Cloud Computing

Promises, Opportunities, and Challenges

The Technology in Pharmacy Education and Learning SIG presents:

Welcome

• Orientation to the space:– Presentation– Chat– Moderation

• Phone number (only if you can’t hear)– Phone number: 1-800-377-8846– Participant Code: 94061839#

Learning Goals

By the end of this session, learners will be able to:

• Define the term "cloud computing"• Provide practical examples of cloud-based tools that can be

used for teaching and learning• Identify some of the strengths of using cloud-based tools in (and

out of) the classroom• Explain some of the legal and technical challenges associated

with using cloud-based tools in their classes• Apply techniques for using cloud-based tools in their own areas

of instruction

Session Outline

• Welcome

• Overview of cloud computing and introduction to some interesting tools

• Case studies in using cloud computing– Using cloud-based tools as a student

response system– Using cloud-based tools for student

presentations

Overview of Cloud Computing

• What is “cloud computing”

• A computing metaphor where software and computing capacity is delivered as a “service” rather than as a “product”

Overview of Cloud Computing

• What is “cloud computing”• Instead of buying and installing software, you

access computing resources over a network• Two main ways to think about it:

– Commercial cloud (accessed via “the Internet”

– Private cloud (accessed via a private network)

Overview of Cloud Computing

• What is “cloud computing”

• Instead of buying and installing software (or even hardware), you access computing resources over a network

• Two main ways to think about it:

– Commercial cloud (accessed via “the Internet”

– Private cloud (accessed via a private network)

Overview of Cloud Computing

Computing Need Personal Computing Cloud Computing

Make a document Buy and install MS Word

Log onto Google on the web and make a doc

Create a presentation Buy and install MS PowerPoint

Log onto Google presenter or Prezi and create a presentation

Collaborate on a grant proposal

Draft it using desktop publishing software and email it to collaborators

Create it in an online document tool and collaborate online

Manage documents and data

Buy a large hard drive and organize it with file folders

Upload it to an online storage system and “tag” it using multiple taxonomies

Overview of Cloud Computing

• Why do this?– Offloads the need to install heavy, clunky hardware– Offloads computing processing needs, so computing can

become more nimble (iPads, for example)– Allows for new and different types of collaboration

(Google Docs, for example)– Reduces need to worry about “compatibility” upgrades– Allows for access to critical materials any time, any where– Supports esoteric computing needs and workflows (app

ecosystem)

Overview of Cloud Computing

• Why *not* do this?– Network is required to access materials

– Non-trivial IP and copyright issues emerge

– Non-trivial privacy concerns emerge

– Has the potential to magnify the digital divide

– Non-trivial technical and compatibility challenges

– Support is extremely complex

And Now…Fun Toys!

• Cloud-based student response systems– ChimeIn (U of M)– LectureTools– TopHat Monocle– Major “clicker” vendors

And Now…Fun Toys!

• Online presentations– Google Presenter

http://z.umn.edu/educauseDL

– Prezihttp://z.umn.edu/educause2

– VoiceThread

And Now…Fun Toys!

• Live Presentation and Annotation Tools– ZigZag Board– SyncPad

http://mysyncpad.com/tipel

Case-Study Cloud based response tools:

Use in large groups

Jeannine M. Conway, PharmD, BCPS

Pharmacotherapy Capstone Course

• 160 students– 60 in Duluth– 100 in Twin Cities

• Integrated case is made available– 6 days to submit note

• Case is graded– 6 days to grade– Multiple residents/pharmacists evaluate

• Class meets for discussion

Discussion facilitation

• Pre-assigned questions and/or topics– Class assigned to groups of 4– Held separately on each campus

• 2 hrs scheduled• Go beyond the original case• What if’s • Challenges

– Individual accountability– Keeping students engaged

What worked

• Asking open ended questions– See data trends using word cloud– Prevents cuing students by providing answer options

• Data is saved– Can see what the group is struggling with– Will use to prepare for next course offering

• Access questions with a variety of devices– Laptops, mobile phones, ipads, etc

• Track responses– Engaged students less likely to speak up– Anonymous or identify users

Challenges

• Abuse of anonymous settings– Unrelated to topic and silly

• Technical issues– Can’t “reset” question and retain the data– Or easily copy question– Adjusting the order of question appearance

• Classroom limitations– Dictates connectivity options– Rooms with limited cell service or dead zone

in wireless network

Future plans

• Use across semester

• Collect more feedback – Muddiest points– Questions– Suggestions for activities or topics they

want more practice in

• Be strategic with anonymous setting

An example:

• http://z.umn.edu/chimein2

Doneka R. Scott, PharmD, MA

Assistant Professor and Director,

Student Learning Assessment & Research

Case Study Cloud Computing:

Small Group Presentations

PharmD Paper & Seminar Sequence

• 1 credit course• Introduces students to the paper, the writing process,

research methods, etc. – Content includes developing research questions and hypothesis

statements, research methodology, IRB, conducting effective literature searches, writing literature reviews, and academic writing, developing professional presentations

• Delivered to both Twin Cities and Duluth students synchronously via interactive television– Hybrid (online, face-to-face)– Most lecture material online– More discussion-based/active learning in-class and online– Online discussions - randomly-assigned groups of 4 students

PHAR 6181: PharmD Paper & Seminar

• Goals:– Introduce themselves to group members, build rapport

– Become familiar with online presentation technology early in the semester

• Assignment:– Make an audio/visual presentation using VoiceThread

(www.voicethread.com)

– The 5‐minute (or less) presentation includes the following components:

• Student’s full name, what it means and/or how named

• Something about themselves (where from, interesting facts, family, etc)

• Level of interest and experience in conducting research, completion of the PharmD IV paper

• Include pictures, symbols or other visual images as a backdrop to presentation

Introduction Presentation

• Free (up to 3 saved presentations)

• Relatively easy to use

• Can record continuously or one slide at a time

Why VoiceThread?

• Goals:– Practice developing professional slide presentations– Practice reducing paper into concise, coherent

presentation

• Assignment:– Students discuss the following components in their

presentation:• Purpose, objectives, the review of the literature, research

questions, hypothesis statement, and methodology• Address the changes incorporated into the proposal based

on the feedback from peer review – 5 minutes or less in length

Final Research Proposal Presentation

http://z.umn.edu/voicethread

Example Presentation

• Student related– Not following directions– Fear of technology– Not tech savvy– Forum post issues

• Technology related– Glitches (user v. technology?)– No timer

Challenges

Questions?

• Speakers’ names:– Jeannine M. Conway, PCLC lab– Doneka R. Scott, PharmD Paper– Jude Higdon, overview of cloud computing

Further Reading

• The Tower and the Cloudhttp://www.educause.edu/thetowerandthecloud

• Ohio State’s Policy on using cloud-based tools:http://ocio.osu.edu/policy/standards/cloud/

Thank You!

• Speaker contact:– Jeannine Conway, pluha003@umn.edu– Doneka Scott, doneka@umn.edu– Jude Higdon, jhigdon@umn.edu

• Please fill out our evaluation:– http://bit.ly/tipelsigeval