Life a an Adjunct Series at MCNY

As higher education's heavy dependence on adjunct labor to educate students seems to have no end in sight, I believe we as educators (& administrators) have a duty to help foster our adjuncts both in the classroom and professionally.  In the spirit of providing training, support, and career growth for adjuncts, my colleagues and I created a series that would give training in pedagogy to help improve the classroom experience but also provide professional development as our adjuncts move on, hopefully, to full-time appointments.

“Life of an Adjunct” is a new series of workshops designed and facilitated by the Directors and Dean of the Audrey Cohen School for Human Services at Metropolitan College of New York to promote professional development, share best practices in teaching, develop training and resources for academic and professional success, and foster collegiality.  Workshops are open to all faculty members at MCNY, and we encourage participation and suggestions for future sessions.  Registration is free, but RSVP is required. 

Spring 2016 Semester

2/19/16:  Going Beyond the Scantron:  Creating an Exam with Purpose

In this workshop, participants will learn how to write creative exams that not only test but challenge student learning.  Topics to be covered will include best practices in exam design and designing assessment tools.

4/1/16:  Professional Development:  Designing a Winning CV & Cover Letter

In this hands-on workshop, participants will be exposed to multiple CV formats that can be tailored to their particular career needs or goals as well as how to write effective cover letters in response to a job post.  Bring an electronic copy of your most recent CV and a sample cover letter.

Summer 2016 Semester

6/17/16:  Professional Development:  Developing Online Presence & Portfolios

Topics to be covered in this workshop include using social media for professional purposes and how to develop an online academic portfolio using blogs, Vitae, Google Drive, and other sources. 

Fall 2016 Semester

9/16/16:  Master Your Moodle:  Developing Engaging & Interactive Moodle Shells

In this hands-on workshop, participants will demonstrate creative ways to engage students via Moodle.  Topics to be included will include how to use sidebars to tailor, embedding versus hyperlinking, and using alternative formatting options to make your Moodle shell engaging and informative.

Telecommuting Students into Class

I recently had a experience where a student had an injury that prevented her from physically attending class. Since I had been offering students the opportunity to use skype for online meetings, she thought we might be able to use facetime to have an online meeting. I then began thinking about having her telecommute into class and came up with several options.

Since I use the classroom computer for moodle, lecture slides and videos, I could not use the class computer to communicate with the student. Classroom computers also do not have cameras or microphones. But both myself and students have smartphones and tablets.  Also since I have my lecture slides with embedded videos on moodle and open them during class so that students can follow on their phones, tablets or laptops as an option to viewing the projected images, a person at home could also follow.

Hearing the lecture and discussion might require two pieces of equipment such as a phone for the audio and a tablet or computer for moodle. If students only have the equipment for the audio, they would essentially be the same as a conference call and could hear what occurred in class. They could review slides and videos afterwards.

If there is only one student, I could connect to them with my ipad using either skype or facetime.  I would probably not use the video because I doubt if I could project the screen clearly and I move throughout the classroom. It is my understanding that skype allows group calls but I have not been able to figure out if this works with ipads. If there are multiple students who might require this, maybe members of the class can use their phones to connect them. Skype uses the school's wi-fi conenction so that such students do not need to pay for their telephone calls or use their data plans.

This option also requires faculty to make some policy decisions about who and when such actions take place. For example, it might only be used for those with documented medical needs that prevent them from attending class.  It might also require permission of other class members during planned discussions.

I would like to hear from others who have used or have ideas about using technology strategies to help students participate in classes when they are unable to physically attend.

Resources for Teaching with Technology

Reposted from an email sent to all MCNY faculty on 5/8/12.

A couple of summers ago I developed a Faculty Development Workshop on creativity to help faculty incorporate online resources into their classes and Moodle shells. As we move forward with our Strategic Plan and our efforts to provide significant course content online, this becomes more important.

