REGISTER by this Friday, April 17 for early-bird pricing! If you’re from Leeward CC, register by this Friday and your registration will be subsidized by the campus. (Your $50 early-bird deposit will be returned to you on May 20 when you attend PRLS.)
Over the past three decades college textbook prices have grown 812 percent, increasing more than 3 times the Consumer Price Index. Colleges across the country are attempting to address this issue in response to recent studies that show that students are opting not to buy some textbooks, resulting in poorer academic performance. This critical issue is especially prevalent at community colleges where often times the cost of class materials can be 35% of the overall cost of education.
In this special interactive webinar, see how other colleges are approaching textbook affordability and how your institution can apply these best practices. Examples of topics that will be covered include, best practices for the formation of a textbook affordability committee, student satisfaction and bookstore utilization tracking, new models for instructional materials that move beyond the printed book, and how institutions balance the budgetary pressures of declining textbook sales with their desire to improve student access to low cost materials.
The panel discussion will include:
• Dr. Joe May – Chancellor of the Dallas County Community College District
• Mr. John Squires – CEO, Akademos, Inc
• Plus more
Digital Learning Day was founded to promote discussion around innovative digital instruction practices and to ensure that youth everywhere have access to high-quality digital learning opportunities. Use this day to collaborate, share best practices, and boost your own digital expertise with free content from PBS LearningMedia and Digital Learning Day.org .
A collection of digital tools and lesson plans that are only a tiny fraction of the free classroom and program resources available to educators. The below websites will help you search thousands of free tools and ideas by grade-level, teacher ratings, and more!
Starting next week, join me for the Gmail Challenge workshop* where you’ll learn how to be efficient with email and utilize Gmail’s features to take control of your email. You will perform email tasks and use strategies to organize and manage your Google@UH Gmail account.
Google Docs Challenge
Two dates/times to choose from:
Friday, March 13 from 1:00 PM – 2:30 PM or
Monday, March 16 from 2:00 PM – 3:30 PM
The week after next, join me for the Google Docs Challenge workshop* where you’ll get hands-on time creating, sharing, and collaborating on Google Documents to discover the many features and benefits of online documents and how your students can benefit from it too.
Interested in more? Read how Dottie Sunio, Lecturer at Leeward CC, uses Google Docs in her ICS 100 class for a collaborative activity. Read how Eve Naia Tupper, Lecturer at Leeward CC, uses Google Docs and other add-ons for student essay assignments in her ENG 100 online classes.
*Participants are eligible to receive a badge of achievement for successfully completing the Gmail and/or Google Docs Challenge as evidence to include in their dossiers.
This is a special guest blog post by Eve Naia Tupper, ENG 100 Lecturer at Leeward CC.
“Google Docs was a great benefit especially for an online class. I found it useful that others (peers and/or professor) can add comments and that changes can be tracked on Google Docs.” – ENG 100 Student
How I Started
I was hired in spring 2014 to teach online English 100 classes at Leeward CC. I originally began teaching English Composition in the late 1980’s for the Virginia Tech English department, and have lots of teaching experience, but this was the first time I’d be teaching online. I was especially interested in learning how to interact with my online students to help them revise their essay drafts.
I made many summertime visits to Leeward’s Educational Media Center (EMC) for assistance. I had previously met Rachael Inake, Educational Technologist at the EMC, when I took her Google Docs workshop at Windward CC during the HSI Gone Wild conference on March 7, 2014. I learned a bit about how Google Docs inspired cooperative writing, and wanted to know more about how I could use Google Docs in my ENG 100 online classes.
The Magic of Google Docs, Doctopus, and Goobric
Rachael used her expertise in Google Docs and Doctopus, a Google Sheets add-on app, to help me create an intensively interactive, highly-organized and efficient way to implement and manage essay assignments. I was intrigued by the potential to have a high level of student-to-student and student-to-instructor interaction using Google Docs for my ENG 100 essay assignments. I loved the concept that students’ drafts in Google Docs could be shared with me and the class, changes could be tracked, students could simultaneously provide evaluation feedback on each other’s drafts to use for revisions, I could comment on the students’ drafts, text chat with students online about their drafts, and grade and leave feedback on their docs using the assignment rubric via Goobric, a Google Chrome extension that works with Doctopus.
