Social Media – Part 2 (Digital Footprint: Professionalism Online)

Topics included:

i.      Social Media’s footprint – lasting comments, images and words

ii.     Protecting your image and footprint, how to manage it for professionalism

iii.   Student/Family use of internet – How to manage footprint and things to be aware of when posting, putting up photos etc on Internet

Presenter: Julia Hengstler, Faculty of Education

We recorded the session for anyone who was unable to attend or would like to take a look at it again.

Here is the link to the digital copy of the presentation: http://bit.ly/17ateRM, it will open up Dropbox, at the top right hand side there is a button marked Download, click this and select Direct Download, then click open or save file.  The file may take a moment to download.

There was one handout for the session:

Social Media Digital Footprints 2013_v3

The next session will be Friday, June 7, 1:00 p.m. to 2:30 p.m. in B305, Room 508.  This session will be Google Advanced: Being a Savvy Internet Searcher presented by Liesel Knaack, Director, CIEL.

The initiative seeks to identify effective teaching practices and share these more widely through the use of video recordings of effective teaching practice. Bill proposes that instructors record their own instructing activity in the classroom for self review.  By watching the video the instructor can reflect on what happened in the class and look for areas of self improvement.  The best videos could be used to model and demonstrate effective practices for adoption by other teachers.

Social Media Tools – Privacy and Etiquette

Topics included:

• Basics of Facebook, Twitter, Pinterest
• Etiquette, Set up, Privacy Settings, etc.
• FIPPA Law related to Social Media for learning and use at VIU in classroom

Presenters:

Julia Hengstler and Liesel Knaack

We recorded the session for anyone who was unable to attend or would like to take a look at it again.

Here is the link to the digital copy of the presentation: http://bit.ly/17CgL89, it will open up Dropbox, at the top right hand side there is a button marked Download, click this and select Direct Download, then click open or save file.  The file may take a moment to download.

Both Julia and Liesel had handouts for the session:

Social Media Overview 2013

Privacy_Guide_

Social Media and Cloud Computing: Privacy Policy

SocialMediaCheatSheet_dailybloggr2010

The next ASSC session will be held Friday, May 10, in Building 305, Room 508, 2:00 p.m. – 3:30 p.m.  This is part 2 of Social Media -Digital Footprint, presented by Julia Hengstler.

One expert tip to start using collaborative documents with Desire2Learn is to integrate Google Docs into your D2L course site.  Using Google Docs you can secure and protect the document within a password protected space but allow users within your course site to edit the document without logging in to Google.  To do this you have to set up the Google Doc to be editable by anyone with the link, then embed the document in your course site.

It is important to note that because we are using Google Docs which stores data on US servers, that students and instructors refrain from entering personal or identifiable data into the Google Document.  If such data is required in the collaborative document please refer to this article on Social Media and Cloud Computing: Privacy Tips.

To add a Google Docs collaborative document to your D2L course you will need a Google Account.  Login to https://drive.google.com and create a new document.

Give your document a name and then click the big blue ‘Share’ button in the top right corner.  By default the sharing options for the document are restricted to private access.  You will want to change this to allow collaborative editing.  Click the change button next to the text “Private – Only the people listed below can access”.

Now we are going to change the options for this document to allow “Anyone with the link” to edit.  This will allow users who see this document in D2L to edit freely without a Google login.  Change the visibility option to “Anyone with the link” then also change the access to “Can edit”.

You will now be given a URL which you can use to share the document with collaborators.

Navigating back to the D2L course site in which you want to add the collaborative document, go to your content tool and find the module in which you want to place the collaborative document.  Click create a new link.

Here you can give your link a name and copy the URL that you obtained in Google Docs after creating the document.  I recommend that you do not used the open document in new window option.  Click create!

You now have a collaborative document embedded in your D2L course site!  Your students will be able to collaboratively edit this document.

Photo Credit: knowinspiration via Compfight cc

Last year at the OpenEd 2012 Conference held at UBC, the BC government committed to being the first province in Canada to offer students free, online, open textbooks for a variety of popular subjects. It was an exciting announcement for all people who have been tracking open educational resources and the open movement in education.  The project will result in free and openly licensed textbooks available online for web or mobile consumption, or for download which can be printed by instructors and students for use in their courses.