At that time I collected a list of web resources that could be used across the MCNY curriculum and placed them in a Moodle shell that was available to all the workshop participants. I still use many of these resources and have added others over the years. Of course some of them have morphed into something different than they were, totally disappeared, or been replaced. New ones have been developed. But I keep finding myself going back to that old Moodle shell to find something.

So I thought about updating this resource list to make it more accessible and since I wanted to try out my new Pinterest account (the fastest growing new social media network), I set up a Pinterest board on "Resources for Teaching with Technology". Piniterest boards are like bulletin boards where you can "pin" pictures from all over the web and add some descriptive text. When a visitor clicks on the picture, they are taken to the original source of the picture. I have also set up some other boards that can be used in my teaching ("Human Services Interest Board", "Documentary Films - Society and Human Services" and "Books Worth Reading"). The film and book boards are in response to questions that students often ask about seeing additional films or recommendations for books.

Please feel free to check out the Resources for Teaching with Technology board at: http://pinterest.com/draweiner/resources-for-teaching-with-technology/.

You can like items, "repin" them to your own boards, follow a board, or write comments. I would be interested in hearing about the creative ways you are using some of these resources. Please let me know about other resources you find useful. Unfortunately not every resource can be pined since some of the web sites do no have usable photographs, which is the main element of a pin. Groups can develop boards since the owner of a board can add others who also have the ability to pin to that board.

We can also talk about how to use Pinterest itself as a teaching tool. Happy pinning.

Are You Tired of Powerpoint?

PowerPoint is a necessary evil for teaching in a technology enabled classroom. And if you don't believe me, read Tufte. E. (2009). PowerPoint Is Evil. Power Corrupts. PowerPoint Corrupts Absolutely.(http://www.wired.com/wired/archive/11.09/ppt2.html) Ever since Adobe Persuasion was discontinued I have been forced to use Powerpoint. I have even tried using Pages on my Macintosh and iPad. 

For the last couple of years, I have been making Quicktime videos of my lecture slides and placing them in the Blackboard or Moodle shell so that students can review them. I am often asked why don't I just create handouts. I don't for several reasons. I believe that....

• students are responsible for their own learning.
• the ability to identify and conceptualize is important for students to develop and a tool for doing this is note taking
• active learning involves "activity" such as writing notes, hi-lighting, typing, etc.

Students are able to stop and review slides as many times as they want. And in fact this makes for more interesting interaction in the classroom, since students are not trying to be human xerox machines, copying every word on every slide. Many no longer take notes in class and are fully engaged in listening and discussing.

But it is a long process to make the original PowerPoint slides, turn them into Quicktime videos and upload them to Moodle. Every time I make a change in a slide set used in class, I have to make a new movie, remove the old file from Moodle, and upload the new file, and then make sure that it works.

So what if some presentation software came along that was could be edited online so that you only need to place a link or embed it in a Moodle shell. Well it does exist, meet Prezi (http://prezi.com/).  If I make a change in my Prezi slides, all I have to do is save it in my Prezi account. (Which it does automatically while I am editing.) When the student clicks on the link or the embeded Prezi, they see the most recent version. No need to upload, download or redo movies. Not only that I can import my large collection of PowerPoint slides into Prezi, which also easily imports resources such as images and videos from the web. Prezi also allows collaboration through shared editing so that students could work on a presentation together. Purpose Faculty might jointly create a Prezi that could be used by all.

And best of all, it is free to students and faculty with .edu email accounts. Prezi also has an iPad app. It is easy to learn and comes with some very suitable templates. A full series of tutorials and cheat sheets can be found at http://prezi.com/learn/.

I gave my Purpose 8  Constructive Action students the opportunity to use Prezi instead of PowerPoint for their final in-class presentations and the Prezi presentations did seem more interesting and dynamic. Prezi also has the potential of allowing students to make online presentations without the difficultly of creating, uploading and downloading slide shows. All they have to do is post their link or embed their Prezi into a Moodle forum and the other members of the class can review the presentation and comment.

To learn more about Prezi...