I learned, with Rachael’s kind and patient help and her excellent video tutorials, how to setup and use Doctopus. Doctopus is a free Google Sheets add-on that allows the instructor to mass-copy/create docs for each student (from a starter template Google Document the instructor creates), share docs automatically, monitor student progress, and manage grading and feedback for student projects. When I ran the Doctopus add-on, it made copies of my template doc I created for students’ essay draft assignment with necessary sharing permissions I chose in Doctopus (i.e. students can comment on each other’s), labeled each with the student’s name, course number, and assignment title, so that I would never again receive a “mystery essay” with missing information on top. It even created an organized folder structure in my Google Drive (see screenshot below) with necessary sharing permissions applied. The automated creation and sharing process saved a lot of time and prevented mistakes from having to do it manually for 40 students (two classes).
For students’ final essay assignment, I created a similar template doc (like the draft doc), but this time I specified sharing permissions in Doctopus so that each student’s doc wasn’t shared with the entire class, but with just me and each student so I could give private feedback and his/her final grade for the essay. After I ran Doctopus to generate the assignment docs for each student, students copied and pasted the text from their draft doc into their final doc and made necessary edits for their final version. Doctopus has an “embargo” feature that allowed me to “lock” the students’ docs (which changes the sharing permission for them from “edit” to “view”) so no further edits could be made after the due date while I’m grading them. To grade, I used a free Google Chrome extension called “Goobric” to input my grading rubric that works together with Doctopus. It allowed me to input scores for each criterion and paste the completed rubric directly into each student’s doc.
Additionally, I shared the class’ drafts folder in Google Drive with the Leeward CC Writing Center, so that when online students call the Writing Center for help, the tutor and student can open the Google Document and chat on the phone and/or in the doc and edit the essay with ease.
Although I’ve used Google Docs, Doctopus, and Goobric for my online classes, it can definitely work well in face-to-face classes. Plus, students don’t need to have MS Word to do their assignments; Google Docs is free!
I can say that my fall semester with Google Docs has been a success, and my fall 2014 students had these comments:
“Google drive is very useful; especially it allows students to edit their drafts very easily.”
“I particularly enjoyed writing and getting feedback. I find myself writing reports, emails, letters daily at work- so it’s always nice to practice. Not just grammar, spelling and all those things but practice- how you write…Also, I have never used Google Docs, it’s a useful and effective program. It’s better than attaching a document to an email (which takes too much time). I would definitely use it again.”
“Another useful tool implemented in this course was the google docs. It was extremely helpful to have a designated template for each step of each assignment in one easy to access spot. This was the first time I had ever used Google docs as a part of an educational course, and I must admit that I did not immediately recognize the benefits of this tool. It wasn’t long, however, before I came to appreciate the organization the Google docs provided. Having drafts, peer evaluation results, and instructor feedback in one location was helpful when writing my final drafts as all of the information I needed to reference was located in one place”.
“Mastering Google Docs was a benefit for sure and a new skill I can add to my list. I did not know Google Docs existed before I was required to use it for this course. I even let my husband in on it and let’s just say we are both users of Google Docs. I never faced any problems with Google Docs. Everything worked just fine, thankfully.”
“Learning how to use Google documents is also a skill I have now acquired because of this course. In future courses it will help me if I need to use the Google documents.”
Collaboration with the Leeward CC Library
This spring, I am continuing with Doctopus and Google Docs, and am building on last semester’s work. This semester, the supportive and amazing Leeward CC Librarians Leah Gazan and Junie Hayashi are sharing a Google Doc in the Doctopus “Class Edit” folder (which gives students “edit” access to type on the doc) called Ask an LCC Librarian a Question!.This single document is shared by all of the ENG 100 students, myself, and the librarians. At any time, a student can type a question for the librarians on this Google Doc, and within 48 hours, the librarian can type the answer for all class members to see. This is a wonderful resource for ENG 100 students, who need to take the Library Information Literacy Exam and use the Leeward CC library databases to research and document their research findings MLA style in their papers.
If you’re looking to get started with Google Docs, register for the “Google Docs Challenge” workshop on March 16 or 17, 2015. For help with Google Docs or Doctopus, contact Rachael at firstname.lastname@example.org.
Accessed Curriculum Central to download their approved course outline.
Created their visual course syllabus within the parameters of the approved course outline.
Saved their syllabus as a PDF.
