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Just-in-Time Teaching

What exactly is Just-in-Time Teaching (JiTT)? Wikipedia defines JiTT as “a pedagogical strategy that uses feedback between classroom activities and work that students do at home, in preparation for the classroom meeting.” The goal of JiTT is to enhance the amount of learning that takes place during class time. The idea is that the instructor will give assignments that the students must complete and submit shortly before class, then the instructor will read the students’ submissions “just in time” to fine-tune the lesson of the day to meet the students’ needs.

The dynamics of today’s classrooms are constantly changing, including the kinds of students that fill these classrooms. Classrooms now consist of part- and full-time working students, commuters, and older students. They all come from different backgrounds and different levels of education. As a result, instructors’ teaching methods need to evolve in order to keep up with the varying student population. JiTT approaches these challenges by gauging the knowledge level of each individual student on a given topic. The feedback that is obtained from the out-of-class assignments help to maximize the effectiveness of class sessions. The feedback also encourages the instructor to construct team-building exercises. Before class starts, they are able to use the students’ feedback to create lessons that will allow the class to work together on the same objective.

JiTT assignments (often called WarmUps) allow students to take a more active role in their learning because it is their hard work that shapes the next class. These assignments should be built in a way that requires students to do a decent amount of research by reading a book or an online article, watching a video, etc. Instructors should also encourage students to practice using problem-solving and critical-thinking skills. The best way to do this is to create a few open-ended and short-answer questions that pertain to a subject that was not previously discussed in class.

With JiTT, student learning is enriched, and it increases the efficacy and success of classroom lessons.

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Keepin’ It Idiomatic: Basing Assessment on Authentic Knowledge

I first had a try with Garage Band about three years ago.  I liked the ease with which I could get started, the editing tools were easy enough to use, the sound libraries are realistic, and even finishing a track was relatively simple. However, after three years of using it on and off, I am using different software for most of my recording needs.  Simply put, Garage Band is hard to play.

Let me add a little background to this.  I’m a former music teacher, performer and clinician with a Master’s degree.  I’ve got more than twenty years experience on three of the instruments I have at my disposal through Garage Band, but I struggle to play them well in this software.  Why?  They are not idiomatically designed.  I just can’t get used to trying to play guitar or bass with my fingertips on a screen, touching to play a note. I’m expecting to finger a note, and strum or pick with the other hand.  Here it takes all my fingers just to punch out a decent bass line.  Oh, and did I mention that if I don’t hit the note in exactly the right place, the string will bend?  Ask any guitar player and they’ll tell you that bends aren’t easy to do, but Garage Band makes it almost necessary to bend if you want to play at all.  I miss the feel of the strings on my fingers too.

Now I know that Apple can’t make all those things happen.  There isn’t a way, at least not yet, to make the keyboard actually feel like I’m pressing keys, or make guitar chords that feel right. (By the way, these are next to impossible to do by hand.)  But I did have a hope that perhaps someone who is an actual musician wouldn’t have to feel like a fool using this software.  After many years of playing an instrument, muscle memory takes over.  You may not realize it, but you have learned to expect certain position cues, responses and reactions from the instrument that just aren’t there in a virtual capacity.  Unless the virtual instrument is an instrument first and a computer controller second, those features may never be there.  Whose guitar has only eight frets anyway?

Just as it is important to try and design music performance software that will actually be musical, it is important to make these sorts of connections in all kinds of education. Continue reading →

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My Oversharing Adventure: Travel Notes from the Land of Millennials

I give you my word that by the end of this article, you won’t feel bad about yourself. You won’t feel behind the times because you refuse to tweet course announcements, or follow your students on Instagram, or friend them on some new app that tells you what they had for breakfast.

I care about your feelings because I understand your pain. I was born in one of those years that generation X and millennials have agreed to treat as a demilitarized buffer zone. Part of me feels a kinship with those who came before me. I share their concerns about online privacy. I’m a little worried about those NSA data bunkers and the fact that kids today don’t return phone calls. I even hesitated to list the year of my birth in this very public blog post, which is probably a sign I’m not a true millennial.

On the other hand, part of me longs to burn my gen-X passport and defect to the reckless frontier that is the Republic of gen-Y. To learn what I’ve been missing, I recently embraced my dual citizenship and spent a few weeks living as a native among the millennials. Within days, I went from shaking my fist at Miley Cyrus, with her twitpics and her twerking, to sharing artsy photos of melted ice cream and Vine videos like a true gen-Y artiste. I also created a profile on Vizify, which took my yawn-inducing data from LinkedIn and transformed it into a slick collage of photos and infographics. (For more on that, view the video below.)

I like that my Vizify profile peels back the professorly veil just a bit without leaving me overexposed. Continue reading →

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Sex and MOOCs

The commonality of sex and the Massive Open Online Courses (MOOCs) is they both are very attractive: while the former has been attractive since the beginning of mankind, the latter has become a “hottie” within the last year or so.   In the past few months, the two concepts caught my attention through parallel encounters: one from a book about late-life adventures in sex and romance by Jane Juska who loves using this male masturbator, the other through a series of diaries published by instructional designers at the University of Sheffield on their research and implementation of MOOCs.