My understanding is that the textbooks are not being required or imposed upon instructors, who can still choose the textbook which suits their needs.  The textbooks are to be aimed at broad introductory courses which tend to have a common curriculum throughout the province.  Instructors may choose to use the texts in full or mix and match parts of the online textbooks to suit their curriculum needs.

Last week the BC government provided an update on its progress with the project and released the 40 texts which are being developed.  The 40 textbooks which are being developed are listed below:

• English – 1st year
• Math and Stats – 1st year
• Psychology – 1st year
• Economics (macro and micro) – 1st year
• Biology- 1st year
• Math and Stats – 2nd year
• Accounting – 1st year
• Chemistry – 1st year
• Physics and Astronomy – 1st year
• Sociology – 1st year
• Philosophy – 1st year
• Computer Science – 1st year
• Chemistry – 2nd year
• Business, Business Administration and Management – 1st year
• Psychology – 2nd year
• Criminology – 1st year
• Accounting – 2nd year
• Economics (macro and micro) – 2nd year
• Marketing – 1st year
• Biology – 2nd year
• Commerce – 2nd year
• Anthropology – 1st year
• Business Information Systems/Business Computer Systems/Business Information Technology – 1st year
• Visual Arts, Media and Design – 1st year
• Earth, Ocean and Atmospheric Science – 1st year
• Kinetics/Kinesiology- 1st year
• Communications – 1st year
• English – 2nd year
• Geography – 1st year
• Human Resources and Organizational Behaviour – 2nd year
• Applied Science – 1st year
• French – 1st year
• History – 1st year
• Political Science – 1st year
• Visual Arts, Media and Design – 2nd year
• Communications – 2nd year
• Sociology – 2nd year
• Applied Science – 2nd year
• Political Science – 2nd year
• Human Resources and Organizational Behaviour – 1st year

So how does web design translate to online course development? Easily! It will give you the basic understanding of:

• The latest HTML standards and how they affect online design
• The design process (e.g. design / plan offline before even starting your course/site)
• How your course or site will look on different platforms, resolutions, browsers and devices and why this is important
• The proper use of white space and how easy to read colours and fonts can affect your course
• Font use and what fonts are recommended for the web
• Applying visual elements (bolding key terms, limiting font colours and never using underline!)
• The proper sizing of images and using multiple images within your site or D2L pages
• Properly linking to both internal and external sites and resources
• The benefits of using CSS (Cascade Styling Sheets) versus tables or heaven forbid, frames in your course/site

Understanding the above points will give you a solid understanding of how to design online. With a well designed course, you can engage your learners and deliver the course content and learning objectives in a way that will truly enhance their learning experience.

D2L Course Templates & Workshops

Are you wondering if VIU has a D2L course template that would help you design a better course? We sure do! We are also offering workshops weekly on better course design and other D2L elements. Write us at learnsupport@viu.ca to learn more!

Educators who are interested in the flipped classroom can check out these three free resources to get started.

Khan Academy:

• Once you sign up for a free account, you have access to all videos and lessons.
• Users can find lessons by topic or by subject.
• Students can log into their account, click on their name at the top of the page, and then click on the ‘coaches’ tab to select their teacher. Once they select their coach, the coach can control what each student watches.
• Students can have more than one coach.
• For math and science videos, students can elect to see how a problem was solved step-by-step, either through text or video, by clicking ‘show the next step’ button.
• Khan Academy provides a ‘teacher toolkit’ that explains how to get started, how to implement Khan Academy into the classroom, and provides resources for students

TED-Ed:

• The site provides tutorials (written, audio, and video) on how to create a lesson for a flipped classroom.
• Each video has the option to meet the video’s creators.
• Teachers can find videos in a series, by subject, or by “best flips”—the videos already in TED-Ed’s library.
• The site works in conjunction with YouTube, so that educators can choose any video from YouTube and incorporate it into their lesson.
• Each video has an option to “dig deeper,” providing further resources on the video’s topic.
• Educators can use the assessment attached to the video (available in multiple choice or short answer questions), or they can create their own.
• When teachers “borrow” the video, lesson, and assessment, they get a unique URL to share with students, meaning this URL will not link or advertise any other video on the site.
• When students use the URL, the teacher gets the results of their quiz.
• If an educator’s lesson is nominated and accepted, an animator will make an animated version of the lesson.