Used the Laulima Syllabus tool to post their syllabus.
Created a syllabus activity for their class(es).
Since then, three instructors – Cara Chang, Michael Cawdery, and Kale’a Silva – continued their efforts to successfully complete this workshop by making-over their syllabi into visual syllabi, creating and implementing a syllabus activity, and sharing it with us to share with the online community. They were awarded with the “Visual Syllabus Creator” badge. (These digital badges contain detailed information and evidence that can be used in their contract renewal or tenure/promotion dossiers.)
In Cara’s made-over syllabus, she used different colors, pictures, and quotes to add meaning to her visual syllabus. She included photos and quotes taken from some of her course’s readings. Her syllabus also shows her personality and gives students a preview of her course. She even added a personal touch by including her own haiku to go along with a picture she took in her syllabus.
For Cara’s syllabus activity she divided students into groups and assigned each group a section on the syllabus to annotate and share back with the class. She also had her ENG 24 students take a syllabus quiz on the second day of class. She said that, “Students seemed to remember what was on the syllabus a little better and did better on the syllabus quiz than previous semesters. Students were also more engaged because they asked more questions about my syllabus. [They] seemed to like the different colors because some of them went on Laulima and printed out a color copy even though I had given them a black and white copy in class.”
This is Cara’s standard “before” syllabus for ENG 100 – Composition I.
And this is her made-over “visual” syllabus for ENG 100 using Michele Mahi’s visual syllabus document as a template.
Cara has graciously shared her Word (.docx) file for others to download as a template to modify for their own visual syllabus. To view all syllabus artifacts, click here.
Michael condensed his 13-page standard syllabus into a 6-page visual syllabus that is more organized and meaningful. Information is “chunked” in parts for easier reading, colors are catchy, and relevant images and quotes add context.
For his syllabus activity, he did a scavenger hunt and exploration activity where he “jigsawed” the syllabus into parts and divided it up among small groups to review and then share back with the class.
This is Michael’s standard “before” syllabus for ED 285 – Introduction to Classroom Management.
And this is his made-over “visual” syllabus for ED 285 using Michele Mahi’s visual syllabus document as a template.
Michael has graciously shared his Word (.docx) file for others to download as a template to modify for their own visual syllabus. To view all syllabus artifacts, click here.
Kale’a made-over her syllabi by using colors and blocking of each section to make reading easier. She created hers in Google Slides to take advantage of easily creating and arranging blocks, textboxes, and inserting images with simple click-and-dragging.
For her syllabus activity, Kale’a did a syllabus hunt/group building activity where students were given five main questions regarding information in the syllabus, and answered questions in groups. She applied this to her course, teaching, by asking students to reflect on their schooling experiences and how teachers explain course requirements. They compared the activity they did in her class, to the traditional “read the entire document out loud” method. Students discussed the benefit of community building and cooperative learning to learn information. Kale’a commented that students liked the images, clip art, and quotes used in the new syllabus.
This is Kale’a’s standard “before” syllabus for ED 294 – Introduction to Multicultural Education.
And this is her made-over “visual” syllabus for ED 294.
Kale’a has graciously shared her Google Slides file for others to download as a template to modify for their own syllabus. To make a copy of Kale’a’s syllabus to use as a template for your own, follow these steps:
Launch the Google Chrome Internet browser (because Chrome allows you to use a bunch of cool fonts in Google Slides) and log into your Google@UH account (Gmail or Drive).
Click here to open Kale’a’s file in Google Slides and click on File > Make a copy.
Name your file appropriately and edit in Google Slides as desired.
When you’re done, to download it as a PDF file, click on File > Download as > PDF Document (.pdf).
All syllabus artifacts can be viewed and downloaded here, where there is also a basic template available for copying to create your own visual syllabus. If you do make-over your syllabus and found our resources helpful, please submit yours to share too. Or if you’re interested in attending our Syllabus Starter and Makeover Challenge workshop next semester, please look out for the registration information in your email or in the “Week of Welcome” flyer.