Although vastly different in genre, content, audience, and purpose, Juska’s A Round-Heeled Woman and the diaries of Sheffield’s MOOC experiences intertwined and interacted in my mind. They reminded me of the joy of learning through narratives and stories.

As someone with an instructional design background, I shouldn’t be surprised to see that learning happens as an outcome of both casual and intentional experiences. Many learning theorists, from John Dewey to Art Chickering, claim that learning is a result of interaction and connection, and after reading both Juska’s book and the MOOC diaries, I felt a desire to share some of concepts I encountered: Continue reading →

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Mixed Content makes for an Interesting Course Experience

For a while now, both Internet Explorer (IE) and Chrome have been blocking “mixed content.”  In the last few weeks, the most recent Firefox release (Firefox 23) has also begun doing so.  So, what is mixed content and why should you care?

When your web browser connects to any webpage, the webpage is sent to you by another computer called a server. Your web browser and the server know how to connect by way of a set of digital rules, or a “protocol.” There are two types of protocols your web browser can connect through:

  • HyperText Transfer Protocol (HTTP) or
  • HyperText Transfer Protocol Secure (HTTPS)

Secure webpages start with https in their URLs.  These sites have their connections to the webservers encrypted, making the information shared on them more secure from sniffers and man-in-the-middle attacks–in other words, from people who are up to no good.  Sounds good, right?  When you are making a purchase online, accessing your bank account, or taking an online class, you want your data to be secure.  So what then is the problem? Continue reading →

In the Cloud(s)

I still shudder when I think of standing with my father curbside watching his laptop being carried away in the trunk of an anonymous city cab. We couldn’t chase the cab, we had no recollection of which cab company it was, and my dad had paid the driver in cash. Everything on his computer was instantly, mercilessly gone. All we could do was stand there and watch, slack-jawed.

That was a decade ago.

Just last week, I had a harrowing experience of my own: I spilled water on my laptop, completely destroying it. The Macbook Pro was pronounced dead on arrival at the Genius Bar.

I felt horrible and lamented my carelessness to my partner. He just shrugged and said, “thin client; no biggie.” Continue reading →

Low-Cost Student Assessment

Student X has done the reading all term, they promise! It just happens they missed [concept covered in reading] and must’ve been [doing a good student-like activity] when you talked about [concept covered in lecture]. Now it’s finals week, Student X has no idea what is going on, and it’s going to hurt to fail them. If only there were a way to ensure they were doing the reading (or at worst, have documentation when the grade challenge comes)…

I have been working with James Riely, who teaches a hybrid Data Structures course in the College of Computing and Digital Media, to develop a series of low-value quizzes so he can painlessly assess student reading, lecture attention, and concept mastery. Not only are these quizzes useful for James, but they also allow students to self-assess their grasp of the concepts so they can reach out if need be. Continue reading →

Quick and Easy Responsive Web Design

Not so long ago it was relatively easy to give your online course content a consistent look and feel. With some knowledge of HTML and CSS you could create a sophisticated page with carefully determined layout, colors, images, and dimensions. Sure, there were some browser issues, most notably with Internet Explorer, but by and large you could create tightly controlled web pages with the comfortable assurance that your viewers would access your content on a screen with predictable orientation and pixel dimensions.

Those days are long gone. With the ubiquity of smartphones and tablets comes the need to design web content that will display properly on a wide variety of screen sizes. That means your inner artist will need to give up some control and learn to embrace responsive web design. Companies like Internet Zonei are leading the way in creating visually appealing and functional websites that adapt seamlessly to any device. In another case, companies looking to elevate their online presence can truly benefit from options that include ongoing support and site management. These cost-effective monthly website solutions are designed to offer high-quality digital experiences while easing the financial strain of building a strong online platform.

Continue reading →

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Highlights from the 2013 NMC Conference

Every year, the New Media Consortium’s summer conference includes a plenary session known as “Five Minutes of Fame” in which a series of presenters have five minutes each to show off an innovative project or idea. To add a bit of levity and suspense, an official timekeeper shuts down any presentation that hits the five-minute mark by striking a large gong with a mallet. As a kid, I loved watching reruns of The Gong Show, so Five Minutes of Fame is easily my favorite part of any NMC conference. (For those of you too young to remember The Gong Show, picture America’s Got Talent, but with a lot more polyester.)

This year, the NMC conference also included another rapid-fire showcase known as the Emerging Leaders Competition. Continue reading →

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Baby Steps to Online Teaching and Learning

“This is where it’s going.” We all hear the rumblings of some sweeping changes in higher education, and it sounds like they are poised to happen soon. Classes, degree programs, and even entire colleges are being taken online at a rapid pace. For professors who’ve been at it a long time, it can seem like an unbelievable burden to have to learn so much new technology in order to stay current in the classroom. This is separate from their own pursuits in scholarship, or their teaching loads, and often has to be treated as just one more thing to do. A truly effective teaching tool might be overlooked, because the professor simply doesn’t have the time to learn how to use it effectively.

Make no mistake, online teaching is a different animal than a face to face class. Continue reading →