Monthly Archives: March 2014

Cool Creative Commons Collections for Class

I am not very original and I like to find materials on the web to ‘spice-up’ my hybrid and online courses. However, I frequently find things that are wonderful, but I am never sure as to their usability with regards to copyright and fair-use. Fortunately, there is a wealth of resources out there that are available under some very clear and user-friendly licensing.  So, let me first briefly discuss Creative Commons licensing and then point you to some wonderful web sites that support either Creative Commons licensing or clearly stated licensing materials for use in your course.

Creative Commons is a non-profit organization that has established some legal tools to allow content authors to share their creative works under six different licensing schemes. The schemes are outlined on the website. In the simplest of terms, all of the licenses require, as a minimum, attribution. This means you give credit to the author for the original creation. The rest of the licenses add on one or more of these attributes: NoDerivs, NonCommercial or ShareAlike. Rather than go into the detail, the site provides complete descriptions of the licenses in both a human-readable format (License Deed) or the less-friendly Legal Code. Below are a few sites where you can find some really great content licensed under CC.

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IDD Book Club: Thunderstruck by Erik Larson

Do you remember the dread of reading books “for school”? As a former high school English teacher, I remember feeling conflicted about book selections because I feared that the “for school” designation would automatically turn students off to a book they might like in other circumstances, no matter how hip and non-worksheet-y the accompanying assignments (Make a soundtrack for the book! Create a children’s book version of the same story with pictures and everything!).

I often find myself falling into the same trap with “for work” reading. I’m genuinely interested in reading about topics related to my job — Cynthia Selfe’s  “Multimodal Composition — Resources for Teachers” is a fantastic book, for example, but these aren’t the types of books I turn to for those 20 minutes of unwinding time before my head hits the pillow.

To my delight, though, my current “for fun” reading, Thunderstruck by Erik Larson, is striking the perfect balance of telling a compelling narrative and making connections to my professional life. Continue reading →

Making the Most Out of Office Hours

Having in mind the theme of our upcoming Annual Teaching and Learning Conference, “Full Contact Teaching: Making the Most of Class Time,” I reflected on what other student-faculty contact opportunities there are that could be used more effectively. I realized that in my experience more often than not office hours tend to be used non-effectively, or even worse not used at all by students. I firmly believe that office hours are a unique opportunity that I have to get to know better my students’ weak and strong points in the learning process, and then provide my students with proper and timely feedback. That is, office hours are certainly one avenue that a student has to provide me with valuable information that I can then use to help him/her better individually, and then the entire class at large. I thus decided some time ago to consider strategies that could help drive purposefully more students to my office hours. Of the many strategies that occurred to me, I will talk in this blog about one that I implemented with great success in the second quarter of general chemistry that I taught in spring of 2009 (CHE113, now known as CHE132). Continue reading →

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Highlights from the 2014 ELI Conference

One of the best things about the Educause Learning Initiative (ELI) annual meeting is the broad spectrum of institutions represented, from the Ivy League to large public and private universities to community colleges and small liberal arts schools. If you’re looking for colleagues who are grappling with the same challenges you’re experiencing at your institution, chances are you’ll find them at ELI.

The ELI audience is as diverse as the institutions they represent and includes instructional designers, faculty with a passion for technology, and IT professionals working in higher education. Unlike conferences that focus primarily on distance learning, ELI attracts a large proportion of CIOs and people passionate about the intersection of technology and physical learning spaces. As a result, the conference typically includes ample hands-on time with new gadgets and hardware. On Tuesday, I learned more about Arduinos during a hands-on “maker-space” session that left me missing my old Capsela set. At breakfast on Wednesday, I had a chance to chat with remote conference participants who roamed the venue using a device designed by Double Robotics. And just before heading to the airport, Jeremy Littau, an Assistant Professor at Lehigh University, let me test-drive Google Glass.

Of course, you don’t have to be on a first name basis with the staff of your local Radio Shack to get something useful out of ELI. The annual meeting agenda is brimming with presentations on everything from faculty development for online learning to predictions on the future of open-source textbooks and MOOCs. Here are a few highlights from some of the sessions I attended.

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