Sophia:

• Teachers have personal dashboards and students can have a personal login.
• The site provides three different types of organization: tutorials, playlists, or groups.
• To create a tutorial, teachers use a built-in screen recording tool to make short videos or add PowerPoint and PDF files, choose what subject describes the tutorial, hit “create,” and add closed-captioning if desired.
• Sophia provides a video on how to create a quiz for a tutorial.
• To create a playlist, teachers can create an ordered set of tutorials for students to follow. Students can use these for a structured course, or create their own playlist as a study guide. Click “create playlist,” drag and drop videos in the desired order, and then add a name and description.
• There are many playlists available pre-made for educators and students.
• Creating a group allows teachers to create a private classroom or study group. Teachers and students (if the teacher allows for this ability) can upload content, communicate with other group members, and students have the ability to submit coursework and projects.
• Users can make an unlimited number of tutorials, playlists, and groups. Everything created can be viewed and organized on the dashboard.
• Sophia provides a five-question quiz, “What kind of learner are you?” to help each member determine if they’re a visual, verbal, auditory, interpersonal, or applied learner.

For more information on each of these flipped classroom resources, as well as more digital resources and links, check out the archived version of this webinar.

To enable your D2L Email to track when recipients open your email messages, follow these steps:

1. From inside your D2L Email, select Settings.
2. Select the first checkbox for Track activity for messages sent to internal email addresses.
3. Choose Save.
4. Go to your Email Message List.
5. Select your Sent Mail folder from the left menu and open any email message.
6. On the right side of the message body, choose the link for View Recipient Activity.

A pop up window will show you a report on the date and time that email was opened by the recipient. If the email has not been opened by the recipient, the report will be blank.

Readium – with this Chrome extension, it is now possible to read ePubs on a computer.

Pixorial – use this a free, web-based video editing platform on any device. It  also has an app and connects to Google Drive for easy storing, editing, and collaborating on videos.

Croak.It - record up to 30 seconds of audio without needing an account and on any  device. There are apps for iPad and Android as well as a bookmarklet for the web. Share croaks by email or with a link. Embedding options are apparently coming soon.

Google Keep – capture your thoughts, ideas, voice, and photos with Google’s new note taking app for Android devices. A streamlined version works through Chrome and notes save automatically to your Google account.

If you didn’t get a chance to attend any sessions, we are offering eleven different 50 minute sessions at many times and days in April, May and June to help make the transition to Desire2Learn as easy as possible. It is important to remember that as of May 31, 2013 the old Moodle system will no longer be used and courses will be run in our new system, Desire2Learn.

The hands-on sessions are no more than 5 people and all employees (support staff, administration, instructional faculty, technicians, librarians etc.) are welcome to attend. The sessions are designed to get you up and running with the tools available in Desire2Learn, and come complete with handouts as well as your own development course to practice and learn in. You can take as many sessions as you want, and if you want to take one multiple times please do!

The sessions include:

Desire2Learn Basics – Getting Started

Course Design 1 – Uploading files, creating pages and building modules

Course Design 2 – Using HTML pages to enrich your course

Course Design 3 – Working with images, links, and videos

Communications 1 – Classlist, email, and other communication tools

Communications 2 – Setting up Discussions and Groups

Assessment & Evaluation 1 – Using Dropboxes

Assessment & Evaluation 2 – Using Quizzes

Assessment & Evaluation 3 – Using Gradebook

Assessment & Evaluation 4 – Using Rubrics

Assessment & Evaluation 5 – Using ePortfolio

For more detailed information about our sessions please go to: http://www.viu.ca/ciel/tech/desire2learn.asp

You can register for session through InVIU at http://inviu.viu.ca using the ProD Calendar. (Remember to put “CAPITAN\” in front of your username if you are registering from off campus.)

If you have trouble registering give us a call at 740-6167 and we’ll register you.

We hope to see you soon!