The annual EDUCAUSE conference is where innovative higher education CIOs go to learn about new industry trends and compare notes on the latest breakthroughs. This year was no exception as 7,300 IT leaders from more than 50 countries gathered in Orlando along with 260 educational technology exhibitors. Discussions took place in session rooms, on the exhibition floor, after the keynotes, and throughout the hallways. These are the common threads that permeated those discussions; the ten hottest topics for CIOs in higher education.

See #6 for special mention.  Colgate’s CIO Kevin Lynch and Instructional Technologist Ahmad Khazaee presented on “Just Don’t Call It a Drone” @ Educause this past year.

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These are just some of the curricular uses of technology that Colgate Faculty have used this semester. Library and ITS provide support on these, and many other, types of projects.

If you are interested in incorporating technology into your curriculum and want more information please contact the faculty member mentioned, or email CEL@colgate.edu to reach a librarian or technologist for assistance.

Video Narratives

Students use video to enhance a story, report their research, describe a concept, or generate a call to action. Video Narratives incorporate photos, video, maps, charts, music, and voiceover.

• Susan Woolley EDUC101A

• Barbara Regenspan EDUC309A

• Sheila Clonan EDUC307/507A

• Shaohua Guo CHIN222

• Craig Hamilton WRIT103

• Jacob Mundy CORE185A

• Mark Stern CORE153C

CEL PROJECTS

• Jessica Graybill GEOG/REST308

• Mark Stern EDUC101B

• April Baptiste ENST321

• April Baptiste ENST390

• Catherine Herne CORE104SA

Wikis/Blogs

Online classroom workspace where faculty and students can communicate and work on writing projects alone or in teams.

• April Sweeney ENGL357

• Matthew Miller Freiburg Study Group

Wikipedia Editing

Students used what they learned from course readings, class discussions and research to contribute to and improve Wikipedia content related to the course subject matter.

CEL PROJECTS

• Aisha Musa CORE151

• Aisha Musa RELG234

iClickers

iClickers are hand-held devices that allow faculty and students to dynamically interact in real-time in the classroom.

• Doug Johnson PSYC309

• Todd Springer PHYS112

• Ken Belanger, Barbara Hoopes, Geoff Holm BIOL212

• Catherine Cardelus, Tim Mckay, Eddie Watkins, Damhnait McHugh BIOL211

• Daisaku Yamamoto CORE 167CA GEOG315A

• Steven Ludeke PSYC261A

• Catherine Herne PHYS336

• Jasmine Bailey CORE164CA

iPad Class Sets

The iPad Pilot projects are intended to encourage faculty to explore whether mobile tablet technology enhances or enables our ability to:

• Promote student engagement in the classroom, the lab, or in the field
• Assist small group collaboration in idea creation and sharing or information search, analysis, and visual representation
• Provide access to and manipulation of digital content

• April Sweeney ENGL357

• Jessica Graybill GEOG/REST308

Mellon Digital Humanities Projects

Pilot projects designed to explore the strategic use of technology in the teaching of the humanities and humanistic social sciences. The goal is to enable faculty to develop genuinely creative projects, increase the information available to faculty as they reflect on the best ways to use technology in teaching, and enable the lessons learned by individual faculty to be more easily shared.

• Carolyn Guile, Wenhua Shi, Adam Burnett – Art and GIS

  • ArcGIS

  • Google Earth

  • Camtasia Lecture Capture & Ensemble to Moodle GIS tutorials

• Sasha Nakhimovsky, Alice Nakhimovsky, & Robert Garland – Social Network Analysis

  • NodeXL

• Christopher Henke (SOCI453) & Elana Shever – Qualitative Data Analysis with MAXQDA software

  • Virtual Desktop Infrastructure (VDI) implementation

  • Archiving of student research data with Dataverse

• Janel Benson, Mary Simonson, Alicia Simmons, Meg Worley – Quantitative Literacy

  • PowerPoint & Easel.ly

• John Crespi, Jessica Graybill, & Ian Helfant – Across the Global Curriculum: Integrating Foreign Languages,Core Components, and Area Studies through Digital Technologies

  • JCrespi – VoiceThread

  • IHelfant – Transparent Language

  • JGraybill – Video Narrative

VisLab Classes

Using the real-time imagery of the Digistar system, students can experience detailed fly-bys of geographic regions around the globe and in the solar system. Student-created animations and models add a valuable perspective across the curriculum.

• Catherine Herne CORE104S

• Damhnait McHugh, Tim McCay BIOL211

• Connie Soja GEOL215

• Mike Loranty GEOG131

• Marcus Edino GEOG329

• William Stull LATN121

• Neil Albert PSYC375

• Jeff Bary ASTR102

TimelineJS

• Karen Harpp CORE138

• Karen Harpp GEOG220

Data Visualization

• Janel Benson SOAN250

ePortfolios

The Education department continues its use of Google Sites to create portfolios for each graduate student.