“The biggest lesson I learned was that Leeward CC is a supportive and rich community of wonderful people and resources that empower us to be the best teachers we can be.” -FA 14 TEP Participant
We just wrapped up another great semester of the Teaching Excellence Program (TEP). The program is designed to help new faculty and lecturers at Leeward Community College. The program includes teaching, learning, and educational technology topics (classroom management, campus resources, learning styles, student projects, preparing for contract renewal, Laulima, Google Apps, etc.). On behalf of the TEP facilitators, the Innovations Center for Teaching and Learning and the Educational Media Center we would like to acknowledge the time, effort and dedication of our fall 2014 TEP participants!
Leanne Riseley (facilitator), Cindy Martin (facilitator), I-Chia Shih, Lisa Kodges, Daniela Dutra Elliott, Hardeep (Sunny) Kharbanda, Ann Inoshita, Michael Joyce, Carleen Yokotake (facilitator), Rebecca Page, Dalybeth Reasoner.
Missing: Eve Naia Tupper
Missing Facilitators: Brent Hirata, Rachael Inake, and Greg Walker
Today the fifth annual Global Education Conference kicks off. This is our free, five-day, online event that brings together educators and innovators from around the world, with sessions held around the clock to accommodate participant time zones. With over 250 sessions and 30 keynotes, it is an incredible opportunity to connect with and learn from educators, organizations, and students focused on globally-connected learning and supporting cultural awareness and educational access.
Here is a sneak peak at today’s sessions for Monday, November 17
6:30am Global Education Conference Welcome
7:00am KEYNOTE: Christie Vilsack on “Developing Partnerships”
8:00am A Simulation of Ellis Island Leads to Better International Awareness – Ric White, 7th Grade Teacher
8:00am How to create a student centered global classroom using Skype, Twitter and blogs – Ann Michaelsen, teacher and administrator
2:00pm Empowering and Inspiring Youth to Start Small Businesses for Social Good – Jessica Charles, One Hen Program Manager
2:00pm Feedback-Are You Doing Your Part? – Yvonna Sarkees, PAO Mentor
2:00pm Global Buddy – Lessons From a Student-run Initiative to Connect Schools – Dylan de Waart, Founder and Director
3:00pm Global Bridges Project- Creating Global Citizens by Connecting Students Around the World Through Relevant, Collaborative Projects – Lili Monk Director of the Global Bridges Project
3:00pm GLOBAL LEADERSHIP COMPETENCIES: Business and Education Perspectives – EDUARDO R. RIVAS, Ed.D., Leadership Program Professor
3:00pm MOOcs como herramienta de aprendizaje – Elsa Daniela Pérez Mendía
3:00pm SPOTLIGHT: Flat Connectors – Global Collaborators – Meet and Share – Julie Lindsay
3:00pm The quiet leader: leadership attributes of elementary school social studies teachers in an era of deep change – Katherine Ireland
5:00pm Cultural Diversity and Appreciation by Exchanging Greeting Cards – Mrs Judy Barr
5:00pm Pen Pals Around the World~ Pen Pals por el Mundo – Sarah Burke
5:00pm The Impact of the iEARN Photojournalism 2.104 Heritage, Hunger and Food Security Program: Reports from students and educators in Pakistan, Tajikistan and the United States – Dr. Fenot Aklog, Adjunct Associate Professor and Director of Research
5:00pm Using Multiple Student Perspectives to Break the “Single Story” – Julia Coburn, Executive Director
6:00pm A Virtual Trip to Asia – Ms Paramita Roy
6:00pm Global Collaboration in Science Education – Jill Nugent
6:00pm Going Global: A Literacy, a Process, a Library Call to Action – Joyce Valenza, Assistant Professor
6:00pm Using skype , google hangout and writing mails/letters to help small students in a little classroom to open their eyes to the large world outside – Dondi Tóthné Bán Gyöngyi
7:00pm Resistencia al cambio – Fernando Jorquera Profesor
7:00pm SPOTLIGHT: Education Beyond Borders: fostering global competency by connecting educators and classrooms – Noble Kelly, President & Founder
7:00pm Tech Talk Tuesdays: Global Connections – Anne Mirtschin, ICT Teacher
8:00pm World Theatre Video Project- Connecting Globally Through Performance – Nick Cusumano Theatre & Film Teacher GCT and GET
9:00pm Releasing creativity and confidence among Youth through non formal life skills program in underprivileged urban setting – Rozina Jumani, Associate Professor/ Director Strategic Planning and Capacity Building
10:00pm Education Against Dehumanization: Radical Change of Approach to Peace-Education – Olek Netzer, Ph.D.