipwreck, searching for fish and coral at Chuuk Lagoon, the site of a pivotal World War II battle, since transformed into a glorious reef, without leaving your own home? This is exactly what players do in the initial levels of ‘Infinite Scuba'
Dassault Systèmes' 3D Technologies to build bridges between the engineers of yesterday and today by preserving the Memory of their remarkable technological innovations in advance of the seventieth anniversary of the invasion of Western Europe by the Allies on June 6, 1944, at the turning point of World War II.
We recently held an engagement session for the common for some early adopters and current UAA community leaders. We are in an early stage and all of of our current users are early adoptors and potential mentors for new members. Thanks!
Much valuable input and insight was gleamed at the session. It was appreciated at this (and all) stages of the development and community life cycle.