• Barbara Regenspan MAT candidates

Online Class / Learning

• Karen Harpp CORE138

Lecture Capture

A tool that allows for the recording of a class or student presentations that can get uploaded to Moodle or another platform. Video, audio-only, and powerpoint presentations can all be integrated into the recording.

• Beth Parks PHYS432

Prezi

A cloud-based presentation software and storytelling tool for presenting ideas on a virtual canvas, which allows users to zoom in and out of their presentation media.

• Monica Facchini – ITAL201A

Website Creation

Students creating websites to communicate with public audiences

CEL Project

• Nick Rutter – HIST200

NodeXL

• Susan Cerassano ENGL321B

MaxQDA

Qualitative Data Analysis

• Emilio Spadola ANTH211A

Video Conferencing

Connecting with people off campus and around the world

• Karen Harpp CORE138 – BlueJean conferencing

• PCON Faculty Conflict Lab

Digital Mapping

Using ArcGIS or online tools such as Google Earth, EJView, and other online mapping and geospatial data sites

• April Baptiste ENST 232

• Danny Barreto SPAN 353

• Marcus Edino GEOG/SOAN 314

• Jacob Mundy CORE 185

• Jun Yoshino PSYCH 109

Academic Posters

• Catherine Herne PHYS3356

CEL Project

• Anna Rios-Rojas EDUC303

• Susan Woolley EDUC241

• Marcus Edino GEOG329

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From The Chronicle of Higher Education > The Digital Campus 2014

There are at least three reasons your next syllabus should include some multimedia-production assignment in addition to the standard term paper and final exam. Read more

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• Video Narratives – students use video to enhance a story, showcase a product, describe a concept, or generate a call to action.  Video Narratives incorporate photos, video, music, and voiceover.

  • CEL PROJECTS

    • Jessica Graybill GEOG323

    • Susan Woolley EDUC101A

    • Robert Nemes HIST200C

    • Alan Cooper FSEM190A

    • Aisha Musa FSEM157A

    • Jennifer Stob ARTS287

    • Margaret Maurer FSEM100A

  • Anna Rios-Rojas EDUC101B

  • Barbara Regenspan FSEM107A

  • Nady Abdal-Ghaffar MIST121A & B

  • Shaohua Guo CHIN303A

  • Catherine Herne PHYS105

  • Ryan Solomon WRIT215A

  • Ian Helfant REST121A & B

• Wikis – online classroom workspace where faculty and students can communicate and work on writing projects alone or in teams.

  • Roger Rowlett – Research use this semester

• Wikipedia Editing – Students used what they learned from course readings, class discussions and research to contribute to and improve Wikipedia content related to the course subject matter.

  • CEL PROJECTS

    • Bruce Selleck GEOL302

• iClickers – iClickers are hand-held devices that allow faculty and students to dynamically interact in real-time in the classroom.

  • Rebecca Metzler Physics 111A

  • Ken Belanger Biology 212

  • Jason Meyers Biol 102

  • Aisha Musa MIST216/RELG216

  • Beth Parks/Todd springer Physics 131

  • Todd springer Physics 111B

  • Michael Hay COSC 101 (2 sections)

  • Doug Johnson Psych 309

  • Bob Turner Econ 228

  • Catherine Herne Physics 105

• iPad Class Sets – The iPad Pilot projects are intended to encourage faculty to explore whether mobile tablet technology enhances or enables our ability to:

– Promote student engagement in the classroom, the lab, or in the field

– Assist small group collaboration in idea creation and sharing or information search, analysis, and visual representation

– Provide access to and manipulation of digital content

• Karen Harpp Geology 203, Environmental Geochemistry and Analysis

• Alicia Simmons Core 170S: Media Effects

• Mellon Digital Humanities Projects – Pilot projects designed to explore the strategic use of technology in the teaching of the humanities and humanistic social sciences.  The goal is to enable faculty to develop genuinely creative projects, increase the information available to faculty as they reflect on the best ways to use technology in teaching, and enable the lessons learned by individual faculty to be more easily shared.

  • Sasha Nakhimovsky, Alice Nakhimovsky, & Robert Garland – Social Network Analysis

    • NodeXL

  • Christopher Henke (SOCI453) & Elana Shever – Qualitative Data Analysis with MAXQDA software

    • Virtual Desktop Infrastructure (VDI) implementation

  • Janel Benson, Mary Simonson, Alicia Simmons, Meg Worley – Quantitative Literacy

    • PowerPoint & Easel.ly

  • John Crespi, Jessica Graybill, & Ian Helfant – Across the Global Curriculum: Integrating Foreign Languages,Core Components, and Area Studies through Digital Technologies

    • JCrespi – VoiceThread

    • IHelfant – Transparent Language

    • JGrabill – Video Narrative

• AppleTV Wireless Projection – piloting the wireless projection of computers, tablets and smartphones in the classroom.

  • Wenhua Shi – Little 208 – ARTS201 & FSEM163

  • Alicia Simmons Core 170S: Media Effects

• Virtual Computer Desktops – technology that enables a computer or tablet connected to the Colgate network to remotely connect to and control another computer running on a centralized server.

