eLearning Technology Blog

Introducing the Teaching with Technology Vlog

by Ruth Gregory 3. September 2014 14:12

Check out our new Teaching with Technology vlog (aka video + blog).Teaching with Technology is a video blog created and hosted by Ruth Gregory, Emerging Technology and Multimedia Specialist at the Washington State University Global Campus. The purpose of the vlog is to highlight ways faculty can incorporate technology into their classes. It is also used to showcase innovate ways that higher ed faculty are already using technology in their teaching practice. Check out some of the first vlog posts below. The first video introduces the concept of the vlog. The second is about Socrative & Quick Response Systems, and the final video of this first series is about using Twitter in your classes.

Just How Good Do I Need To Be?

by Susan 8. April 2014 15:07

For the past six weeks, I have been participating in a free, open-to-anyone, online course, better known as a MOOC (massive open online course). The title is Digital Literacies I. This course, offered through San Diego State University, is designed for educators to improve their digital literacies.

Personally and professionally, I’ve worked with technology for many years; longer than some of you have been alive! In fact, early in my career, I was the go-to knowledge expert in my organization for technology-related issues. That’s scary to think about, realizing that in a shockingly short period of time, I’ve moved from expert to competent to merely capable. Isn’t that backwards? Doesn’t our normal understanding of learning mean that we know more and improve our skill set and capabilities?

So I started my MOOC with great expectations! I was going to once again become a master using these different tools. Well, that has not been the case. I’ve struggled to complete all the assignments by the due dates while getting all my regular work done. Fortunately, much of the course material is not completely new, so I’m getting helpful tidbits showing ways to more efficiently and effectively use what I already know. I have learned a number of great tips, tricks, and techniques. I’ve also tried a couple of new technologies and found that they were easy to use, and that step-by-step guidance is available for nearly anything (YouTube is a godsend). I also realize that I don’t need to become an expert user. It’s fine to be just capable. The important thing is that I’m taking incremental steps to learn new things and slowly expand my knowledge.

I realize that the sheer pace and volume of technology and digital knowledge makes it virtually impossible to keep up with everything. In my job, I have to learn enough to be competent using a large number of different applications, and what’s really daunting is the realization that “large number” is just a tiny, tiny segment of what is available. So from that perspective, it makes sense that I might experience a reverse trajectory in skills, from expert to competent to capable. Perhaps digital literacy, like other worthwhile endeavors, means focusing on what interests me or what’s needed to get the job done, and letting go of the rest. Mastery may not be required.

Reflecting on the presentations from the recent faculty-led workshops in late February, those instructors were a powerful example of this conclusion. There are many different ways to increase student activity and engagement in the classroom. Each method offers different approaches, benefits, and values. These presenters, however, had each identified a strategy, something they liked and that resonated with them, and they delved into it with enthusiasm, and then applied it in their classrooms. They also admitted that things didn’t always go as planned, so making tweaks, adjustments and improvements are vital to long-term success.

As a participant in that event, the variety and suggestions were tremendously helpful. I was excited to learn about the ways others have used to successfully increase student engagement and involvement. So if you are investigating new teaching techniques that include technology, that’s good. Thinking and learning more about the various options is the right first step. Let your interests be your guide. Do a little research; ask colleagues what they use, read a few articles, consider how an approach or a technology fits with your teaching style and academic discipline. What are the learning outcomes you are committed to accomplishing? Will the selected strategy or technology allow you to deliver on that? But don’t stop there! Pick something new and different and try implementing it in your classroom. Bringing a fresh approach to your teaching will benefit your students and you.

My MOOC assignment for today requires that I use an audio recording software. Last week I added a plug-in to my web browser and then recorded a short screencast video demonstrating its use. Now when I collaborate with the faculty I support, I can explain, first hand, how these technologies function and honestly assure them that they are easy to use and implement. Am I an expert user? No way. Capable? Definitely! Am I having fun knowing just enough to be dangerous? You bet!

Susan Fein, eLearning Consultant
WSU Global Campus

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