Technology and eCommunicationfor Student Engagement

José Antonio BowenDean and Algur H Meadows Professor of Music, SMUjabowen@smu.edu

Cally Latchford

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José Antonio Bowen

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Technology and eCommunicationfor Student Engagement

Assumptions

• Technology has brought us three major changes:o relationship to knowledgeo social proximityo customization and gaming

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Key Ideas

• Value of Residential Education = Faculty Interaction

• Technology is a tool, not a strategy

• Learning is about change

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Learning Outcomes

A. Investigate why, when and how to use e-Communication

B. Develop an e-Communication policyC. Examine how podcasts and online content can

transform student preparationD. Analyze the ease and benefits of online exams

before every class

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A. INVESTIGATE eCOMMUNICATION

Investigate why, when and how to use eCommunication

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Use eCommunication to create more class time

• Announcements

• Summaries

• Readings, Files, Notes and Handouts

• Additional Content

What are some things you could do with email to save time?

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E-mail as a teaching technique

• Show Your Passion

• Digress, and Make Connections

• Introduce Readings

• Current Events

• Reflection and Final Thoughts

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Twitter or Text

• Instant Recall

• Connections

• Pop Quizzes

• Real Time

Problems

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Virtual Office Hours (multiple modes at once)

• Virtual Video Visits

• Simultaneous Chat or Messaging

• Real Time Discussion Board

• Get out of the office

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Do you use Virtual Office Hours?

• When/Where?

• How?

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B. DEVELOP an eCOMMUNICATION POLICY

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eCommunication Guidelines

• Start with a policy

• Be consistent

• Be dependable

• Don’t bombard

• Be brief

• Be transparent

• Use the right channel

• Archive

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Create an eCommunication Policy

• Establish how you will communicate

• Create a schedule for yourself

• Be clear and consistent about what information

is in which channel

• Limit the forms of communication

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EXAMPLE Communication Policy:

I am very responsive, but not always at my computer. Email is the best way to reach me!Email: prof@XU.edu (I will answer email within 4 hours between 1pm and 5pm, MWF.)Facebook: This class has a private Fb Group where I will post articles, video and questions. You should check it 3x a week. I will be there and respond as needed (within a few hours) most MWF afternoons. Chat: You can also ask me private individual questions when I am on Fb. I will announce virtual office hours when I will do chat and Skype as needed.Physical Office Hours: If you want to see me live outside of class, email me.Phone: 111 My Cell: use for texts between 7-9pm most evenings and I will respond.

Create an eCommunication PolicyWrite your own and share

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Questions?

A. Facebook Groups?B. Skype?

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eComm summary

A. Investigate why, when and how to use eCommunication

B. Develop an eCommunication policy

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C. ONLINE CONTENT

Examine how podcasts and online content can transform student preparation

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Technology for First Exposure

STEM•utubersity•iTunesU•Kahn•YouTube•MITOpen•Google•EdX

Non-STEM•Wikipedia•University and Government Reference Sites•Udacity•Coursera•OpenYale•Merlot

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Technology for First Exposure

• What did you find?

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Understanding Podcasts

• Teach to the many, not to the middleo use chapters: organize and give students more controlo time is no longer an issueo use multiple, redundant and alternative examples o add something for advanced students (the others can skipo recycle

• Start Small• Share• Make a Podcast: find out how on teachingnaked.com

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Understanding Podcasts

• How comfortable are you with making podcasts?

• How comfortable are you using iTunes for podcasts?

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Understanding Games• Free examples from Merlot

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D. ONLINE EXAMS

Analyze the ease and benefits of online exams before every class

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Online Exams

• What is the problem? Why don’t students prepare?

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Exams before Class

• Improve Student Preparation!• Create more class time• Fast: autograde in your LMS• Thinking and Writing• JiTT: improve your preparation• Better Multiple Choice Questions

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Day One: Syllabus Quiz

• Argue in different modes of discourse• Determine the role of jazz in American politics.• Fall in love• Understand American history as the context for jazz• Analyze jazz styles• Question authority: Ask better questions.

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Which of the following is NOT a course learning goal?

Bloom Level Questions: Send a message

• KNOWLEDGE Identify which of the following are symptoms of X?

• COMPREHENSIONWhich of the following is an example of X?

• APPLICATIONSWhat would be the best way to improve X?

• ANALYSIS Which of the following are fact/opinion?

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Exams before ClassQuestion (Analysis Level)The following are all true statements about Jimmie Lunceford and Duke Ellington. Which of them are most relevant to why each (or both) are important to the history of jazz? (Check all that apply. Partial credit is available.)

Answer (and percent correct for each answer) Average score = 0.89 out of 2 points.

Y - Lunceford and Ellington both treated jazz as a serious art form. 69.725%N - Lunceford was famous for his slightly old-fashioned 2-beat swing feel (instead of the increasingly common 4 swing feel). 45.872%Y - The Lunceford band was extremely well rehearsed and could play together very precisely. 55%Y - Ellington was interested in the unique and individual timbres (sound and way of playing) of each member of his band and mixed these particular textures rather than just using the entire section as a similar sounding unit. 95.413%Y - Duke Ellington performed for floor shows for a white audience at the Cotton Club from 1927-1932. 53.211%N - Lunceford band performances often included hand motions and stage antics like throwing trumpets up in the air. 59.633%Y - Ellington's most famous soloists included Johnny Hodges, Cootie Williams, Tricky Sam Nanton, and Ben Webster. 42.202%

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Teaching Naked Prep Cycle

• Email to prepare (the entry point)• Content for first exposure (read/watch/do)• Exam to evaluate• Writing to reflect --- index cards!!• Class to challenge• eCommunication to reinforce

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Naked Classrooms

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Naked Classrooms

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Naked Classrooms

New Technology Means…

• Thinking is more important

• Course design is more important

• Integration is more important

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What could you DO to foster change in a naked class full of prepared students?

• Apply material to new contexts• Enhance intellectual curiosity• Challenge beliefs in discussion• Reflect on significance of the material• Connect ideas across disciplines• Writing and editing• Play games (http://reacting.barnard.edu/)• Develop better questions• Lecture (inspire) in IMAX• Practice empathy and better listening• Create a greater sense of wonder• Studio and lab experiences

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MODEL CHANGE

Teach Naked

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Questions?

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Upcoming Events

LIVE!• Rochester Institute of Technology (workshop), March 21• College of the Holy Cross (administrator workshop), March 22• Wheaton College, MA (workshop), March 22• Indiana University: Purdue University Indiana (workshop), April 4• Widener University, PA (workshop), May 13• University of South Alabama Teaching Conference (keynote),

May 14• Marian University, WI (workshop), May 21• Longwood University, VA (workshop), May 22• The Sage Colleges, NY (workshop), May 23• Association of Colleges of the South (keynote), June 5

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Upcoming Events

• Instructional Design/Universal Design for Online Classes | Tiffany Herder & Tina Stavredes

• Understanding and Promoting Student Engagement in Today’s College Classroom | Elizabeth Barkley

• Facilitating Learning that Lasts | Shelley Chapman• Online Discussions: Promoting Individual

Student Learning While Saving You Time and Trouble | Heather Miller

www.WileyLearningInstitute.com

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Spring 2013 Event Informationwww.WileyLearningInstitute.com