  • Chris Henke – SOCI453

  • Emilio Spadola – ANTH452

• VisLab Classes – using the real-time imagery of the Digistar system, students can experience detailed fly-bys of geographic regions around the globe and in the solar system.  Student-created animations and models add a valuable perspective across the curriculum.

  • Tony Aveni – SOAN/ASTR 230 – Astronomy in Culture

  • Tom Balonek – ASTR 101 & ASTR 312 – Solar System Astronomy & Astronomical Techniques

  • Jeff Bary – ASTR 165 – How Old is the Universe?

  • Adam Burnett – GEOG 131 – Environmental Geography

  • Marcus Edino – GEOG 314 – Population Issues & Analysis

  • Maureen Hays-Mitchell – Core: Peru

  • Krista Ingram – BIOL 485 – Animal Behaviors

  • Connie Soja – GEOL 115 – Evolution: Dinosaurs to Darwin

  • Naomi Rood – LATN 121 – Elementary Latin I

• Micro-Lectures – A microlecture is a short recorded audio or video presentation on a single, tightly defined topic. Used as a component of face-to-face teaching, these brief lectures can be interspersed with learning activities that reinforce lecture topics.

  • Beth Parks – Physics

  • Alice Nakhimovsky – Yiddish

  • Barbara Hoopes, Cat Cardelus, Ken Belanger – Biology

• eTextbooks – through the CourseSmart platform, all students in ECON151 are accessing their textbook with computers, tablets, or smartphones via Moodle or the CourseSmart app.

  • Nicole Simpson ECON151

• ePortfolios – the Education department continues its use of Google Sites to create ePortfolios for each graduate student.

  • Barbara Regenspan MAT candidates

• Blogs – online platform that among other things can decenter the classroom, bring course material into the world, bring the world into the classroom, enable for writing without grading, and spark face-to-face conversation.

  • Meg Worley – WRIT103 & WRIT340

  • Ryan Solomon – WRIT215 & WRIT 315

  • Mary Simonson – FMST350 & FSEM149

• Classroom Salon – an online platform from Carnegie Mellon enabling social reading by integrating context and interpretation.  Students read texts, annotate, and comment online, which faculty can review and use to kick-start or add to in-class discussions.

  • Ian Helfant – FSEM168

  • Alicia Simmons

  • Ryan Solomon

  • Bob McVaugh – FSEM105

• Panopto Video Recording – a lecture capture tool that allows for the recording of a class or student presentations that automatically get uploaded to Moodle.  Video, audio-only, and powerpoint presentations can all be integrated into the recording.

  • Ryan Solomon – WRIT215 & WRIT 315

• Prezi – a cloud-based presentation software and storytelling tool for presenting ideas on a virtual canvas, which allows users to zoom in and out of their presentation media.

  • Monica Facchini ITAL201

• Website Creation – students creating websites to communicate with public audiences

  • Eddie Watkins, Reyna Stagnaro and the greenhouse – BIOL328

  • Suzanne Spring WRIT242

• Language Recording – students recording Japanese pronunciation and submitting to professor for review.

  • Yukari Hirata – Moodle plug-in

• Video Conferencing – connecting with people off campus and around the world

  • John Palmer – Korean Language Learning with Adobe Connect

  • Keck Center – Yukari Hirata

  • PCON Conflict Lab – Dan Monk

• Video/Audio Student feedback

  • Susan Thomson – using the screen capturing program called Camtasia to record video and audio feedback on student papers.

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EDUCAUSE ELI (Education and Learning Initiative) publishes a very useful series of short (two-page) summaries on educational technology topics.  Here is an oldie but a goodie about Digital Storytelling

http://www.educause.edu/library/resources/7-things-you-should-know-about-digital-storytelling

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http://files.campus.edublogs.org/blog.nus.edu.sg/dist/7/112/files/2012/07/Digital-Storytelling-in-the-Foreign-Language-Classroom_editforpdf-2jxajft.pdf

Digital Storytelling in the Foreign Language Classroom
by Hayo Reinders
Middlesex University (London, UK)

“Digital storytelling is a compelling activity for the language classroom. Easy to use for both writing and speaking practice, digital storytelling can be a good way to motivate students to use the language both inside and outside the classroom. Many teachers report high motivation levels, and not only for their students”

This article does a good job of explaining the What and Why of Digital Storytelling in Language classrooms.  The How to Start and Limitations portions are less relevant as we have several levels of support here @ Colgate.  Please contact CEL (itss-cel@colgate.edu) or Sarah Kunze (skunze@colgate.edu) if you are interested in using this technology in your courses.

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http://ojs.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3360/2810

“From a teaching and learning perspective, the practice of digital storytelling privileges intuitive and local knowledge drawn from non-academic sources, most often lived experience and memory. This openness to different forms of knowledge building and the recognition of a multiplicity of voices in the classroom may well be digital storytelling’s most enduring legacy to post-secondary education.”

Digital Storytelling and Diasporic Identities in Higher Education
Gail Benick
Sheridan College Institute of Technology and Advanced Learning

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