Prezi Zooms to 10 Million on Prezi

Now my old PowerPoint remote does not work with Prezi so I have to go out and get a new remote mouse if I want to use Prezi in my class and not be tethered to the mouse on the computer. But is seems a small price to pay.

Have You Discovered TED?

I have been using TED Talks Videos in many of my classes (http://www.ted.com/talks). Many are short and can easily be used as discussion starters and to encourage reflective thinking. The tagline for TED is "Ideas Worth Spreading".

Now they have a new resource for teachers, TED ED (http://ed.ted.com/), Lessons Worth Sharing.  They developed some pre-made lessons, using animators and the TED Talks Videos that can easily be linked or embedded into Moodle. Lessons come with a video, quick quiz, thinking questions and additional resources.

But it gets better, faculty can "flip" the lessons to individualize them for their classes. To Learn more about flipping a video got to http://ed.ted.com/about#/flipthisvideo.

This platform also allows users to take any useful educational video, not just TED's, and easily create a customized lesson around the video. Users can distribute the lessons, publicly or privately, and track their impact on the world, a class, or an individual student.

Try it out. I think we might be able to create some interesting transdisciplinary lessons that we can share and used in support of our unique PCE curriculum.

Incorporating Tech into the Classroom

Dedicated adjunct faculty member and good sport Glenda Perreira shares her experiences incorporating technology into the classroom.



 
Perreira teaches and developed the curriculum for one of the common classes at MCNY: MIS CC 130 - Computer Applications. If your students have strong power point skills, she may be the one to thank.

In this podcast, Perreira shares with faculty some of the benefits of using tech in the classroom, her perspective on how to introduce it, and how to guide those new users.

Audio quality is a little rough for our first take, but hopefully this will be the first of many guest voices from faculty!

If you're having trouble with the embedded player, you may try this link directly:

http://soundcloud.com/diwata/glenda-perreira-gives-advice

Thank you, Glenda.

Increasing Class Participation in Moodle Forums

As we begin to move classes online, I have been thinking about how to increase student participation in discussion in forums. In my hybrid classes, I have begun to have independent learning tasks that I want students to share and discuss before our next in-class meetings. I use the "single, simple discussion" format so that students are all in one threaded discussion each week. Each week I have a different task and a new discussion forum.

Even when I graded the student postings or raised questions about their postings, students primarily only posted their answer to the question and didn't respond to others. This pattern occurred even when it was obvious that there were differences of opinions. According to Department of Education guidelines, online course content has to be interactive and should not simply be homework. I wanted to make our online discussions look more like inclass discussions.

The Moodle forum allows faculty to grade student postings by adding up all the points earned on each posting. Only the student themselves sees the faculty ratings. So I set a weekly forum with a maximum of five points. Students earn three points for a good posting  (A or B) that is on time and two points for an adequate posting (C or D) that is on time. A late posting earns only 1 point no matter how good it is and I don't accept any posting over a week late.  So I am requiring students to focus both on the quality and timeliness of their postings. Students earn another 1 point for each relevant, reflective response to another student's posting. Since the total score is set at 5 points, a student who earns only 2 points on their original posting can earn three more for their responses to others. Even someone who does not do an original posting can earn 5 points for the week with five good reflective, thoughtful responses (although no one has figured this out yet). This system seems to have generated some very good discussions. Some students are engaging in dialog and some responding to more than two posts. The total I set in Moodle allows me to not worry that a student will earn too many points as it will not give them more than five. My syllabi identify the value of their forum participation in their final grade.

My ground rules continue to be in process.  Do I want to allow someone to earn the full five points without an original posting? I also need to adjust the time frame, which currently required postings to be submitted before the next in class session, when I usually highlight and discuss the responses for the week. Some people were posting minutes before class so that no one, including me, could read or respond to their postings. And the same individuals were chronically late every week. Some were even posting during class and with students arriving late to class. For the future I am thinking about moving up the dates for original postings to two or three days before the next class and responses to the day before class.

I would be interested in hearing how others are using discussion forums in their classes.